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    Unit One Calander

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    api-488219781
    This document outlines a 20-lesson visual arts unit with the following key points: 1. Lessons focus on visual culture, identity, symbolism, portraiture, scale, and color through student art projects, demonstrations, discussions and critiques. 2. The first project involves students creating a self-portrait using objects that represent their visual culture. 3. The second project teaches self-care through collage, in which students create a self-care box incorporating images and words about stress reduction. 4. Throughout the unit students complete daily reflections, participate in stress-reducing activities, and give feedback through in-progress and final critiques of artwork.

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    Download as DOCX, PDF, TXT or read online from Scribd

    Unit One Calander

    Uploaded by

    api-488219781
    56 views2 pages
    This document outlines a 20-lesson visual arts unit with the following key points: 1. Lessons focus on visual culture, identity, symbolism, portraiture, scale, and color through student art projects, demonstrations, discussions and critiques. 2. The first project involves students creating a self-portrait using objects that represent their visual culture. 3. The second project teaches self-care through collage, in which students create a self-care box incorporating images and words about stress reduction. 4. Throughout the unit students complete daily reflections, participate in stress-reducing activities, and give feedback through in-progress and final critiques of artwork.

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    unit one calander

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    This document outlines a 20-lesson visual arts unit with the following key points: 1. Lessons focus on visual culture, identity, symbolism, portraiture, scale, and color through student art projects, demonstrations, discussions and critiques. 2. The first project involves students creating a self-portrait using objects that represent their visual culture. 3. The second project teaches self-care through collage, in which students create a self-care box incorporating images and words about stress reduction. 4. Throughout the unit students complete daily reflections, participate in stress-reducing activities, and give feedback through in-progress and final critiques of artwork.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    56 views2 pages

    Unit One Calander

    Uploaded by

    api-488219781
    This document outlines a 20-lesson visual arts unit with the following key points: 1. Lessons focus on visual culture, identity, symbolism, portraiture, scale, and color through student art projects, demonstrations, discussions and critiques. 2. The first project involves students creating a self-portrait using objects that represent their visual culture. 3. The second project teaches self-care through collage, in which students create a self-care box incorporating images and words about stress reduction. 4. Throughout the unit students complete daily reflections, participate in stress-reducing activities, and give feedback through in-progress and final critiques of artwork.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Unit 1:

    Visual Culture and Reflection


    1. First Project: 2. Recap of lesson, 3. PowerPoint on artists 4. Demonstration on scale 5. PowerPoint and
    Introduction to introduction to portraiture, who use symbolism in (1.4) demonstration (1.5)
    classroom and project demonstration on work. (1.3)
    (1.1) portraiture (1.2) -Students begin final drawing -Students learn why skin tone
    -Discussion on visual culture, -Students review rubric (sketch) relates to identity and why it is
    identity, and symbolism -Students draw self from -Students begin thumbnail important for lesson
    -Students research objects they “selfie” printed photo (sketch) sketches -Students practice creating skin
    want to use to represent their tones/find matching tone
    visual culture.
    -Sketch those objects.
    6. Workday (1.6) 7. Art therapy blog and color 8. Workday (1.8) 9. Workday (1.9) 10. In-progress critique (1.10)
    pencil work (1.7) -Students will fill out art
    -Students will spend entire class -Students will spend entire -Students will spend entire critique form and participate in
    working on “selfie” portion of -Students will read art therapy class working on object portion class working on full project critique
    final project with color blog and research colors of final project with color with color -Students will take feedback
    -Students will work on color and continue to work on their
    pencil practice in sketch books projects.
    11. Final workday (1.11) 12. Artist statements, reflection, 13. Second Project: PowerPoint 14. PowerPoint on collage and 15. Demonstration on collage
    and presentation (1.12) Introduction to self-care and the artists who use collage in their storytelling (2.3)
    -Students will spend the entire lesson (2.1) work (2.2)
    class finishing their projects -Students will fill out artist -Students will complete daily -Demonstration
    statements -Students will complete daily reflection journal entry -Students will be collecting
    -Students will present their art reflection journal entry -Students will participate in visual culture images from
    -Students will reflect on each -Students will participate in stress-reducing activity. home and cut out images from
    other’s art stress-reducing activity. magazine in class.
    -Daily journal and activity

    16. Workday (2.4) 17. Video on mod podge 18. Workday (2.6) 19. In-progress critique 20. Discussion &
    finishes, demonstration on and final workday (2.7) Reflection (2.8)
    -Students will work on first mod podge, workday (2.5) -Students will work on
    side of self-care box fourth side of self-care box -Students participate in -Students will complete artist
    -Daily journal -Students will work on -Mod podge sides 1-3 if “What Happens Next statement
    sides two and three of self- finished Critique” -Students will present their
    care box -Daily journal -Finish self-care box self-care boxes and items
    -Daily journal -Daily journal

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