Unit Plan: Title: Digital Drawing Unit Length: 3 Classes
Course Name | Art Education | Grade Level | 9-12 (High school) |
Standards | Grade Level Expectations (List all GLEs for grade level) |
1. Observe and Learn to Comprehend |
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2. Envision and Critique to Reflect |
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3. Invent and Discover to Create |
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4. Relate and Connect to Transfer |
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Colorado 21st Century Skills Critical Thinking and Reasoning: Think Deep, Think Different Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Owning Your Learning Invention: Creating Solutions | Creative Process in Visual Art | Studio Thinking Develop Craft: Learning to use materials, tools and techniques Engage and Persist: Learning to embrace problems and not give up Envision: Imagine the possible next steps; see what is not there Express: Convey an idea, feeling, personal meaning Observe: Seeing things that otherwise might not be seen Reflect: think, talk and evaluate your work and the work of others Stretch and Explore: Reach beyond one’s perceived capacities Understand Art World: Learn about contemporary and past art(ist) |
Lesson Titles and Description: Explorer | Lesson Length | Sequence |
Lesson 1: Students will explore using digital drawing by using sketchbook and tablets. They will use multiple layers to recreate an image in a digital format | 1 class 3 hours | 1 |
Lesson 2: Students will explore multiple digital drawing websites and pick their 3 favorite. With each website, students will create a self portrait - abstract or literal- to practice using different styles of digital drawing | 1 class | 2 |
Lesson 3: Digital drawing to create surrealism. Students will pick three nouns to incorporate into a surreal digital drawing. They will be introduced to another digital drawing tool: ArtRage, and will practice the tools on the program | 1 class | 3 |
Unit: Focusing Lens/Lenses: Timeless, Transferrable and Universal (I.E. Beliefs/Values, Identity, Relationships. Tension/Conflict, Freedom, Design, Aesthetic, Patterns, Origins, Transformation, Change, Influence, Collaboration, Intention, Play/Exploration, Synergy/Flow, Choices, Balance, Inspiration, System, Structure/Function, Reform) | Digital Drawing | Unit: Prepared Graduate Competencies | Comprehend: Analyze, interpret, and make meaning of art and design critically using oral and written discourse Comprehend: Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives Reflect: Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts Reflect: Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas Create: Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research Create: Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design Create: Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies Transfer: Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives Transfer: Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics) Transfer: Recognize, demonstrate, and debate the place of art and design in history and culture |
Unit: Standards and Grade Level Expectations Comprehend | Visual art has inherent characteristics and expressive features
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REFLECT | A personal philosophy of art is accomplished through use of sophisticated language and studio art processes
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CREATE | Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas
Assess and produce art with various materials and methods |
TRANSFER | Communication through advanced visual methods is a necessary skill in everyday life |
Unit: Inquiry Questions (Engaging-Debatable: In art, what does it mean when something is beautiful? How can something be so ugly it is beautiful?) |
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Unit Strands | Comprehend/Reflect/Create/Transfer |
Unit: Concepts: Timeless, Transferrable and Universal (I.E. Composition, Patterns, Technique, Rhythm, Paradox, Influence, Style, Force, Culture, Space/Time/Energy, Line, Law/Rules, Value, Expressions, Emotions, Tradition, Symbol, Movement, Shape, Improvisation, Observation) |
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For each statement you create below align with Standard(s), Prepared Graduate Competencies, and Grade Level Expectations. Refer to Standards: Inquiry Questions, Relevance and Application and Nature of Statement when writing understandings. |
Enduring Understandings: My students will UNDERSTAND... (Timeless, Transferrable and Universal. Shows a relationship between two or more concepts.) | Conceptual Guiding Questions | Factual Guiding Questions |
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Critical Content: My students will KNOW... (NOT Timeless, Transferrable and Universal. Factual information in the unit [topics] that students must know.) | Key Skills: What my students will be able to DO... (Timeless, Transferrable and Universal. What students will do AND be able to transfer to new learning experiences as a result of learning the unit.) | |
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Vocabulary | Digital Drawing, surrealism, ArtRage, color, composition, intention, narrative | |
Literacy Integration | Written narrative, vocabulary integration, reflection, critiques, discussion | |
Numeracy Integration | Scale, form, dimensions | |