Secondary Art
Unit Plan 1
Relationship Between Objects and People That Use Them
In this interactive unit piece the Big Idea is relationships between objects and ideas and the essential question is, "How do artists use design to show relationships between objects, ideas, and the people who use them?" The students will envision and design either a tic-tac-toe board with personalized game pieces or a sculpted mancala board, using ceramic techniques to develop craft throughout the process. Students will demonstrate an understanding of the properties of clay and skill in clay construction techniques including slab, coil, pinch, additive and subtractive
clay sculpting as well as ceramic glazing
In this unit the students explored how artists like Yayoi Kusama and Joseph Cornell used everyday objects to create meaning in new and unexpected contexts. By studying how these objects shift in significance depending on how they are presented, the students will identify patterns and connections between personal objects and the meanings they carry. This investigation will help students deepen their understanding of art worlds and how artists transform familiar items into expressive symbols.
NYS Standards Met:
1. VA:Re7.1.HSIIa. Analyze how responses to art develop over time, based on knowledge or and experience with art and life
2. VA: Cn11.1. HSIIa. Formulate, individually or collaboratively, new creative problems, based on students existing artwork.
3. VA:Pr6.1.HSII a. Make explain and justify connections between artists or artwork and social, cultural, and political history.
4. VA:Cn10.1.HSIIa. utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through artmaking.
5. VA:Cr2.1.HSIIa. Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
6. VA:Re7.2.HSIIa. Identify commonalities within a group of artists or visual images
To See Student Works Click Link: https://sites.google.com/mail.naz.edu/secondaryart/home
In this unit, students developed the Studio Habits of Mind by engaging in printmaking processes that strengthened both craft and observation skills. Students created low-relief prints inspired by buildings within their community, applying a variety of printmaking techniques and mark-making strategies to communicate architectural details and visual texture. Through observing and reflecting on their artistic choices, students explored how design elements contribute to meaning and composition. By closely examining the architecture surrounding them, students learned to envision and express connections to their community and cultural identity through art.
Standards Met:
1.VA:Cr11.1.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: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.
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To See Lesson Plans Click Link Below:
Unit Plan 2
Understanding Art Worlds
The Big Idea for this unit plan is understanding art worlds. The essential question is, "How do artists use exaggeration, distortion, and hybrid forms to challenge our ideas of what is normal or beautiful?" Students will explore the life and work of Hieronymus Bosch, an artist from the 1450s. Bosch's art is deeply rooted in the religious culture of his time, with themes of heaven and hell prominently influencing his creations. The imagery he used reflects his experiences and beliefs as an artist. Students will connect Bosch’s artistic world to their own by exploring imagery that holds personal significance for them. They will create their own grotesque creatures that embody their fantasy worlds, allowing them to understand how Bosch’s art resonates with contemporary themes found in movies, video games, and cartoons (Understanding Art Worlds).
The students demonstrated how to construct a wire armature to establish the three-dimensional skeleton of the figure. In addition to shaping their sculptures by building onto that structural framework with newspaper, tape, and CelluClay. Through layering, modeling, and material exploration, they used a variety of mixed-media techniques to bring their grotesque, imaginative creatures to life.The students who decided to use clay demonstrated learning and practicing hand-building techniques such as the pinch pot method and using slip and score to securely attach body parts. The students experimented with clay’s capabilities, testing how the material can be manipulated to create textures, exaggerated expressions, and dynamic forms that bring their imaginative creatures to life.
NYS Standards Met:
1. VA: Cr11.1. HSIa. Use multiple artmaking approaches to begin creative endeavors.
2. VA:Pr5.1.HSIa. Analyze and evaluate how decisions made in the preparation and presentation of artwork affect a viewer’s perception of meaning.
3. VA:Re7.2.HSIa. Analyze the reciprocal relationship between understanding the world and experiencing imagery.
4. VA:Cr1.2.HSIa. Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
5. VA:Cn11.1.HSIa. Investigate ways that art and design from one culture or time period can influence artists and designers from a different culture or time period.
6. VA:Pr5.1.HSIa. Analyze and evaluate how decisions made in the preparation and presentation of artwork affect a viewer’s perception of meaning.
To see pictures of the students work and lesson plans click link below:
https://sites.google.com/mail.naz.edu/unit-plan-2/home