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    Y7 Elements of Art Unit Program

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    api-298785195
    This unit plan outlines a Year 7 unit focusing on the elements of art including line, colour, tone and developing basic art making skills. The unit will run for 1 hour lessons, 3 times a week over term 2. Students will explore and experiment with different art elements through activities like creating a colour wheel, warm/cool faces, a greyscale tone scale and drawing portraits. The goal is to develop students' artistic confidence and ability to manipulate materials to compose artworks. Formative and summative assessments will track student progress in practicing techniques and creating representational artworks.

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    © All Rights Reserved
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    Y7 Elements of Art Unit Program

    Uploaded by

    api-298785195
    187 views6 pages
    This unit plan outlines a Year 7 unit focusing on the elements of art including line, colour, tone and developing basic art making skills. The unit will run for 1 hour lessons, 3 times a week over term 2. Students will explore and experiment with different art elements through activities like creating a colour wheel, warm/cool faces, a greyscale tone scale and drawing portraits. The goal is to develop students' artistic confidence and ability to manipulate materials to compose artworks. Formative and summative assessments will track student progress in practicing techniques and creating representational artworks.

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    y7 elements of art unit program

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    This unit plan outlines a Year 7 unit focusing on the elements of art including line, colour, tone and developing basic art making skills. The unit will run for 1 hour lessons, 3 times a week over term 2. Students will explore and experiment with different art elements through activities like creating a colour wheel, warm/cool faces, a greyscale tone scale and drawing portraits. The goal is to develop students' artistic confidence and ability to manipulate materials to compose artworks. Formative and summative assessments will track student progress in practicing techniques and creating representational artworks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    187 views6 pages

    Y7 Elements of Art Unit Program

    Uploaded by

    api-298785195
    This unit plan outlines a Year 7 unit focusing on the elements of art including line, colour, tone and developing basic art making skills. The unit will run for 1 hour lessons, 3 times a week over term 2. Students will explore and experiment with different art elements through activities like creating a colour wheel, warm/cool faces, a greyscale tone scale and drawing portraits. The goal is to develop students' artistic confidence and ability to manipulate materials to compose artworks. Formative and summative assessments will track student progress in practicing techniques and creating representational artworks.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    Unit plan

    Unit Title:
    Year Level:
    Lesson Duration and Times
    Teacher:
    Semester/Term
    Year:

    Elements of Art
    Year 7
    1 hour lessons, 3 times a week
    Lauren Wilson, Mentor :Bronwyn Packwood
    Term 2
    2015

    Description:Thisshouldcapturethebigidea/issues/experience,significantknowledgeandunderstandingthat
    willbedevelopedthroughtheunitandsetuptheframeworkforthelearningjourney

    Inyear7,studentsidentifyandanalysehowotherartistsusevisualconventionsandviewpointsto
    communicateideasandapplythisknowledgeintheirartmaking.Theyexplainhowanartworkis
    displayedtoenhanceitsmeaning.Theyevaluatehowtheyandothersareinfluencedbyartworks
    fromdifferentcultures,timesandplaces.
    Studentsplantheirartmakinginresponsetoexplorationoftechniquesandprocessesusedintheir
    ownandothersartworks.Theydemonstrateuseofvisualconventions,techniquesandprocessesto
    communicatemeaningintheirartworks.
    Themainfocusofthisunitisthedifferentelementsofartanddevelopingthebasicsinartmaking
    toallowforfurthergrowthinartisticablilty.Studentswillexplore,experinment,developartistic
    skills,techniguesandprocessesthroughthedifferentartelementsofline,colourandtonethough
    variousactivities.Theseactiviteswilldevelopstudentsartisticconfidenceasstudentswillbeable
    tomanipiulateandmixdifferentelementsandmaterialstocomposeapieceofart.
    Thefocusmediums,techniquesandskillsforthisunitofworkareDrawingandpainting.

    Rationale:Thisshouldexplainwhythisunitisrelevantfortheparticulargroupoflearners.Itshouldinclude
    detailsabouthowthisbuildsonpriorunitsandlearning.Whoarethelearnersinthisgroupandwhataretheir
    needs?

    The student cohort is made up a varying artistic ability and experience, and as
    such this program has been designed to accommodate this.
    Students extend their understanding of safe visual arts practices and choose
    to use sustainable materials, techniques and technologies. Their
    understanding of the roles of artists and audiences builds upon their
    experience from the previous years.

    LearnerContext:Eachsubheadingmustbeaddressedinthelearnercontext.
    Whatdoesthelearneralreadyknow?
    Amajorityofthelearnershaveparticipatinginartmaking/artclassesbefore.Somehavemoreexperiencethen
    others,andsomehavecompletedthetaskseg.(colourwheel,drawingfaces)before
    Findoutfromthelearnerandstateherewhatthestudentpriorknowledgeisinthisareatoassistwithyour
    planning.

    Whatdoesthelearnerneedorwanttoknowinrelationtothisunit?
    Findoutfromthelearnerandstateherewhatthestudentwantstoknow/learnaboutinthisareatoassistwithyour
    planning.
    Howdothelearnersbestlearn?
    Studentsinthisclasslearnbestwithexplicitanddirectinstructionrequiredtocompleteagiventask.

    FOCUS QUESTIONS

    What are the specific content knowledges (procedural and declarative) and understandings
    that will drive the unit? Why, how, what questions.

    What is line?
    What are the primary colours?
    What are the secondary colours ?
    What are warm colours?
    What are cool colours?
    What are complementary colours?
    What pimary colours mix together to make secondary colours?
    What is tone and grayscale?
    What is shade?
    What is tint?
    What is monochoromatic colour?
    What is monochromatic scale?
    How do you draw a face?
    How do you draw a portrait?
    How can I improve my drawing skills?
    How can I improve my painting skills?
    How can I use these elements and principles to enhance my artwork?
    LITERACY CONCEPTS AND STRATEGIES

    What are the specific literacy concepts covered in the unit and what strategies will be used
    to demonstrate teaching and learning? ie, spelling, grammar, vocabulary, text form/type.
    (First Steps resources)
    The main vocabulary is the art elements :

    Line

    Colour

    Tone

    Scale

    Monochromatic

    Colourwheel

    Hue

    value

    Shade

    Tint

    intensity

    Understanding these concepts and keys words leads into practical aspects where more terms
    and concpets are learnt through completeing set tasks. During and after the tasks is when

    tudents demonstrate their understanding of the concepts learnt.


    Eg- what is and how do I use paint?
    How can I make this Colour out of these colours ?
    By mixing these colours I make this colour.

    PRODUCT & ASSESSMENT


    How will I check the learner has made progress?
    Formative: one on one dissusions with students on their work. Group/table
    discussions on students work
    Summative:
    assessment sheet
    How I will I inform learners and others about the learners progress?
    by Providing students with Continual verbal one on one and group/table feedback in
    class.
    Australian Curriculum/NTCF outcome
    Assessment
    link
    CoverpageLine
    Colourwheel
    Warm/coolfaces
    Greyscaletone
    Monochromaticscale
    Drawingfaces
    Drawingportraits
    Paintingportaits

    Practice techniques and processes to


    enhance representation of ideas in their art
    making (ACAVAM121)

    Present artwork demonstating consideration


    of how the artwork is displayed to enhance
    the artist intention to an audience
    (ACAVAM122)

    Specific Student Needs and Adjustments:


    If designing unit for a particular cohort, consider ways to profile learner needs, list specific
    considerations and requirements

    Thereareanumberofstudentswithintheclassthathavevaringdegreesoflearningdifficulties.Forthese
    studentsscaffoldingthecontextandlessonstomeetstudentsneedsandcommunicatingthetaskeffectively
    willbeimplimentent.

    Key Resources for Unit

    People, texts, AV, technology, websites etc)

    N/A

    Learning Journey sequence of lessons/strategies


    WEE
    K
    1

    LESSON
    LINE

    COLOUR
    WHEEL

    TOPICS/CONTENT
    Students are to create
    a cover page for their
    visual diary using their
    name and different
    types of lines.

    Students are to
    complete a colour
    wheel using the 3
    pimary colours
    Students introduce to
    terms:
    Primary colours
    Secondary
    colours
    Complementart
    colours
    Warm cools
    Cool colours

    TEACHING
    STRATEGIES
    Studnets to copy the line example and definition of
    line from the the board into their visual diaries (on
    second page to leave room for cover page).
    Students are then to create a cover page with their
    name in the centre using different styles of lines.

    ASSESSMENT
    Completed
    cover page

    Teacher demonstration and example


    Students are to paint a colour wheel using the three
    primary colours : red, yellow and blue.
    Completed
    colour wheel
    with lables and
    terms in visual
    diary

    RESOU

    Visualdia
    Leadpenc
    Colouredp

    Colourwhe
    template
    Primaryco
    Brushes
    Water
    Sicssors
    glue

    2
    WARM/
    COOL
    FACES

    TONE
    GREYSCA
    LE

    MONCHO
    MATIC
    SCALE

    Studentsaretopainta
    sun/moonfaceusingwarm
    andcoolcolours.

    Studentsaretocompletea9
    tonegreyscale
    Studentsintroducetoterms:
    Hue
    Value
    Tone
    Shade
    Intensity

    Studentsaretocompletea9
    tonemonchomaticscale
    Terms
    Shade
    Tint
    Monochromatic

    Example on board
    Students to use their knowledge of warm and cool
    colours and complete a sun and moon face. The sun
    side should be painted with warm colours and the
    moon side should be painted with cool colours.
    Student work on mixing colours and making new
    shades and tints. They also work on refining and
    developing their painting skills.(not rushing)

    Teacher demonstration and example on board


    Students to paint a 9 tone greay scale using white
    and black paints. Studnets learn what shades and
    tints are and how they are made (adding more white
    for a tint or more black for a shade) .Student work
    on refining and developing their painting skills.(not
    rushing)

    Teacher demonstration and example on board


    Students to complete a 9 tone monochromactic
    scale using white, black and red paints. Studnets
    develop their understanding of shades and tints are
    and how they are made (adding more white for a tint
    or more black for a shade) .Student work on refining
    and developing their painting skills.(not rushing)

    Completed
    warm/cool face

    Sun/moo
    template
    Warm co
    paints
    Cool colo
    paints
    Brushes
    Water
    Sissors
    Glue

    Completed 9
    tone greyscale

    9 square
    template
    Black an
    paint

    Completed 9
    tone
    monochromatic
    scale

    DRAW
    FACES

    Students are to follow


    teaher demonstration
    of how to draw a face

    3
    DRAW
    PORTRAIT
    S

    PAINT
    PORTRAIT
    S

    Students to use skills


    from last lesson to
    draw a portrait of their
    partener/friend

    Teacher demonstrats the steps involed in drawing a


    face. As a class all Students follow along with each
    step, before moving onto the next. Once all steps
    are completed student now refine their faces adding
    in details ect.
    Students that finish can work on drawing another
    face by themselves remembering to follow the
    steps.
    Students are to pair up with a friend and sit across
    from each other on a table. Students are to draw
    each other following the steps from the last lesson.
    Adjusting, adding, subtracting

    Studentstopainttheirportrait Stundets are to use the drawn portrait from previous


    usingamonochromaticscale. lessons and using a monochromatic tone of their
    choice paint the portrait. Student work on creating
    different shades and tints within their choosen
    colour. Student continue refining and developing
    their painting skills.(not rushing)

    Completed
    drawn face

    Pencils
    Eraser
    Sharpen
    Visual di
    A3 pape
    Completed
    drawn portrait

    Completed
    painted portriat

    A3 pape
    Paint
    Water
    Brushes

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