Primary Experience
Unit Plan 1
Into the unkown
In this unit, fifth- and sixth-grade students were introduced to the Surrealist movement, with a focus on juxtaposition and symbolism. They explored a range of colored pencil techniques to enhance their artistic expression. Featured artists included Banksy, Salvador Dalí, Rene Magritte and Isabella Mandle. Mandle, a conservationist, uses colored pencil to capture the distinct beauty of bats, raising awareness for the species she works to protect.
The students played the exquisite corpse game and a pairing of pictures game to absorb the idea of juxtaposition. The Big Idea was inside-outside, essential question was, "How do artists transform inner dreams and thoughts into tangible, visual representations?" To build up to the main project students had to draw in their sketchbook everyday based on prompts they were given that related to the final project. The students wrapped up their final project with an artist statement reflecting on their process and discoveries.
In this unit we observed the artwork of Rene Magritte and Anna Banana. The students observed and reflected through the tools these artists use to fabricate imagery from the mind's eye into reality. Things such as dream imagery and symbolism. We noted juxtaposition and distortion of reality in the following class. The imagery these artists used were compared to imaginative minds the students have and students were able to make their visions into a reality. By understanding the reasoning behind the use of imagery that these artists use the students were able to gain insight to understand art worlds.
NYS Standards that were met:
1.VA: Cn1.1.5 a. Combine ideas to generate an innovative idea for artmaking. (Objective 1)
2.VA:Re8.1.5a. Interpret art by referring to contextual information and analyzing subject matter, and characteristics of form, and use of media.
3.VA:Cr2.1.5a. Experiment and develop skills in multiple artmaking techniques and approaches through practice. (Objective 3)
4.VA:Cr1.2.5a. Identify and demonstrate diverse strategies for artistic investigation to choose an approach for beginning a work of art.
5.VA:Cn10.1.5a. Generate a collection of ideas reflecting current interests and concerns that could be investigated in artistic work.
6.VA:Re8.1.5a. Interpret art by referring to contextual information and analyzing subject matter, and characteristics of form, and use of media
To see Lesson Plans Click Link: https://sites.google.com/mail.naz.edu/primaryart/home
unit plan 2
Facade prints
In this unit plan the Big Idea was architecture and the essential question is, "What types of buildings are in our community?" The students created an accordion book that features a series of etched building façades—one on each panel. The unit begins with a brief introduction to James Whistler, focusing on his famous etchings and how he captured architectural detail through line and value. Students will then learn about relief printing, exploring the process and its role in translating drawn designs into prints.
Next, students will observe and analyze Whistler’s work, discussing his use of mark-making to convey mood and atmosphere. They will then reflect and research buildings in their own community of Rochester using their Chromebooks, identifying structures that hold aesthetic, historical, or personal interest.
Once students have selected their building, they will envision and sketch their chosen façade on paper (approximately 3” x 4”), planning the composition, details, and textures they want to emphasize. This sketch will serve as the foundation for their final print, which will later be assembled into the completed accordion book—showcasing a sequence of architectural impressions that connect Whistler’s influence to their local environment.
NYS Met:
1. VA:Cn11.1.HSIIa. Compare uses of art in a variety of societal, cultural, and historical contexts; and make connections to uses of art in contemporary an local contexts.
2. VA:Cr1.2.HSIIa. Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions
3. VA:Cr2.1.HSIIa. Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
4. VA:Re8.1.HSIIa. Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
5. VA:Cn10.1.HSII a. utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
6. VA:Re7.2.HSII a. Identify commonalities within a group of artists or visual images attributed to a particular type of art, time frame, or culture
To see Lesson Plan Click Link Below:
https://sites.google.com/mail.naz.edu/building-facades/home