Unit title / The Elements of Art / MYP year / II, III / Unit duration (hrs) / 6 weeks
Inquiry: Establishing the purpose of the unit
Key concept / Related concept(s) / Global contextAesthetics, Change / Composition, Visual Culture, Creativity / Identities and Relationships
Statement of inquiry
Art goes beyond a pretty picture on the wall.
Inquiry questions
(F) 1. What are the 7 Elements of Art?
(C) 2. How can the elements be applied to Art?
(D) 3. What is considered Art?
Objectives / Summative assessment
V.1 Use the language of visual arts to communicate effectively.
V.2 Apply creative and critical thinking skills to an artistic expression.
CX.1 Understand the global, historical, societal and cultural contexts of the visual arts.
MYP Objectives:
Criterion A:
- Demonstrate knowledge of the art form studied, including concepts, processes, and the use of appropriate language.
- Demonstrate the application of skills and techniques to create, perform and /or present art.
Criterion B: Developing Skills
-Students will research artist Georgia O’Keeffe and be able to identify the 7 Elements of Art within her artwork and discuss what process/technique was demonstrated. Students will complete a flower painting that demonstrates line, shape, form, texture and value.
Approaches to learning (ATL)
Students will research art related concepts, terms, and historical attributes. They will use and increase their social skills by working collaborately in groups to complete an art collage using their research. Students will use communication skills by working in their groups, respecting opinions of others and sharing their own ideas and thoughts. They will also present the collages projects to the class.
Action: Teaching and learning through inquiry
Content / Learning process~ Aesthestics of Art
Personal, Fine and Applied Art
Subject, Compositon and Content
Art terms
Art Criticism
~ 7 Elements of Art
Line, Shape, Color, Value, Texture, Form, Space / Learning experiences and teaching strategies
-Students will start off unit by writing a summary on what the word “Art” means to them. Students will elaborate on what they consider to be Art and in what ways Art can be expressed.
-Students will complete pre-assements on the 7 Elements of Art and a pre-assessment on identify the elements and principles.
-Students will research and discuss the differences between Fine Art and Applied Art. Students will view objects and determine if they are Fine or Applied Art.
-Students will research art along with a variety of artists. As a class, we will discuss how to view and a piece of artwork by using appropriate art terms: Describe, Analzye, Interpret, and Evaluate.
-Students will collaborate among groups of 3-4 on an Art Collage Project that includes the following research and information:
- Cultural & Religious aspects of art.
- Art terms
- Quotes from various artists
- Personal, Fine, and Applied Art
- Areas art can be expressed
- Responses to artwork
- Elements of Art
-Students will identify and demonstrate all 7 Elements of Art.
-Students will identify the Value Element and demonstrate each of the 4 shading techiques. Students will demonstrate a value scale on several different shading exercises.
-Students will use the value element to transform 2D shapes into forms.
-Students will participate in class discussions regarding various artworks and identify the elements in the artwork.
-Students will participate in both formal and informal peer assessments, offering construction feedback to their peers on each art exercise.
Formative Assessments
Studio Projects:
1) Masking Tape Design: Instead of drawing, students will create a unique design using masking tape. On the areas unused, students will demonstrate the Line Element by using line varieties to complete interesting designs.
2)Oil Pastel Landscape: Students will complete a one point perspective landscape drawing and use oil pastels to practice and demonstrate the blending technique.
3)Everyday Object: Students will draw an everyday object found in the classroom. They will practice drawing the objects several times in their process journals. Students will identify the light source and demonstrate the correct value scale using the blending technique.
4)Flower Painting: Students will research and study the artist Georgia O’Keeffe. Students will demonstrate line, shape, form, texture and value in a painting of a flower.
Differentiation
-Provide demonstrations for each lesson/technique taught.
-Provide examples for students to learn how to draw their objects by starting out with simple shapes.
-Provide one on one support when needed.
-Have students to provide peer feedback.
-Provide visual and written instructions.
-Break lesson into smaller sections for introductory class. (Students who have not taken Art before)
-Provide advanced activities and exercises for those who need it and have demonstrated proficiency.
-Instead of telling students what needs improvments on their projects, ask students to reflect on their work and ask themselves what they feel needs improving.
-Provide access to art websites and resources.
-Allow students to make choices within their project assignments.
Resources
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit / During teaching / After teaching the unitMiddle Years Programme Unit planner1