Unit(s) ART

Alphanumeric Code and Title

Unit Planning Grades(s) 9

Introductory, Intermediate, Advanced
Teacher Name(s): Breanne Furlanich
Duration 6 weeks (55 minute lessons)
Total Instructional Hours Allotted

Student Teacher(s): Breanne Furlanich

Unit(s) ART
Grade(s) 9

Description: (address what your module plan design is all about)

During a 6-week duration, students will be provided the opportunity to identify, explore, and modify
various art elements in order to develop a composition based upon their fears. Throughout this process,
students will gain and apply an understanding of various art techniques that will be incorporated into the
final fear project. Alongside developing the necessary skills to create their project, students will
participate in weekly challenges where they will further develop their artistic abilities. Although students
are expected to create a final product that will be observed and critiqued by fellow students, focus is on
the progress students make on their understanding and application of the techniques discussed and
practiced. Usage of an inspirational sketchbook and self-reflection entries, students are able to reflect
upon their progress and adjust their focus in order to best exhibit the emotions and moods characterized
by their fear project. Throughout their journey, students are observed and provided with useful feedback
meant to provide students with a secondary opinion as to how to best deploy their learnt skills. The final
project will be graded with a rubric and commentary in order for students to more thoroughly understand
their progress and apply the skills learnt to proceeding challenges and art projects.

Rationale: (address why your design is important and your reasoning for specific design choices)
By providing students with weekly challenges, students are able to develop various skills and techniques
that are not only applicable to their fear project, but can be transferred over to other art explorations.
Students are given appropriate free-range regarding choice in their perception and application of the
challenges presented to them to allow them to create a foundation of their artistic style and perceptions.
By providing students daily reflection time, students are able to more deeply understand how their efforts
and practices are establishing useful techniques and art capabilities while allowing students to personally
determine how to continue to fine-tune their skills. Students receiving continuous formative feedback is
meant to focus on the process of their project, to help students focus not merely on the final product but
on their personal progress that has been made. Students also will receive the opportunity to critique each
other’s work via a written assignment in order to develop the ability to critique and discuss art in an
effective format.

ED3601 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 Unit(s) ART
Alphanumeric Code and Title

Unit Planning Grades(s) 9

Introductory, Intermediate, Advanced
Teacher Name(s): Breanne Furlanich
Duration 6 weeks (55 minute lessons)
Total Instructional Hours Allotted

CTS Module/Program Considerations:

 Prerequisite(s): N/A
 Safety: potentially hazardous art supplies and materials, chemical safety and label reading, safe technique use of supplies,
hand-washing (https://www.canada.ca/en/health-canada/services/consumer-product-safety/reports-publications/industry-
professionals/art-class-teachers.html)
 Other:
General Notes/Reminders:
 Create self-reflections for students to glue/tape into their sketchbook
 Remind students of due-dates and weekly challenges.
 Go over proper critique techniques
 Prepare supplies and materials beforehand
 Ensure internet accessibility via smartboard
 Provide clarity of expectations and outcomes/grading.
Essential Understanding(s): Essential Question(s):
“20 years from now, students should know/remember/be able to do …
having successfully completed this module”.
 - Engages Students / Provokes Interest
 - Promotes Inquiry / Complex Responses
 Students will appreciate the process of creating a  Why is the process of a composition just as important as the
composition finished product?
 Students will understand and be apply to continuously  How can I apply these techniques to other compositions?
apply taught art techniques
Essential Processes: Essential Products:
 Experimenting with and incorporating elements of  Final fear composition
color, shape, form, and dominance in a piece
 Modifying the usage of color, shape, form and
dominance in a piece
Pre-existing Knowledge and Skills: Where Does This Lead?
 Locomotor abilities (e.g., holding a pencil/paintbrush;  Art-10, art-20, art-30.
moving pencil/paintbrush)  Future artistic opportunities (e.g., designer, painter/artist, illustrator,
etc).

ED3601 – CTS Module Plan Assignment (Component 2: Integrated Assessment Plan)

 INSPIRATION FINAL FEAR PRODUCT
Title WEEKLY CHALLENGES SKETCHBOOK AND SELF-
REFLECTION LOGS

Purpose /
PRE- PRE- SUMMATIVE
Type ASSESSME
FORMATIV
E
ASSESSME
FORMATIV
E
FORMATIVE SUMMATIVE
 Pre-Assessment / Diagnostic NT NT
 Formative
 Summative

Task
 Process
 Competencies PROCESS/P PRODUCT
PROCESS PROCESS PROCESS PROCESS PRODUCT
 Growth / Development RODUCT
 Product
 Performance Task
 Quiz / Test

Modality DO/SAY
 Write DO/SAY Write/Say DO/SAY DO DO/SAY
SAY
 Do
Learning Outcomes  Say

Assessor
 Self Teacher Teacher Self Teacher Teacher Teacher Peer
 Peer
 Teacher

Device
 Anchor / Sample / Exemplar Observation/ Observation/
 Anecdotal Notes Discussion. Observation/Discussion
Discussion – Discussion – Analytical rubric and
 Checklist / Rating Scale Self- – Checklist Brief essay; critiquing
Discussion Checklist Checklist feedback component.
 Conversation / Q & A Reflection other work.
 Heuristic entries.
 Rubric
 Other

Audience Teacher
Teacher
Individual Individual
Individual
Individual
 Individual Class Teacher Individual
Class Teacher Teacher Teacher
 Class / School Individual Class Teacher
Individual
 Community / Online Class

Weightin -- -- -- -- -- 80
20

g
Groupings of Learner Outcomes Learning Objectives
DRAWING – record: students will record objects alone and in compositions
 Careful observation of form and surface qualities is necessary for
the realistic recording of natural objects
 Concepts of positive and negative space can be employed when
Apply Analyze
drawing people in groups Knowledge Knowledge
 The illusion of depth is created partly by the kinds of lines and
marks used in creating an image
DRAWING – investigate: students will employ and arrange elements and
principles to make compositions

 Consideration of balance and contrast may be applied to drawing

that depict forms in nature Apply Analyze
Knowledge Knowledge
 Repetition of shape in nature can suggest patterns and motifs
 A changing point of view can allow a more thorough analysis of
the subject matter of drawing
DRAWINGS – communicate: students will use expressiveness in their use of
elements in the making of images
 The subjective perception of the individual student affects the
way he/she expresses action and direction
Knowledge Apply
 Mood and feeling as perceived by the individual student can be Analyze
Knowledge
expressed in colour drawings.
 Exaggeration of mood characteristics in drawings of nature and
people can help to emphasize a personal point of view.
DRAWINGS - Articulate and Evaluate: Students will use the techniques of art
criticism for analysis and comparison of art works.
 Making comparisons about mood and feeling between one’s own Apply
works and works by other students is part of learning to talk
about art. Analyze
Knowledge
 Knowing the terms of design, media and techniques used in
one’s own drawings helps in description and analysis of one’s
own and others’ works.
COMPOSITIONS: Components 1: Students will create compositions in both two
and three dimensions
 Manipulation of colour emphasis can help express mood in two-
Apply
dimensional compositions Analyze Knowledge
Knowledge

COMPOSITIONS: Components 3: Students will investigate the effects of

controlling colour, space and form in response to selected visual problems
 Variation of form: natural objects exhibit wide variation of form
within a single type
 Control of colour and space: certain colours advance and recede, Knowledge Apply
Analyze
according to the colours around them Knowledge
 Control of space: a sense of distance or close proximity can be
conveyed through the amount of detail used in compositions
(micro– macro images).
COMPOSITIONS: Relationships 1: students will experiment with the principles
of dominance, emphasis and concentration in the creation of compositions
Knowledge Apply
 Differences in size or value of design elements in compositions Analyze
Knowledge
suggest dominance and emphasis of larger, stronger elements
COMPOSITIONS: Relationships 2: students will use the techniques of art
criticism for analysis and comparison of art works Apply
 Making comparisons about pictorial styles between one’s own
Analyze
works and the works of other students is part of learning to talk Knowledge
about art.
COMPOSITIONS - Organizations: Students will investigate the effects of
modifying colour, space and form to change pictorial style.
 The same composition, when executed with different colour
Knowledge Apply
schemes, communicates a different mood or feeling. Analyze
Knowledge
 The same forms, when composed with different spatial
relationships, present different visual effects.
 COURSE ART
Unit Planning Alphanumeric Code and Title

Lesson Sequence Grade Grade 9

Introductory, Intermediate, Advanced

Teacher Name(s): Breanne Furlanich Duration 6 weeks (55 minutes)

Total Instructional Hours Allotted

Reference: https://en.wikipedia.org/wiki/Elements_of_art

Lesson #1 of 24 INTRODUCTION
Outcome(s) Composition - Communicate: students will use expressiveness in their use of elements in the making of images
 The subjective perception of the individual affects the way they express action and direction
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion
 Criteria
Learning Activity(s) Introduce FEAR composition project
- Explain purpose, expectations, process and criterion
Begin using expressiveness: inspiration sketchbook (provide new mini sketchbooks or same ones?)
- Provide glue-in checklist for project for students to refer back to (criterion)
o These will also have periodical self-reflection assessment regarding outcome
(criterion) being currently addressed.
- Can write down ideas on one side; journal-like entry to reflect upon fears
Ending: introduce weekly 2-day challenge with class

Lesson #2 of 24 WEEKLY CHALLENGE

Outcome(s) Drawing – investigate: students will employ and arrange elements and principles to make compositions
 A consideration of balance and contrast may be applied to drawings that depict forms in nature
 A changing point of view can allow a more thorough analysis of the subject matter of drawing.
Assessment Evidence(s)
 Purpose Pre-assessment. Formative: observation; checklist and feedback.
 Modality Do/say.
 Device Checklist/sticky note.
 Criteria
Learning Activity(s) Begin weekly challenge a day early for 2 days (drawing day and painting/finishing day)
- Interpret this photo below of “the river bottom in winter”
- Resource: https://www.lethbridgeartistsclub.com/lethbridge-artists-club/painting-challenge/
Quick preassessment: what is balance and contrast in art?
- Fingers (1-5) if understand; class discussion on them
Discuss balance and contrast in art
- Resource: https://www.widewalls.ch/magazine/balance-in-art-symmetrical-asymmetrical-radial-
blance-design
- Resource: https://artclasscurator.com/principles-of-design-examples/#:~:text=Variety-,Contrast,a
%20drama%20in%20an%20artwork
- Provide examples
Begin working on drawing challenge.
Partner discussion: provide a different point of view; analyze the subject matter and provide tips regarding
balance and contrast – share findings with teacher.

Lesson # 3 of 24 WEEKLY CHALLENGE P.2

Outcome(s) Drawing – investigate: students will employ and arrange elements and principles to make compositions
 A consideration of balance and contrast may be applied to drawings that depict forms in nature

4
 Assessment Evidence(s)
 Purpose Self-assessment – self-reflection log. Formative: observation; checklist/sticky and feedback.
 Modality Write. Do/say.
 Device Self-reflection log. Observation and checklist/sticky note.
 Criteria
Learning Activity(s) Continuation of weekly challenge; paint image
- What paints can be used/are available?
- Provide pointers are to how to paint
- Example resource for painting w/ acrylics: How To Paint With Acrylics: A Step-By-Step
Guide - Skillshare
Self-reflection: how did I use balance and contrast in my piece? What did I do well? What could I
approve upon?

Lesson # 4 of 24 REVIEW AND REVISE INSPIRATIONAL SKETCHBOOK

Outcome(s) Composition - Communicate: students will use expressiveness in their use of elements in the making of images
 Exaggeration of mood characteristics in drawings of nature and people can help to emphasize a personal point of view
Assessment Evidence(s)
 Purpose Self-assessment and formative
 Modality Write. Do/say
 Device Self-reflection log. Observation and discussion; checklist/sticky and feedback.
 Criteria
Learning Activity(s) If not finished, continue working on inspirational sketchbook to determine inspiration for the fear
project.
Discuss ways of how to express mood (save color for another time)
- Resource: https://www.artyfactory.com/art_appreciation/visual-elements/visual-
elements.html
- Resource: https://zevendesign.com/mood-lines-giving-designs-attitude/
- Resource: https://www.creativebloq.com/features/10-ways-to-convey-emotion-in-your-
artwork
Show examples of fear work: what were they trying to convey
- Show an example of a basic drawing of a fear (e.g., a fear); discuss how it could be more
emotional (or symbolic; what about the spider are they fearful of (the underlying fear)? Show
improved examples.
Begin working on a very rough draft of your composition (this is a rough sketch, not the final project
itself; discuss how the projects is about process just as much about the final product); focus on
expression mood (emotions).
Self-reflection: what mood or emotion am I trying to convey? How have I attempted to convey this
within my image?

Lesson # 5 of 24 FORM
Outcome(s) COMPOSITIONS - Component 3: students will investigate the effects of controlling color, space, and form in response to
selected visual problems
 Variation of form: natural objects exhibit wide variation of form within a single type
COMPOSITIONS – component 1: students will create compositions in both 2 and 3 dimensions
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Quick preassessment: what is form in art?
- Fingers (1-5) if understand; class discussion on form.
Discuss form of a composition
- Provide examples of different form usages.
- Have students discuss with a partner about how they could change their draft to implement form
- Resources: Form in Art - How to Use It Effectively (And Avoid "Flat" Artworks)
(drawpaintacademy.com)
- Resources: The Definition of Form in Art (thoughtco.com)
Students work on editing their rough draft (can start on a new sheet from scratch) to incorporate form

5
 - Can work on form on a different composition

Lesson # 6 of 24 SPACE
Outcome(s) COMPOSITIONS - Component 3: students will investigate the effects of controlling color, space, and form in response to
selected visual problems
 Control of space: a sense of distance or cloze proximity can be conveyed through the amount of detail used in
compositions (micro-macro image)
DRAWING – record: concepts of positive and negative space can be employed when drawing people in groups
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Quick preassessment: what is space in art?
- Fingers (1-5) if understand; class discussion on space
Discuss space of a composition
- Provide examples of different space usages.
- Discuss concepts of positive and negative space
- Have students discuss with a partner about how they could change their draft to implement
space.
- Resource: What Is the Definition of Space in Art? (thoughtco.com)
Students work on editing their rough draft (can start on a new sheet from scratch) to incorporate space
- Can work on space on a different composition

Lesson # 7 of 24 WEEKLY CHALLENGE

Outcome(s) DRAWING – record: students will record objects alone and in compositions
 Careful observation of form and surface qualities is necessary for realistic recording of natural objects
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion; checklist and feedback.
 Criteria
Learning Activity(s) Outside objects – choose an object to draw and do a rough sketch of it.
Once inside, focus on form and surface quality to make it realistic (more 3D than 2D)

Lesson # 8 of 24 DOMINANCE, EMPHASIS & CONCENTRATION

Outcome(s) COMPOSITIONS: relationships: students will experiment with the principals of dominance, emphasis, and concentration in the
creation of compositions
 Differences in size or values of design elements in compositions suggest dominance and emphasis or larger, stronger
elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Quick preassessment: what does it mean to suggest dominance and emphasis in an art piece?
- Fingers (1-5) if understand; class discussion on space
Discuss dominance of a composition
- Provide examples of dominance and emphasis
- Have students discuss with a partner about how they could change their draft to implement
dominance.
- Resource: Design Principles: Dominance, Focal Points And Hierarchy — Smashing
Magazine
Students work on editing their rough draft (can start on a new sheet from scratch) to incorporate
dominance and emphasis
- Can work on dominance and emphasis on a different composition

6
Lesson # 9 of 24 DOMINANCE, EMPHASIS & CONCENTRATION PT.2
Outcome(s) COMPOSITIONS: relationships: students will experiment with the principals of dominance, emphasis, and concentration in the
creation of compositions
 Differences in size or values of design elements in compositions suggest dominance and emphasis or larger, stronger
elements
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Discuss concentration of a composition
- Provide examples of concentration
- Have students discuss with a partner about how they could change their draft to implement
dominance.
- Resource: Design Principles: Dominance, Focal Points And Hierarchy — Smashing
Magazine
Students work on editing their rough draft (can start on a new sheet from scratch) to incorporate
concentration
- Can work on concentration on a different composition

Lesson # 10 of 24 COLOR
Outcome(s) COMPOSITIONS – component 1: students will create compositions in both 2 and 3 dimensions
 Manipulation of color emphasis can help express mood in two-dimensional compositions
COMPOSITIONS – component 2: students will investigate the effects of controlling color, space, and form in response to selected
visual problems
 Control of color and space: certain colors advance and recede, according to the colors around them
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Discuss color of a composition
- Provide examples of color; manipulation of multiple colors in a painting.
o Resource: ArtStation - Black & White vs Colors, Leonid Afremov
- Resource: How Artists use Colour | Head for Art
Students are provided with a similar art piece where they can incorporate color
- Class discussion: what mood is emphasized because of the color choice in the piece?

Lesson # 11 of 24 WEEKLY CHALLENGE

Outcome(s) DRAWING – record: students will record objects alone and in compositions
Careful observation of form and surface qualities is necessary for realistic recording of natural objects
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion; checklist and feedback
 Criteria
Learning Activity(s) Students will either use a mirror or photo of themselves to draw themselves.
- Focus on form and surface qualities to create a realistic depiction of self.
- Incorporate blending and shading (smudghing) techniques
- Video of how ways to blend and shade.

Lesson # 12 of 24 COLOR PT.2

Outcome(s) DRAWING – communicate: students will use expressiveness in their use of elements in the making of images
 Mood and feeling as perceived by the individuals can be expressed in color drawings.
Assessment Evidence(s)
 Purpose Formative & self-reflection
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback). Self-reflection log.

7
  Criteria
Learning Activity(s) Continuation of color lesson
- Have students discuss with a partner about how they could change their draft to implement
color.
Students work on color by doing mock rough drafts of their fear project and using different colors on
them.
Self-reflection: how did color change or enhance the mood/emotion exhibited in my art piece? What did
I do well? What aspect of color could I approve upon?

Lesson # 13 of 24 EXPERIMENTING AND MODIFYING FORM

Outcome(s) COMPOSITIONS – organizations: students will investigate the effects of modifying color, space, and form to change pictorial
style
 The same forms, when composed with different spatial relationships, present different visual effects
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback). Peer feedback.
 Criteria
Learning Activity(s) Prior knowledge grab – reflect on form lesson
Group discussion: show rough draft of fear project and discuss which element of form they’ve
incorporated and what they think they could adjust and approve upon.
- Group shares ideas and brainstorm together
Work time: students experiment on and modify use of form element on piece.

Lesson # 14 of 24 EXPERIMENTING AND MODIFYING SPACE

Outcome(s) COMPOSITIONS – organizations: students will investigate the effects of modifying color, space, and form to change pictorial
style
 The same forms, when composed with different spatial relationships, present different visual effects
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback). Peer feedback.
 Criteria
Learning Activity(s) Prior knowledge grab – reflect on space lesson
Group discussion: show rough draft of fear project and discuss which element of space they’ve
incorporated and what they think they could adjust and approve upon.
- Group shares ideas and brainstorm together
Work time: students experiment on and modify use of space element on piece.

Lesson # 15 of 24 WEEKLY CHALLENGE

Outcome(s) DRAWING – record: students will record objects alone and in compositions
 The illusion of depth is created partly by the kind of lines and marks used to create an image
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion; checklist and feedback
 Criteria
Learning Activity(s) Out of the box surprise challenge: students grab a random object from a box and quick sketch it.
- Students are to create an art piece (add to the object/modify it).
- Focus on create the illusion of depth (lines/marks)

Lesson # 16 of 24 EXPERIMENTING AND MODIFYING COLOR

Outcome(s) COMPOSITION – organizations: students will investigate the effects of modifying color, space, and form to change pictorial
style
 The same composition, when executed with different color schemes, communicates a different mood or feeling.
Assessment Evidence(s)
 Purpose Formative & self-reflection

8
  Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback). Self-reflection log.
 Criteria
Learning Activity(s) Class discussion: what effects might occur when modifying the colors used within our project piece?
Practice: allow students to experiment with different colors (on either a rough draft or the actual piece) to
identify how different colors exaggerate different moods
- Try various colors
Self-reflection: which colors would best exaggerate the mood/emotion I am trying to exhibit?

Lesson # 17 of 24 REFLECTION AND APPLY

Outcome(s) COMPOSITION – organizations: students will investigate the effects of modifying color, space, and form to change pictorial
style
 The same composition, when executed with different color schemes, communicates a different mood or feeling.
 The same forms, when composed with different spatial relationships, present different visual effects
Assessment Evidence(s)
 Purpose Formative & self-reflection
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback).
 Criteria
Learning Activity(s) Students use next 2 days to reflect upon aspects learnt so far and work on incorporating each element to
the best of their ability to their piece.

Lesson # 18 of 24 LAST DAY OF WORKING ON FEAR PROJECT

Outcome(s) COMPOSITION – organizations: students will investigate the effects of modifying color, space, and form to change pictorial
style
 The same composition, when executed with different color schemes, communicates a different mood or feeling.
 The same forms, when composed with different spatial relationships, present different visual effects
Assessment Evidence(s)
 Purpose Formative & self-reflection
 Modality Do/say
 Device Discussion and observation (checklist/sticky/feedback).
 Criteria
Learning Activity(s) Students use next 2 days to reflect upon aspects learnt so far and work on incorporating each element to
the best of their ability to their piece.

Lesson # 19 of 24 WEEKLY CHALLENGE

Outcome(s) DRAWING – record: students will record objects alone and in compositions
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion; checklist and feedback
 Criteria
Learning Activity(s) Cross hatching challenge:
- Provide 2 objects (provide a more challenging image for advanced artists)
- Provide video of how to of cross hatching

Lesson # 20 of 24 EXPRESSION PAPER

Outcome(s) DRAWING – communicate: students will use expressiveness in their use of elements in the making of images
Assessment Evidence(s)
 Purpose Formative
 Modality Write
 Device Brief essay
 Criteria
Learning Activity(s) Students reflect upon their process and product

9
 - Write a brief explanation about: what their piece expresses, how they used different art
elements to exhibit this expression, and how they grew along the process
- Write up will be displayed by their art piece (or just handed to teacher)

Lesson # 21 of 24 ONLINE GALLERY CRITIQUE PRACTICE

Outcome(s) DRAWING – articulate and evaluate: students will use the techniques of art criticism for analysis and comparison of art works
DRAWING – relationships 2: students will use techniques of art criticism for analysis and comparison of art works
Make comparisons about pictorial styles between one’s own work and the work of others is part of learning to talk about art.
Assessment Evidence(s)
 Purpose Self-assessment. Formative
 Modality Write. Do/say
 Device Self-reflection log. Observation and discussion (checklist/sticky/feedback)
 Criteria
Learning Activity(s) Discussion on critiquing art (learning to talk about art)
- Display art components already discussed about and incorporated into their piece (e.g., form,
space, color, etc.)
As a class, explore online gallery and critique together
- Resource: Artwork Collections by Local Artists | Gallea
Self-reflection: what aspects of critiquing and discussing art today can I use during display day?

Lesson # 22 of 24 DISPLAY DAY

Outcome(s) DRAWING – articulate and evaluate: students will use the techniques of art criticism for analysis and comparison of art works
DRAWING – relationships 2: students will use techniques of art criticism for analysis and comparison of art works
 Make comparisons about pictorial styles between one’s own work and the work of others is part of learning to talk
about art.
Assessment Evidence(s)
 Purpose Summative
 Modality Write
 Device Brief essay
 Criteria
Learning Activity(s) Students display art in halls (have others e.g., admin come and admire their work?)
Students write up on three other pieces and hand in.

Lesson # 23 of 24 WEEKLY CHALLENGE

Outcome(s) DRAWING – record: students will record objects alone and in compositions
Assessment Evidence(s)
 Purpose Formative
 Modality Do/say
 Device Observation and discussion; checklist and feedback
 Criteria
Learning Activity(s) Scribbling challenge
- Provide scribbling examples
- Students choose a portrait found within provided magazines to scribble.

Lesson # 24 of 24 LAST DAY – feedback and reflection day.

Outcome(s)
Assessment Evidence(s)
 Purpose Formative.
 Modality Do/say.
 Device Discussion, observation, feedback.
 Criteria
Learning Activity(s) Students fill in feedback slip to me on unit to use for future reference.
Students receive project mark and feedback back – discuss about the process and product.
- Discuss what they learned/gained from experience
Last sketch together – draw a picture of overcoming (accepting/understanding) their fear (formative).

Take pictures to see student progress?

10
RESOURCES:
https://thevirtualinstructor.com/blog/composition-in-art

https://www.gallea.ca/en/gallery/collections?utm_term=%2Bonline%20%2Bart
%20%2Bgallery&utm_campaign=ArtLovers_CA_EN&utm_source=google&utm_medium=cpc&gclid=Cj0KCQiAhP2BBhDdA
RIsAJEzXlF4sijjlZj1dKek_kuVzPNyZDqEVqHXWCncsZ4NpvSw2QgQm-2V_w8aAiYAEALw_wcB

https://www.artstation.com/artwork/eG2LJ

http://headforart.com/2016/12/16/how-artists-use-colour/#:~:text=Colour%20can%20also%20be%20used,independent%20of
%20its%20subject%20matter.&text=He%20thought%20that%20artists%20should,arouse%20feelings%20in%20the%20viewer.

https://www.thoughtco.com/definition-of-form-in-art-182437

https://drawpaintacademy.com/form/

https://www.thoughtco.com/definition-of-space-in-art-182464

https://www.smashingmagazine.com/2015/02/design-principles-dominance-focal-points-hierarchy/

https://www.lethbridgeartistsclub.com/artists-gallery/
- https://www.lethbridgeartistsclub.com/lethbridge-artists-club/painting-challenge/

Artist Gave Common Phobias An Image In These Painfully Accurate Illustrations | Page 2 of 3
(rearfront.com)
Artist Delivers Haunting Illustrations of Phobias and Fears - PlayJunkie
Cry of Fear fan art image - Mod DB
the art of drowning: part deux | eyesOfOdysseus (wordpress.com)
Brett Ferrin BFA Visual Communications Portfolio: Examples of Illustration

Example steps:
spider painting - Bing images

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