Name: Ms.

Karla Pantaleon CURRICULUM PLANNING TOOL

Unit Big Idea: Contemplations of Painting (intro to painting): Grade Level: 10th – 12th grade National Visual Art Goals:

VA:Cr1.1.III a. Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.
VA:Cr1.2.III a. Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple
works of art and design based on a theme, idea, or concept.
VA:Cr2.2.III a. Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of
creative work.
VA:Cn10.1.III a. Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches to create meaningful works of art or design.

Objective(s): Students will…

• Learn basic methodologies of painting.

• Develop deeper understanding on how to express their ideas visually through painting.
• Explore the works of contemporary and historical artists working in the medium of painting.
• Receive the opportunity to explore media and materials.
• Explore the elements and principles of art as they apply to painting.
• Work in a safe/respectful environment that will allow risk taking and freedom of visual expression.
• Receive meaningful feedback on their work from instructor and peers.

Projects:
1. Acrylic paint painting
2. Water color painting
3. Oil paint painting

Historical/MC &
Title of Key Concepts Dialogue/Concepts Contemporary Art Media/Process Reading, writing, and talking Closure/
Lesson & Important [Essential Questions Exemplars [materials, techniques; step by step] about art Assessment
Session

Expected concepts you will ask; points [artworks, books, [list instances/activities that are [how you will wrap it up and
Result[s] addressed on of discussion; what interviews, videos, visitors] You need to write out synthesized into the lesson, not how you will grade the
[& Length of big idea they are learning] 5 days for each week. separate] lesson’s results]
Time to *Make a rubric for each
Completion] final project.

Curriculum Planning Tool- Page 1 of 8

 Develop deeper “What do you know Picasso Day 1: (11x 14 Acrylic paper, Paints + Day 1: Grading for this week’s
(50min) understanding about painting?” corresponding tools) activities include:
on how to Pass out a syllabus. Discussion on what students
Elements of express their “How is working Intro of unit on painting. Begin discussion on know about painting and color • Active participation in all
Painting. ideas visually with wet media painting. “What do you know about painting activities of
through different from painting?”, “How is painting different than theory. exploration and medium
[Acrylic] painting working with dry other types of art forms?”. One important 1. Primary colors practice.
media?” aspect of painting is color, ask students about 2. Secondary colors • Completed reflection
color theory. (Take notes on responses in a summary on what was
Color mixing: “what is color word document). Demo how to set up for 3. Tertiary colors learned. For first two
methodology of theory?” small painting. Demo color mixing. Day 2: Discuss other ways to works.
painting Students will create color wheel with • Craftsmanship is taken
“what do you know primary, secondary, and tertiary colors. mix colors and achieve tones, into account and shows
Elements: about colors” Day 2: (Acrylic paper, paints + tints, and shades using black control of medium
corresponding tools) (acrylic).
• Color Introduce Tint, Tone, Shade with demo. white and grey. Show Picasso’s
Color groups (color
Students will finish color wheel then create • Completed works of study
• Value schemes): blue paintings. Discuss color with name and date on all
• Shape Monochromatic, color mixing flow chart. value. Value scales. papers.
• Form analogous, Van Gogh Pick one color to create color mixing chart on
• Texture complementary, second half of paper. Introduce Texture Discussions on texture and Completed works:
• Line triatic activity to students they can begin when done how it is created and implied.
color mixing. • 11x14 Color wheel and
• Space Color Tones Divide 11x 14 paper into 3 and create Define Impasto: the process or
different textures: Actual and/or Implied color flow chart (on the
Craftsmanship Color Shades technique of laying on paint or same page)
Color tints using different brushes and tools (sponges, • 11x14 texture study
paper towels). Homework: students will pigment thickly so that it stands
finish up experimental works from the out from a surface. Paint divided by three and
“What do you know Matisse previous two days. showed affective and
about Texture?” Day 3: (In progress works + paint and applied thickly. creative use of resources
corresponding tools) to create texture
“What is Actual Before turning in color mixing sheet and • 14x17 still life form study.
texture and what is Day 3: Shows blending
implied texture?” = texture sheet we will reflect on process. techniques and effective
Write small paragraph on sheet of paper Writing summarizing what you
Impasto describing what you learned about color color blending. Clear 3
learned in your experimental dimensional forms.
mixing and creating textures. Turn in
finished works. processes on how to create
Prepare for new project: pull up activity. colors and textures. Discuss
Today we will be working on gradients, local color.
Week 1

blending colors together to form shapes.

Andy Warhol/ Roy Teacher demo blending techniques and
Lichtenstein how to start acrylic painting. Day 4:
Discuss warm and cool colors
and how to use them for
shadows and highlights
Shahzia Sikander (substitute for pure black and
Small forms still life set up at each table. Use pure white).
a color pencil or light pencil marks to draw
out the outlines of your image on paper.
Other option: map out basic shapes with
large brush. Photograph still life angle you
have chosen to use as a reference tomorrow.
Day 4: (In progress paintings +
corresponding tools, still life objects)
Begin with demo on how to create shadows
with paint (gradient) using other colors other
than black. Show how to use water to stretch
paint and blend.
Allow students to continue working on forms
painting for remainder of class time.
Encourage them to use mixing techniques
they have practiced and texture as well for
Teacher exemplars and textured objects. Provide students
feedback as needed/requested.
Day 5: (WIP paintings of still life + paint and
corresponding tools)
Last in class day to work on still life
paintings. May work on paintings for the first
30min of class. When finished leave on rack
for me to grade. Clean-up… Have students
take out sketchbooks to begin taking any
notes.
Prepare for new project: Pass out project
worksheet. Pull up power-point and present

Curriculum Planning Tool- Page 2 of 8

 (50 min) Work in a “What is a portrait? Frida Kahlo Day 1: (18x24 canvas + acrylic gesso) Begin Day 1: Grading will consist of:
safe/respectful How do we define a by discussing identity and what that consist
Self-image environment self-portrait?” of. Take notes on a word document that Discussions about identity and Active participation in
that allows students will have access to while working how it pertains to how we painting process will be
[Acrylic] students to take “How do we define on this project. Bring up PowerPoint on choose to represent ourselves. graded as the main part of
risks and think identity?” screen and show students works of portrait “What are some parts of our this week’s points.
innovatively. artists and the styles and techniques they identity that are most important Students meeting day to day
“What are some ways have used to create portraits. Allow students to us.” expectations.
Receive we can make each to take notes on what formal elements these Note taking – building planning
meaningful other comfortable artists are using to convey conceptual strategies. • Day 1 – Have canvas
feedback. talking about meanings. Pass out 18x24 canvas to each Research: source images prepared.
complex topics?” student. Before the end of class everyone
• Think about must have layer of gesso added to canvas. Day 2: • Day 2 – Have
mix media “How does our Allow to dry in painting rack. underpainting primarily
• Collage society define beauty Homework: Bring source images, sketches Independent research: search layered and begun by the
• Adding standards?” Kihende Wiley on what you would like your self-image to for an artist to get some end of today.
sculptural be. Have a basic plan to begin painting. inspiration from. Building their
elements to “How do other Day 2: (student homework + prepared research skills and connecting • Day 3 – Basic foundation
painting cultures and societies to contemporary artists. of work completed. Ideas
when playing define beauty?” canvases + painting and corresponding are mapped out and
with texture materials) Day 5: students have begun to
• Gluing grass Breakdown of other add more layers to
or hair on to words brought up in In progress critique. Students important focal areas of
the canvas. class. Some may will self-reflect and self- painting.
include: critique their progress painting
Painting • Race and ethnicity works. Writing it independently • Day 4 – Students will
methodologies: • Gender and speaking out loud as a begin to add textures to
• Sexual orientation. Johannes Vermeer group. their painting today and
• Preparing a • Culture Begin class with demo of underpainting advance toward a closer to
canvas • Socioeconomic finished work.
• Direct and status (Indirect painting).
Indirect Initial painting usually in monochromatic • Day 5 – Participate in our
painting color scheme or black and white identifying progress critique by
the basic shapes and values. (This will be giving feedback to peers.
Principles: largely covered by more layers of paint).
§ Rhythm Students may also begin by creating a light
§ Pattern sketch with a light pencil or color pencil and Completed/collected works
§ Balance then adding paint (Direct painting method and assignments:
Francis Bacon
Week 2

§ Emphasis also known as alla prima). Allow layers to

(contrast) dry by working on other sections. Store in Planning sketches and
§ Proportion progress work on canvas rack. Clean up. source images.
§ Harmony Homework: search for an artist to inspire
§ Variety/Unity your work going further. Instagram can be a Self-reflections done in class
§ Movement source as well. Bring research to class with about their in progress work.
some source images.
Day 3: (In-progress painting + paints and
tools) Studio day: provide students with
guidance and sit with them at working station
to discuss their plans for their painting. Look
at their sketches and source images. The goal
Chuck Close for the end of the day is that all students have
a basic foundation already on the canvas and
are well planned out for the next few days.
Homework: bring in any mix media you plan
to add to your canvas or would like to
experiment with for texture. (ex: Newspaper,
tissue paper, grass, sand, salt etc.)
Day 4: (painting tools, painting knives,)
Studio day: Today in studio we will focus on
beginning to add texture to canvas if so
Andrew Salgado desired to. Demo impasto, glue some
newspaper onto canvas, and tissue paper then
add paint on top to create
Have collaborative canvas on an easel for
students to experiment on with materials they
have
Day 5: (Paper and pencil to write notes on
critique on)
In progress critique day: Set up your
paintings up for in progress critique.
Individually take time to write what you
think is working in your painting and what
isn’t working and you are planning to
change. How are you planning to change it?
Do you think your conceptual ideas are
showing through? Have the artist talk about
what they wrote -- students will then
https://www.andrewsalgado. participate out loud and provide their peers
com/ with feedback on their in progress work.
Teacher: provide feedback accordingly.
Curriculum Planning Tool- Page 3 of 8
 (50min) Critique - What can we learn Tristram Lansdowne Day 1: (In progress paintings + Day 2: Grading for this week will
from critique? New Horizons: corresponding materials) include:
“Receive - What are some (Last studio day to work on Self-image/ Self- Talking about art in critique
Finishing up meaningful important portrait paintings) Help guide students into and learning how to look at art § Active participation in
Acrylic feedback from questions we must finishing their acrylic paint portraits. If and what questions to ask when painting process will be
portraits instructor and ask ourselves when students are not finished by the end of the visual interpretations arise. graded as the main part of
peers” completing a work classroom period assign that they finish their Speaking about formal qualities this week’s points.
of art? work and be ready for critique for the next and conceptual qualities.
- Process and day. § Students meeting day to
executions Day 4: day expectations.
Day 2: Critique day: Today’s class will be
- Conceptual ideas used for critique. Students will bring out Discussion on painting genre of • Craftsmanship is taken
vs. the formal paintings and set them up in a row for surrealism and combining it into account and shows
qualities of an critique. Students must bring written with discussion of spaces and control of medium and
artwork. statement as it would appear in a gallery next landscapes. techniques. (watercolor).
to their painting for gallery walk. Allow Artist research and planning for
students to take turns saying something about project sketches. • Completed work with
“What is their classmates works. name and labels filled in.
surrealism?”
Day 3: (11x14 water color paper + water
“How do artists use colors and corresponding materials)
surrealism in their Introduction to water color: pass out water Completed works:
work to make social color worksheets. Divide with tape into
commentary?” sections to start water color techniques. § portrait painting to turn in
Students are required to try out at least 6 of on day two for final
“What are some the techniques shown in watercolor grading.
social norms worksheet. Which we will follow together.
connected to spaces Application techniques § Water color techniques
The basics of and how do some Demo: Wet on wet technique. Allow worksheet with paintings
watercolor: people fight against students to work and practice on their paper. of practices (studies).
the norm?” Mirage of Landscape and Demo: Wet on Dry technique which requires
Painting Ex: architecture: wet brush on dry paper. § Sketches for watercolor
Surreal methodologies: § retro housing. Demo: Paper towel dabbing to lift some of project and basic planning
Spaces and § Minimalism the color you’ve added on to the paper. + artist name for
Landscapes movement. Demo: Blocking out with a white crayon. inspiration.
Exploration of § Green movements. Demo: Glazing this technique works on dry
medium water color paintings.
Water color Textured techniques:
techniques for Demo: Sgraffito: Use sharp object like a
Week 3

“What do we know
application and about landscapes and needle to scratch into the paper to reveal
texture interiors?” scratches add a wash on to the section.
Demo: Salt techniques flat wash and then
• Wet on wet “How are they sprinkle salt on the wet wash of paint.
• Wet on Dry normally represented Demo: Rubbing alcohol techniques
• Lifting paint: and used?” Demo: Splatter techniques, tooth brush and
with a paper hitting brush on another to add fluidity.
towel of a dry …Summary of water color techniques and
brush introduction to watercolor project:
• Blocking out Salvador Dali
• Glazing Day 4: (18x 24 water color sheet of paper +
• Sgraffito corresponding materials)
Planning for large water color project.
• Salt Discussion on surrealism and surrealist artists
• Rubbing and their work. Discussion on spaces. Begin
alcohol sketching for what you would like to create.
• Splatter Closure will include possibly beginning to
sketch images you have decided on into
larger paper using light pencil/colored
Elements: pencils.
Rene Magritte Homework: Bring in Source images and
• Color artist you have found online that is working
• Value uniquely in watercolor medium.
• Shape
• Form Day 5: (watercolor + corresponding
• Texture materials)
• Line Water color studio day: students will bring in
• Space full plan on what they will be working on for
this project and begin adding the basic
foundation of their watercolor
Principles: landscape/space. Main goal is to have
§ Rhythm Pablo Picasso foundation of painting laid on to paper.
§ Pattern Closure includes clean up. Place paintings in
§ Balance drying rack and wash out all your brushes.
§ Emphasis Guide students and provide feedback as
(contrast) needed individually or out loud to the
§ Proportion classroom.
§ Harmony
§ Variety/Unity
§ Movement

Curriculum Planning Tool- Page 4 of 8

 (50min) Painting “How do we proceed Tristram Lansdowne Day 1: (11x14 water color paper + Day 1: Grading for this week will
methodologies: when working with Contractions: (soft corresponding materials) consist of:
Continued… paint that sometimes watercolor effects) Work day: Provide students with some more Discussion on artist approach,
Water color Water color requires drying images of artists working surrealistically and artistic style, and development § Active participation in
techniques time?” or in water color. Provided with different of work. painting process will be
Surreal summary approaches and how they added their graded as the main part of
Spaces and “why is it important personal styles to their work. 40min to work Students will begin to realize this week’s points.
Landscapes to do some research on their watercolor works as they continue that they prefer to proceed in
before beginning an working from their source images and painting in a specific way and § Students meeting day to
artwork?” inspiration artists. Provide feedback they may compare their own day expectations.
individually as needed. Encourage students to personal methodologies to
“Making + Meaning” walk around and look at their classmate’s those of other artists through • Craftsmanship is taken
work as they wait for their sections to dry. research and analyzes of into account and shows
“Where does Building a community of painters. research. control of medium
meaning in artwork (watercolor).
come from?” Day 2: (In progress work, watercolor paints + Day 3:
corresponding materials) • Completed works of study
“What parts of your Studio day: Students will be working on Fill out questionnaire with with name and date on all
painting show advancing on their watercolor piece. Provide partner in partner critiques. papers.
conceptual meaning” students feedback as needed. Goal for today “What is working well in the
is have a little more than 50% of work done. art work?” “What in the Completed works
“How can formal Encourage students to work outside of class. artwork could use
qualities in your Images of water color building layer by layer improvement?” “has your § Final water color
work become classmate used some of the paintings. Due Monday
conceptual qualities techniques introduced in the
and add to the overall beginning of our water color § Partner critique
content of your unit?” questionnaire.
work?”

Pablo Picasso (sharper)

Week 4

Day 3: (In progress critique partner

questionnaire to fill out. watercolor paints +
corresponding materials)
In progress critique with partners will consist
of students providing feedback to a partner
and vice versa. Questionnaire will include
questions such as “What is working well in
the art work?” “What in the artwork could
use improvement?” “has your classmate used
some of the techniques introduced in the
beginning of our water color unit?”
Encourage students to provide an equal
amount of positive feedback as compliments.
Remind them to not be afraid to say
something could be improved or removed.
While always providing explanations.

Elements: Day 4: (Water color paintings +

corresponding materials)
Complete Studio day no interruptions.
• Color Students are allowed to listen to their own
• Value music today and dive in to their work.
• Shape Teacher will provide feedback as needed.
• Form
• Texture Day 5:
• Line (watercolor paints + corresponding materials)
• Space Studio day last day to work in class: Goal for
the day is to have majority painting done
while only needing a few details to get done.
Principles: Assign as a homework assignment to have
§ Rhythm work piece finished for critique tomorrow.
§ Pattern Students may add details in color pencil
§ Balance marker liners and white pens for highlights.
§ Emphasis
(contrast)
§ Proportion
§ Harmony
§ Variety/Unity
§ Movement

Curriculum Planning Tool- Page 5 of 8

 (50min) Work in a “Think about what Katie O’Hagan Day 1: Day 1: Grading will consist of
safe/respectful objects mean to us as students:
[Oil] environment humans?” Final critique day for water color piece. Students are required to write a
that allows Today’s class will be used for critique. statement reflecting on their
Introduction students to take “How do the objects Students will bring out paintings and pin work. What their intent was § Active participation in
to oil risks and think we own speak to who them up on tack boards for critique. Allow how their peers perceived their painting process will be
painting innovatively. are as a person?” students to take turns saying something about work and if there is anything graded as the main part of
medium their classmates works. Students are required they would do differently. this week’s points.
Painting “What symbolism do to write a statement reflecting on their work. Compare and contrast the two
methodologies: objects bring?” What their intent was how their peers mediums they have now § Students meeting day to
perceived their work and if there is anything worked with. Which techniques day expectations.
Oil paint “Social critique on they would do differently. Compare and they have preferred from both
consumerism and contrast the two mediums they have now mediums. • Craftsmanship is taken
§ Materials how attached some worked with. Which techniques they have into account and shows
§ Paint thinner people become to preferred from both mediums. Day 4: control and development
§ Paint glazing their material Discussion on popular painting of skill in medium (Oil
oils. things?” Claude Monet Day 2: (Oil paint and corresponding genre: Still life paintings paint).
§ Different materials + small 11x14 thin canvas to
brushes “In history still life practice oil paint techniques) Questions: • Completed works of study
§ Painting painting could show Introduction to oil paint. Materials students with name and date on all
knives a person’s will need. And techniques they will use. Think about what objects mean papers/ canvases.
§ Rags wealth…How can we Similar to acrylic paint. Demo set up: to us as humans? How do the
do that today?” Thinner and safety, adding gesso to canvas to objects we own speak to who
Georgia O’Keeffe prepare it for oil, cleaning brushes. Mixing are as a person? What Completed works:
“How does lighting techniques are similar to techniques used for symbolism do objects bring?
and shadows give a acrylic paint and remind students to look Social critique on consumerism § Submitted final
painting mood” back to color and their color theory. Students and how attached some people watercolor paintings after
will work on these methods on a small 11x14 become to their material critique on Day 1.
thin canvas. And be allowed to play with the things? In history still life
medium. painting could show a person’s § Reflection statement
wealth…How can we do that written after painting is
today? How does lighting and complete.
Artists introduced this week are working in shadows give a painting mood.
oil paint in different ways: students can § Oil painting still life
choose how to handle this medium and if sketches. Source images
they would like to build on more realistically and other planning
or more divided and take advantage of the material shown to
vivid nature of oils. instructor.
Week 5

Day 3: (oil paints and corresponding

materials)
Oil paint methodologies continued and
Unknown: Geometric summarized. Demo underpainting for oil
paint and how to use thinner to dilute oil
abstractions paint. Use rags to cover larger areas on
canvas. Direct and Indirect painting
Goal before the end of class is that students
have added gesso on to their 18x24 canvases
Elements: Day 4: (oil paints, gesso-ed canvas and
corresponding materials)
• Color Di Introduction to project: Oil paintings and still
• Value lives. Discussion on still lifes. What they are
• Shape and what forms they can take. How have they
• Form been represented in art history. Allow
• Texture students to do research in class. Students are
• Line allowed to pull up images on the internet
• Space work on sketches and look up other artists
they would like to find inspiration from.
Teacher will walk around to help students in
Principles: research /planning process, answer questions
§ Rhythm and give advice on proceeding work.
§ Pattern
§ Balance Allow students to add second layer of gesso
§ Emphasis in class to begin painting tomorrow.
(contrast)
§ Proportion Day 5: (Oil Paints + corresponding materials)
§ Harmony Studio day: Students are allowed to begin
§ Variety/Unity painting and get on with their still life
§ Movement project. Instructor will provide feedback as
needed and or requested by individuals.

Curriculum Planning Tool- Page 6 of 8

 (50min) Think about and Anthony Pierson Day 1: (Oil Paints + corresponding materials) Discussions between peers will Grading for this week will
Develop deeper develop your answers Studio day: Students are allowed to continue be encouraged throughout consist of:
[Oil understanding to questions of last painting. Instructor will provide feedback as studio work heavy week as they
continued… on how to week as you continue needed and or requested by individuals. work with oil paints.
+ final express their to work with still Students may begin to add glazing oils to § Active participation in
project] ideas visually lifes. their canvas as some areas have begun to dry painting process will be
through over the weekend. Day 5: graded as the main part of
painting “Think about what Students will talk about their this week’s points.
objects mean to us as Day 2: (Oil Paints + corresponding materials. own art and talk about their
humans?” In progress critique paper) peers work out loud in critique. § Students meeting day to
Explore work Studio day/ Silent in progress critique: Silent day expectations.
of “How do the objects critique consists of students providing
contemporary we own speak to who feedback to their peers on a piece of paper • Craftsmanship is taken
and historical are as a person?” placed next to the student’s work. We will into account and shows
artists. Still life Photography rotate 4 times and write a few sentences control and development
“What symbolism do providing some in progress feedback to each of skill in medium (Oil
objects bring?” student. These will be turned in at the end of paint).
the project along with paintings. The rest of
“Social critique on the class day will be used for continued
consumerism and painting. • Completed works of study
how attached some with name and date on all
people become to Day 3: (Oil Paints + corresponding materials) papers/ canvases.
their material Studio day: Students are allowed to continue
things?” Chloe Rose working on painting. Instructor will provide
feedback as needed and or requested by
“In history still life individuals. Encourage students to walk Completed works.
painting could show around and look at their classmates work.
a person’s Ask questions to students as they work:
wealth…How can we “What have you liked about using your peers Final Oil painting still lives
do that today?” as a resource?” Developing a community of due for critique on last day.
artists takes time but also collaboration, and
“How does lighting Miss Anna Valdez all though students have not been working on
and shadows give a one piece together they have been learning
painting mood” from each other hopefully through proximity.
As all of your students will work at different
levels.
Day 4: (Oil Paints + corresponding materials)
Studio Day:
Week 6

Independent work day. Demo using oils that

will allow for quicker drying time of oil
paints for students who have things to finish
other than details for critiques. Encourage
students to use different brushes and
pressures to create different lines and textures
in their final details of their paintings.
Day 5:
Final Critique:
Class time will be used for critique. Students
will bring out paintings and set them up in a
row for critique. Allow students to take turns
saying something about their classmates
works. Students will speak on how the silent
critique influenced the finishing stages of
their work if at all. Each student will be given
Elements: individual time to explain why they made the
choices they made in this painting. What they
• Color feel was successful and not so successful in
• Value their piece.
• Shape
• Form
• Texture
• Line Wg Voigt
• Space

Principles:
§ Rhythm
§ Pattern
§ Balance
§ Emphasis
(contrast)
§ Proportion
§ Harmony
§ Variety/Unity
§ Movement

Curriculum Planning Tool- Page 7 of 8

 (50min) “What do you know Students will do research Day 1: Day 5: Grading for this week will
Summarize about painting?” and find artists that have not (Oil paint/Acrylic/Water color and include:
Wrap up and basic been used in class to inspire corresponding materials + 11x14 canvas Students will use the last day to
back it up. methodologies “How is working them in their final projects. 11x14 watercolor paper) reflect on the work they made § Active participation in
(talking of painting. with wet media Introduce project. This project will be free in this painting unit and how painting process will be
about newly different from Sources for artist examples genre wise and will be done student’s choice they used the methodologies graded as the main part of
gained Receive the working with dry that are allowed: of media. Think about some of the genre of they learned to problem solve this week’s points.
knowledge) opportunity to media?” paintings we have done in the past few weeks around the process.
explore media § Visit your local museum (students will choose what they want to do § Students meeting day to
and materials. “What did you learn and look at paintings of for their final projects) They will use today’s day expectations. And are
about painting and old masters and class time to create a sketch and plan out engaged and on task.
Receive how will you use it in contemporary painters to their final wrap up paintings of their own
meaningful your future artistic inspire you. choice. Depending on how far they get in the • Craftsmanship is taken
feedback on practice?” research/planning process students may begin into account and shows
their work. § Art 21: working on their small canvas. This short control and development
“Are there any https://art21.org/?gclid=E project will allow students to wrap up their of skill in chosen medium.
Work in a safe paintings you wish AIaIQobChMI5OCfmtql thoughts and ideas about painting and its
and respectful we could have 3gIVWbnACh133gi6EA methodologies. • Completed works with
environment. done?” AYASAAEgKywfD_Bw name and date on all
E Day 2: (Oil paint/Acrylic/Water color and papers/ canvases.
corresponding materials + in progress 11x14
§ Instagram (for canvas 11x14 watercolor paper) Completed works
contemporary working Studio day: Students will use class time to
artists) begin and or continue their 11x14 painting - 11x14 wrap up painting.
projects. Teacher will walk around answering
§ Google: if the artist has a questions and providing feedback as needed
website you can bring to and or requested.
class.
Day 3: (Oil paint/Acrylic/Water color and
corresponding materials + in progress 11x14
canvas 11x14 watercolor paper)
Week 7

Studio day: Work day. However, not a silent

work day. Students are allowed to discuss
with each other and give each other informal
feedback.
Day 4: (Oil paint/Acrylic/Water color and
corresponding materials + in progress 11x14
canvas 11x14 watercolor paper)
Studio day: Independent work day. (use your
time wisely today as it is the last day we will
be painting and will have materials out. If
Painting is not finished assign for homework
Elements: for final critique tomorrow.
• Color Day 5: (Oil paint/Acrylic/Water color and
• Value corresponding materials + in progress 11x14
• Shape canvas 11x14 watercolor paper)
• Form Final critique day/ closure on painting unit.
• Texture Class time will be used for critique. Students
• Line will bring out paintings and set them up in a
row for critique. Allow students to take turns
• Space saying something about their classmates
works. Each student will be given individual
time to explain why they made the choices
Principles: they made in this painting, how they used the
§ Rhythm skills they learned in previous weeks to
§ Pattern problem solve.
§ Balance
§ Emphasis Closing remarks. Allow students to gather
(contrast) work and clean up their materials.
§ Proportion
§ Harmony
§ Variety/Unity
§ Movement

Curriculum Planning Tool- Page 8 of 8