Student work examples

in the ar t room

  • Printmaking logo- 7th grade

  • photo editing- 3rd grade

  • photo editing- 4th grade

  • storybook + character- 1st grade

  • storybook + character- Kindergarten

  • Abstract/Realism foods- 2nd grade

  • abstract/ realistic food 2nd grade

  • needle felting- 6th grade

  • business logos- 6th grade

  • mixed media - kinder

  • Spooky portrait- 5th

Unit Plan- Elementary Art Placement

Grade: 2nd, 3rd

Number of Lessons #: 4

Dates: 04/8/2024-04/19/2024

Length of Classes: 45 mins

Unit Theme: Abstract Art/ Line

Unit Rationale: This unit serves as an introduction into the concept of abstract art. Students will engage in a week of creative exploration, expression, and interpretation, in which they will develop an understanding of the intrinsic meanings of artistic elements.

Enduring Understandings: Through this unit, students will develop a connection between lines, color, and emotion. They will begin to understand the connection between art and feeling, and understand abstract art as a valid form of creative expression. Engaging with abstract art helps students develop visual literacy; as they learn to interpret art elements and find meaning in abstraction.

Unit Objectives:

-Students will be able to distinguish abstract art from representational art.
-Students will express emotions, ideas, and experiences through abstract artworks.
-Students will experiment with the elements of art to create meaning.
-Students will interpret abstract art from their peers.
-Students will practice articulating personal interpretations through table discussions.
-Students will explore personal creativity and artistic voice through experimentation with materials and techniques.
-Students will learn how abstract art can show emotion, and why this matters to communities + individuals.

Colorado Academic Content Standards

Observe and Learn to Comprehend

Identify how artists make choices using the language of visual art and design to communicate ideas.

Students will be able to distinguish abstract art from representational art.

Envision and Critique to Reflect

Share and explain choices made and possible next steps in personal works of visual art and design.

Students will interpret abstract art from their peers.

Students will practice articulating personal interpretations through table discussions.

Invent and Discover to Create

Plan and create works of art by exploring various media and creating meaning through

Students will explore personal creativity and artistic voice through experimentation with

symbolism.

materials and techniques.

Students will express emotions, ideas, and experiences through abstract artworks.

Relate and Connect to Transfer

Observe and discuss how visual art and design are evident in the everyday life of communities.

Students will learn how abstract art can show emotion, and why this matters to communities + individuals.

ELL/CLD Standards:
WIDA-ELD Standards 2020

Inform highlights language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.

Student: define abstract art. Compare abstract and representational art.

Explain highlights language to give an account for how things work or why things happen. As students explain, they substantiate the inner workings of natural, man-made, and social phenomena.

Teacher: Explain how and why meaning is attributed to the works of abstract artists.
Students: Explain the artistic choices that they made when creating their own abstract art.

Reading, Writing, & Communicating:

1. Engage in dialogue and learn new information through active listening.

Students will practice articulating personal interpretations through table discussions

Mathematics:

Reason with shapes and their attributes.

Students will experiment with the elements of art to create meaning.

Overview of the learning and artmaking actives:

Lesson 1)
Introduce abstract art and discuss line meaning
Play 4 songs, students close eyes and draw lines for the music
Pass out emotion words, students create paintings for their emotion Students guess eachother’s emotion word based on painting. Lesson 2)
Introduce abstract art project
Draw a food item large- trace in sharpie
watercolor background
Lesson 3)
Draw on shapes using stencil
Color in realistically inside shapes
Lesson 4)
Color in abstract elements, create abstract lines
Finish pieces today

Formative Assessments:
Pre-Assessment: Ask students to share what meanings lines have- we will do this as a class. Students will hold up # of a line in relationship to the emotion I say (general pre-assessment)
During: Observe: are students creating non-representational artworks? Are they attributing meaning to line/color?

Summative Assessment:
Students will create a final piece which has both realistic and abstract elements to show their

understanding of the difference between the two.
Students will use a 1-4 rubric to rate their understanding of abstract art.

Anticipated Challenges: What challenges do you think you will face over the course of the unit and how will you address them?

Abstraction vs Representational- Some students will want to create very representational works to create their emotion word during day 1. I will make sure to address this during directions and show examples of abstract artwork.

Drawing inside stencil- Students will see a few examples of the project outcomes which will hopefully address this issue. I will also do a demo under the projector to assist students in the step-by-step process. I also have a slide of directions + steps that will be up during class.

Unit Plan-Middle School Placement

Grade: 6/7

Number of Lessons #: 5

Dates: february

Length of Classes: 45 mins

Unit Theme: exploring printmaking through linocut techniques

Unit Rationale: This unit aims to introduce students to the art of printmaking using linocut techniques. By exploring this traditional artmaking method, students will learn about the principles of design, composition, and image transfer, while also developing technical skills.

Enduring Understandings:

  • ●  Printmaking is a versatile artistic medium that allows for the creation of multiple copies of an image.

  • ●  Understanding of design elements and principles enhances the effectiveness of printmaking compositions.

  • ●  Creative exploration and experimentation are integral to the printmaking process.

Unit Objectives:

  • ●  Students will demonstrate proficiency in linocut carving techniques, including safe and effective use of carving tools.

  • ●  Students will analyze and critique linocut prints, identifying elements of successful compositions and areas for improvement.

  • ●  Students will collaborate with peers to provide constructive feedback and support in the printmaking process.

  • ●  Students will explore the historical and cultural significance of printmaking as an art form, connecting it to contemporary practices and artists.

  • ●  Students will develop problem-solving skills by addressing challenges and adapting their techniques to achieve desired outcomes in linocut printmaking.

  • ●  Students will communicate ideas and emotions effectively through their linocut prints, utilizing imagery and symbolism to convey meaning.

  • ●  Students will engage in self-reflection and evaluation of their artistic growth and development throughout the unit.

Observe and Learn to Comprehend

Apply the language of visual art and design to distinguish and differentiate meanings

Students will demonstrate proficiency in linocut carving techniques, including safe and effective use of carving tools. Students will develop problem-solving skills by addressing challenges and adapting their techniques to

achieve desired outcomes in linocut printmaking.

Envision and Critique to Reflect

Describe, analyze, and interpret works of art using specific art vocabulary

Students will analyze and critique linocut prints, identifying elements of successful compositions and areas for improvement. Students will communicate ideas and emotions effectively through their linocut prints, utilizing imagery and symbolism to convey meaning.

Invent and Discover to Create

Explore various media, materials, and techniques used to create works of visual art and design.

Students will collaborate with peers to provide constructive feedback and support in the printmaking process.

Relate and Connect to Transfer

Investigate art and other careers that use creative and design thinking

students will explore the historical and cultural significance of printmaking as an art form, connecting it to contemporary practices and artists.

ELL/CLD Standards:
WIDA-ELD Standards 2020

Key Language Use

Inform highlights language to provide factual information. As students convey information, they define, describe, compare, contrast, organize, categorize, or classify concepts, ideas, or phenomena.

● Inform: Students will provide factual information about linocut printmaking techniques, materials, and safety precautions.

Argue highlights language to justify claims using evidence and reasoning. Arguments can be used to advance or defend an idea or solution, change the audience’s point of view, bring about action, or accept a position or evaluation of an issue.

● Argue: Students will justify artistic choices and design decisions in their linocut prints using evidence and reasoning.

Connections to Other Content Areas:

Mathematics:

Recognize, create, and describe visual patterns using numbers and shapes.

● Students will recognize and create patterns in their linocut designs.

Overview of the learning and artmaking actives:

  • ●  Lesson 1: Introduction to Linocut Printmaking

  • ●  Lesson 2: Designing Linocut Patterns

  • ●  Lesson 3: Carving Linoleum Blocks

  • ●  Lesson 4: Printing Linocut Designs

  • ●  Lesson 5: Reflecting on the Printmaking Process

Formative Assessments:

  • ●  Pre-assessment: Gauge students' prior knowledge of printmaking techniques and design principles.

  • ●  In-progress assessments: Check for understanding during each lesson through observation, questioning, and informal discussions.

● Post-assessment: Evaluate students' completed linocut prints based on technical proficiency, creativity, and reflection.

Summative Assessment:

  • ●  Final Outcome: Students will present their completed linocut prints along with written reflections on their creative process and artistic choices.

  • ●  Tie-back: The summative assessment aligns with the unit objectives by evaluating students' understanding of linocut techniques, application of design principles, and ability to reflect on their artistic process.

Anticipated Challenges:

  • ●  Limited time for carving and printing processes: Address by providing clear instructions

    and demonstrations, as well as efficient use of class time.

  • ●  Technical difficulties with carving tools: Address by ensuring tools are properly

    maintained and providing assistance as needed.

  • ●  Creativity blocks: Address by encouraging experimentation and providing prompts or

    inspiration sources for design ideas.