6th Grade
Metepec Sun
Lesson10 Days
Project Description: Students will study the importance of the sun in culture and art as well as the range of expressions humans exhibit. They will then create a sun shape with clay and accurately portray a chosen expression. They will paint the clay sun using vibrant colors that are inspired by their own environment. Artwork Studied: Untitled Timoteo Gonzalez Degollado Clay 1970s Big Ideas & Related Art Concepts: Power: Line, Color, Form, Scale, Pattern, Order Joy: Line, Shape, Color, Balance, Pattern, Proportion, Some Abstraction Essential Questions: Why is the sun important for life? How have artists from other cultures understood and portrayed the sun? Differentiated Instruction: -Use visuals and gestures to accompany verbal descriptions -Varied Instruction: Slide show, writing activity, group discussion -Target individual needs during work time -Student participation during demonstration -Students will plan before working on their projects -Call on a wide range of students -Some students will receive preferential seating -Students will have various choices to make on their own NYS Learning Standards met: Visual Arts-Intermediate: 1a, 1b, 1c, 1d, 1e, 2a, 2d, 3a, 3b, 3d, 4a, 4c NYS Learning Standards for Science (MST Standards 4&6) Intermediate Level: Standard 1: 1 Standard 4: Physical Setting 1 Objectives: Students will successfully... 1. Explain why the sun is important for life to exist on earth; Explain why the sun is important in art and what it symbolizes 2. Sketch several facial expressions, adding color later 3. Share their plan with classmates and explain why they are choosing that expression 4. Roll clay into flat circle; Create a mold with newspaper 5. Measure and cut away 4-12 rays (triangles) 6. Add expressive features in clay using either the slip and score method or the blending method 7. Explain where the colors in Metepec suns come from and how they can use that idea in their own artwork 8. Plan a color scheme for their clay sun; Explain how they chose the color scheme and why 9. Paint the base coat of their sun; Paint clay using watercolor techniques and possibly patterns 10. Reflect on the project as a whole How Each Objective Will Be Assessed: 1. [Informal, Formative]-Group discussion 2. [Formal, Formative]- sketching thumbnails 3. [Informal, Formative]- Group discussion at tables 4. [Formal, Formative]- Clay artwork 5. [Formal, Summative]- Clay artwork 6. [Formal, Summative]- Clay artwork 7. [Informal, Formative]- Group discussion 8. [Formal, Formative]- Sketching and coloring thumbnails 9. [Formal, Summative]- Clay artwork 10. [Formal, Summative]- Reflection written in sketchbook Materials: For students: Yogurt cup tracers, pencils, Rolling pin, burlap, slabbing sticks, ball of clay, newspaper, clay knife sketchbooks, clay suns, wooden clay tools, buckets of water, bags of extra clay, 1 box of 150 markers, sets of colored pencils, watercolor sets, paintbrushes, cups of water, paper towels For teacher: Metepec sun PowerPoint, expression handouts, Rules, teacher samples, Rolling pin, burlap, slabbing sticks, ball of clay, newspaper, clay knife, Instructions on the board, bucket of water, sink, tempera paint, mixing stick, paper towels Vocabulary & Language Demands: Students will identify and properly use these words: Color, Line, Shape, Form, Pattern, Balance •BRAINSTORM- As a class, students will brainstorm expressions and color schemes to use on their Metepec Suns. •REFLECT- Students will write a written reflection about what the best part of the project was and what was most difficult. •[Syntax] Use complete sentences when writing reflections. •[Discourse] Write reflections about choices when planning for future art making. |
Learned |
The color wheel
Artworks Studied:
Color Wheel
Isaac Newton
around 1660
4 Days
Project Description:
Students will make their own color wheel with a focus on primaries, secondaries, neutrals, tints, shades, and complements. Their creative interests will be evidenced in the outer edge of the “wheel.”
Big Ideas & Related Art Concepts:
Color, Value, Tints, Shades, Neutrals, Complements, Primary, Secondary
Essential Questions:
How do colors work together?
Differentiated Instruction:
-Use visuals and gestures to accompany verbal descriptions
-Content provided in written, verbal, and visual form
-Color mixing demonstration given both by hand and digitally
Objectives: Students will successfully...
1. Define and describe primary, secondary, neutral, opaque, and transparent colors
2. Explain how to mix neutral colors and different values
3. Define and describe tints and shades
4. Mix tints and shades and paint with primary colors
5. Describe the purpose of the color wheel and use it to make informed art decisions
6. Complete the color wheel using primary and secondary colors in different tints and shades
How Each Objective Will Be Assessed:
1. [Formal, Formative]-Pre-test; [Informal, Formative]- Group discussion
2. [Formal, Formative]- Pre-test; [Informal, Formative]- Group discussion
3. [Formal, Formative]- Pre-test; [Informal, Formative]-Group discussion
4. [Formal, Summative]- Painting primary color sections on color wheel
5. [Informal, Formative]- Group discussion; [Formal, Summative]- Reflections
6. [Formal, Summative]- Final color wheel
Materials:
For students: Pencil, marker, pre-test, worksheet, sharpie, tempera paint, brushes, water, paper towels
For teacher: Pre-test, Teacher sample, rules poster, paint, brush, water, paper towel, worksheet, Promethean board and web link
NYS Learning Standards met:
Visual Arts-Intermediate: 1a, 1b, 1c, 1d, 1e, 2a, 3a, 3b, 4c
Vocabulary & Language Demands:
Students will identify and properly use these words: Color, Primary, Secondary, Neutral, Tint, Shade, Intensity, Purity, Opaque, Transparent, Line, Shape, Motif, Pattern
Identify and Describe the motifs seen in various patterns.
[Syntax] Students will use complete sentences in their reflections.
Color Wheel
Isaac Newton
around 1660
4 Days
Project Description:
Students will make their own color wheel with a focus on primaries, secondaries, neutrals, tints, shades, and complements. Their creative interests will be evidenced in the outer edge of the “wheel.”
Big Ideas & Related Art Concepts:
Color, Value, Tints, Shades, Neutrals, Complements, Primary, Secondary
Essential Questions:
How do colors work together?
Differentiated Instruction:
-Use visuals and gestures to accompany verbal descriptions
-Content provided in written, verbal, and visual form
-Color mixing demonstration given both by hand and digitally
Objectives: Students will successfully...
1. Define and describe primary, secondary, neutral, opaque, and transparent colors
2. Explain how to mix neutral colors and different values
3. Define and describe tints and shades
4. Mix tints and shades and paint with primary colors
5. Describe the purpose of the color wheel and use it to make informed art decisions
6. Complete the color wheel using primary and secondary colors in different tints and shades
How Each Objective Will Be Assessed:
1. [Formal, Formative]-Pre-test; [Informal, Formative]- Group discussion
2. [Formal, Formative]- Pre-test; [Informal, Formative]- Group discussion
3. [Formal, Formative]- Pre-test; [Informal, Formative]-Group discussion
4. [Formal, Summative]- Painting primary color sections on color wheel
5. [Informal, Formative]- Group discussion; [Formal, Summative]- Reflections
6. [Formal, Summative]- Final color wheel
Materials:
For students: Pencil, marker, pre-test, worksheet, sharpie, tempera paint, brushes, water, paper towels
For teacher: Pre-test, Teacher sample, rules poster, paint, brush, water, paper towel, worksheet, Promethean board and web link
NYS Learning Standards met:
Visual Arts-Intermediate: 1a, 1b, 1c, 1d, 1e, 2a, 3a, 3b, 4c
Vocabulary & Language Demands:
Students will identify and properly use these words: Color, Primary, Secondary, Neutral, Tint, Shade, Intensity, Purity, Opaque, Transparent, Line, Shape, Motif, Pattern
Identify and Describe the motifs seen in various patterns.
[Syntax] Students will use complete sentences in their reflections.
Printmaking Advertisements
Artworks Studied:
Various Seed Packets and Advertisements
11 Days
Project Description:
Students will study printmaking and graphic design practices and apply this information to designing an advertisement for fruit or vegetable that will be printed multiple times. They will draw the fruit or vegetable from life and then re-draw one of the sketches on a piece of 6x9 paper and add text. They will transfer this advertisement to a 6x9 foam block and begin printing with warm colors. After finishing all 5 prints with the warm colors, students will reduce their block and register a tint print using cool colors. After all 5 prints have been completed, the students will sign and label each one, critiquing the quality of the print as they go.
Big Ideas & Related Art Concepts:
Advertisement—line, shape, composition, color, balance, pattern, movement
Essential Questions:
How can a product appear desirable through design?
Differentiated Instruction:
-Use visuals and gestures to accompany verbal descriptions
-Content provided in written, verbal, and visual form
-Orally review the steps of printmaking at the start of each class
-Students with IEPs will be given a visual list of instructions, seated near the board, and extra time to finish
-Student with dyslexia and dysgraphia will receive a written example of a critique. Her artwork will be used for the class example so she can orally express her ideas and copy them from the board after I write them for everyone.
NYS Learning Standards met:
Visual Arts-Intermediate: 1a, 1b, 1c, 1d, 1e, 2a, 3a, 3b, 4b, 4c
Objectives: Students will successfully...
1. Describe what printmaking and graphic design are; Identify where printmaking and graphic design can be used in daily life
2. Explain the purpose of printmaking and the purpose of graphic design
3. Sketch and select a food item to advertise; Create thumbnail designs
4. Transfer thumbnail design onto paper using appropriate spacing techniques
5. Transfer paper design to block backwards; Press in lines with blunt pencil and sharpie cap for deep and thick lines that ink will not fill; Complete their design on the foam block
6. Explain the relief printmaking process
7. Define “brayer”
8. Complete 5 prints
9. Reduce their blocks
10. Explain and demonstrate how to register a tint print
11. Students will learn about “editions” and sign and label their own prints
12. Students will reflect on their prints and explain what they did well and what they could improve on; Students will watch a video on various printmaking styles and explain how 2 are done. They will also reflect on which process they would try.
•
How Each Objective Will Be Assessed:
1. [Informal, Formative]- Group discussion
2. [Informal, Formative]- Group discussion
3. [Formal, Formative]- Sketching thumbnails and fruit
4. [Formal, Formative]- Paper draft of print
5. [Formal, Summative]- Foam printing block
6. [Informal, Formative]- Group discussion daily
7. [Informal, Formative]- Group discussion daily
8. [Formal, Formative]- 5 prints
9. [Formal, Summative]- Reduced block and final artwork
10. [Informal, Formative]- Group discussion; [Formal, Summative]- Final artwork
11. [Formal, Summative]- Sign and number prints
12. [Formal, Summative]- Write a letter to your 8th grade self reflecting on what does or doesn’t work with printmaking
Materials:
For students: Pencil, sketchbook, still life objects, 6x9 paper, spacing tracers for letters, blunt pencil, foam block, sharpie cap, brayer, ink, in palette, palette knife, cardstock (5 sheets per student), burnishing tools
For teacher: Rules poster, PowerPoint, Question visual, Teacher Sample, Graphic Design Poster, Clean up Poster, MoMA’s printmaking series on YouTube, Questions on the board
Vocabulary & Language Demands:
Students will identify and properly use these words: Burnish, Brayer, Tint Print, Register, Transfer, Ink, Warm, Cool
Reflect—What problems did you run into and how could you improve?
[Discourse] Reflect and critique your own work. Sign and number the edition of prints.
Various Seed Packets and Advertisements
11 Days
Project Description:
Students will study printmaking and graphic design practices and apply this information to designing an advertisement for fruit or vegetable that will be printed multiple times. They will draw the fruit or vegetable from life and then re-draw one of the sketches on a piece of 6x9 paper and add text. They will transfer this advertisement to a 6x9 foam block and begin printing with warm colors. After finishing all 5 prints with the warm colors, students will reduce their block and register a tint print using cool colors. After all 5 prints have been completed, the students will sign and label each one, critiquing the quality of the print as they go.
Big Ideas & Related Art Concepts:
Advertisement—line, shape, composition, color, balance, pattern, movement
Essential Questions:
How can a product appear desirable through design?
Differentiated Instruction:
-Use visuals and gestures to accompany verbal descriptions
-Content provided in written, verbal, and visual form
-Orally review the steps of printmaking at the start of each class
-Students with IEPs will be given a visual list of instructions, seated near the board, and extra time to finish
-Student with dyslexia and dysgraphia will receive a written example of a critique. Her artwork will be used for the class example so she can orally express her ideas and copy them from the board after I write them for everyone.
NYS Learning Standards met:
Visual Arts-Intermediate: 1a, 1b, 1c, 1d, 1e, 2a, 3a, 3b, 4b, 4c
Objectives: Students will successfully...
1. Describe what printmaking and graphic design are; Identify where printmaking and graphic design can be used in daily life
2. Explain the purpose of printmaking and the purpose of graphic design
3. Sketch and select a food item to advertise; Create thumbnail designs
4. Transfer thumbnail design onto paper using appropriate spacing techniques
5. Transfer paper design to block backwards; Press in lines with blunt pencil and sharpie cap for deep and thick lines that ink will not fill; Complete their design on the foam block
6. Explain the relief printmaking process
7. Define “brayer”
8. Complete 5 prints
9. Reduce their blocks
10. Explain and demonstrate how to register a tint print
11. Students will learn about “editions” and sign and label their own prints
12. Students will reflect on their prints and explain what they did well and what they could improve on; Students will watch a video on various printmaking styles and explain how 2 are done. They will also reflect on which process they would try.
•
How Each Objective Will Be Assessed:
1. [Informal, Formative]- Group discussion
2. [Informal, Formative]- Group discussion
3. [Formal, Formative]- Sketching thumbnails and fruit
4. [Formal, Formative]- Paper draft of print
5. [Formal, Summative]- Foam printing block
6. [Informal, Formative]- Group discussion daily
7. [Informal, Formative]- Group discussion daily
8. [Formal, Formative]- 5 prints
9. [Formal, Summative]- Reduced block and final artwork
10. [Informal, Formative]- Group discussion; [Formal, Summative]- Final artwork
11. [Formal, Summative]- Sign and number prints
12. [Formal, Summative]- Write a letter to your 8th grade self reflecting on what does or doesn’t work with printmaking
Materials:
For students: Pencil, sketchbook, still life objects, 6x9 paper, spacing tracers for letters, blunt pencil, foam block, sharpie cap, brayer, ink, in palette, palette knife, cardstock (5 sheets per student), burnishing tools
For teacher: Rules poster, PowerPoint, Question visual, Teacher Sample, Graphic Design Poster, Clean up Poster, MoMA’s printmaking series on YouTube, Questions on the board
Vocabulary & Language Demands:
Students will identify and properly use these words: Burnish, Brayer, Tint Print, Register, Transfer, Ink, Warm, Cool
Reflect—What problems did you run into and how could you improve?
[Discourse] Reflect and critique your own work. Sign and number the edition of prints.
Still Life
Finished projects coming soon