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Lesson Plan: Brandan Haag Courtney Nixon Vanessa Ontiveros
Lesson Plan: Brandan Haag Courtney Nixon Vanessa Ontiveros
Art Education
Brandan Haag
Courtney Nixon
Vanessa Ontiveros
Line
Color
Space
Value
Unity
Contrast
Balance
Style
Collage
Kerry James Marshall. Rhtym Mastr. 1999-2000. Ink and design maker on paper. 17 x 11 in.
Kerry James Marshall. Watts 1963. 1995. Acrylic and collage on unstretched canvas. 114 x 135
in.
in.
Kerry James Marshall. Souviner II. 1997. Acrylic, paper, collage, and glitter on unstretched
canvas. 108 x 120 in.
VIII. Resources & Materials for Students:
5.
Write a statement of the choices you made and why for creating your avatar.
Formative Evaluation
Student progress will be assessed at multiple times during the lesson for progress
The speed of instruction will be adjusted to meet their level of understanding.
Students will be asked if any areas of the lesson need to be explained again or with more clarity
6.
Progressing
(2)
Meets Expectations
(3)
Exceeds
Expectations
(4)
Digital Collage
(minimum of
four photos &
three effects)
Pickaface
Avatar
(minimum of 2
accessories)
Artist Statement
(minimum of 150
words)
Avatar
Statement
(minimum of 150
words)
Creativity
creativity in the
creation of their
collage/avatar
creativity in the
creation of their
collage/avatar
of creativity in the
creation of their
collage/avatar
Final Grade: ____ x 5
(B) analyze and form generalizations about the interdependence of the art elements such as color,
texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance,
proportion, and unity, using art vocabulary appropriately.
(6.2) Creative expression/performance. The student expresses ideas through original artworks, using a
variety of media with appropriate skill. The student is expected to:
(A) express a variety of ideas based on personal experience and direct observations;
(B) describe in detail a variety of practical applications for design ideas; and
(C) demonstrate technical skills effectively, using a variety of art media and materials to produce
designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic
media-generated art.
(6.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as
records of human achievement. The student is expected to:
(A) identify in artworks the influence of historical and political events;
(B) compare specific artworks from a variety of cultures; and
(C) compare career and avocational opportunities in art.
(6.4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks
of others. The student is expected to:
(A) conduct in-progress analyses and critiques of personal artworks; and
(B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal
properties and historical and cultural contexts.
XIV. National Art Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work
Anchor Standard 2: Organize and develop artistic ideas and work.
Anchor Standard 3: Refine and complete artistic work.
Anchor Standard 7: Perceive and analyze artistic work
Anchor Standard 9: Apply criteria to evaluate artistic work.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen
understanding