Creative Art I
Students use the visual arts processes – drawing, painting, mixed media, printmaking, ceramics, sculpture, textiles/fiber arts, and architecture – as the primary curricular framework. Embedded within each unit are the five Big Ideas from the Kentucky Core Academic Standards (KCAS): Structures (Art Elements, Principles of Design), Humanity (Cultures and Time Periods), Purposes, Processes.
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Draw how you would�arrange Mr. Potato Head.
Elements of Art
are like the parts and pieces of Mr. Potato Head
Principles of Design
are the arrangements of those pieces (the elements)
ish
plus
Proportion
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
There are four different types of balance - which one is this?
Try to name the other three.
Balance
Balance
equal weight to two halves of�a composition.
4 types of balance...
Scholar Start - what are the four types of balance?
symmetrical
(formal)
balance
asymmetrical�(informal)�balance
radial
balance
overall
balance
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Describe the ways that you can utilize contrast in your artwork.
Draw three designs in “high”
contrast.
Contrast
arrangement of opposite elements in an artwork (light vs. dark; complementary colors; geometric vs. free-form)
Contrast
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Describe the ways that you can utilize emphasis in your artwork.
Draw three designs that clearly define emphasis.
Emphasis
Emphasis
an area or object within the artwork that draws attention and becomes a focal point (can tone down other compositional elements to bring attention to the focal point)
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Describe the ways that you can utilize movement in your artwork.
Draw three designs demonstrating movement.
Movement
Movement
the use of art elements to direct a viewer's eye along a path through the artwork, and/or to show movement, action and direction
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Define pattern.
Describe the ways that you can utilize pattern in your artwork.
Draw three designs demonstrating pattern.
Pattern
Pattern
repeating unit of shape or form
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Using this image - define Rhythm.
Describe the ways that you can utilize rhythm in your artwork.
Draw three designs demonstrating rhythm
Rhythm
Rhythm
regular repetition of elements of art to produce the look and feel of movement (visual tempo)
SCHOLAR START
Describe how these pieces are both similar.
Explain the elements and principles found in each.
How can each be considered a good example of Unity?
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
Unity
Unity
relationship among the elements that helps them function together; gives a sense of oneness to a visual image to create meaning
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Using this image - define Proportion .
How does this artist use proportion to disrupt reality?
Create three drawings of objects with disturbing proportions.
Proportion
Proportion
the size, location and amount of an object�in relationship to another object
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
In response to this image -
describe each of the Principles of Design that you can identify. Look back in your notes to help you.
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
In response to this image -
write out the 7ish Principles then cite where each one is evident in this piece -
Balance
Emphasis
Contrast
Movement/
Rhythm
Pattern
Unity
Proportion
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Compare and contrast these two images specifically using the Principles of Design in your responses.
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
In response to this image -
write out the 7ish Principles then cite where each one is evident in this piece -
Balance
Emphasis
Contrast
Movement/
Rhythm
Pattern
Unity
Proportion
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
In response to this image -
write out the 7ish Principles then cite where each one is evident in this piece -
Balance
Emphasis
Contrast
Movement/
Rhythm
Pattern
Unity
Proportion
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
In response to this image -
write out the 7ish Principles then cite where each one is evident in this piece -
Balance
Emphasis
Contrast
Movement/
Rhythm
Pattern
Unity
Proportion
Generals CAN:
�- show their understanding of�the purpose of the Principles of Design
Activity:
- think pair�share
- notes�- sketches
Assessment:
- Principles of Design creation
- 3-D Letter surface design
SCHOLAR START
Begin today by scoring your letter at whatever stage it is in.
Why would it earn that score?
Assessment Sequence: | Self Assessment _____/16 | Peer Assessment _____/16 | LEADER Assessment _____/16 |
Attributes | 4 College Ready - Distinguished | 3 Proficient | 2 Apprentice | 1 Novice |
Meaning & Focus - How well do you maintain focus on: 1. process 2. performance/product 3. connections - Do you expose a complex understanding of the issue or topic at hand? | - Shows a strong understanding of the piece/performance within context of audience and purpose - Provides relevant background information necessary.. - Clear and insightful ideas, concepts, and information clearly relevant to the topic. | - Shows a straightforward understanding of the piece/performance within context of audience and purpose, but may not consistently maintain focus, losing sight of audience or purpose on occasion - Provides adequate background information. - Clear and meaningful ideas, concepts, information mostly relevant to the topic | - Shows a basic understanding of the piece/performance within context of audience and purpose, does not maintain focus on both. - Irrelevant or inconsistent background information.. - Some clear and meaningful ideas, concepts, and information relevant (at times) to the topic | - Shows little to no understanding of the piece/performance within context of audience and purpose. - Does not provide background. - Fails to use ideas, concepts, and information relevant to the topic. |
Organization How well does each paragraph exhibit MEAL structure? - Main idea - Evidence - Analysis�- Linking - How logically does your reflection on process progress from one idea to the next? | -Presents a cohesive and developed introduction, body, and conclusion. -Essay has a logical and cohesive structure, sometimes with a logical progression of ideas. -Paragraphs focused around specific reasons/ideas with related evidence. -Consistently uses relevant transitional language to organize ideas and progress smoothly through the essay. | -Presents a mostly cohesive and developed introduction, body, and conclusion. -Essay has a logical but simple structure, but with little attention to the progression of ideas. -Most paragraphs are organized around specific reasons/ideas with evidence. -Predominantly uses relevant transitional language to organize ideas and progress smoothly through the essay. | -Presents a simple introduction, body, and conclusion.�- Essay has some structure with logical groupings of ideas in parts of the essay. -paragraphs not always organized around key reasons/ideas. -Uses some simple and obvious, but appropriate transitional words, phrases, and sentences to logically progress through the essay. | -Introduction, body, or conclusion lack structure or development and thus, are ineffective or portions are absent. -Essay has little evidence of organizational structure, placing ideas in no logical order. -paragraph divisions and structure are ineffective or absent creating a lack of cohesion. - few, if any, transition words or phrases are used to connect ideas, sentences, and paragraphs. |
Development - Does your reflection have an obvious and relevant main idea/claim/thesis? - Do you effectively support your main idea/claim/thesis with specific and relevant reasons and evidence? - Do you support your main idea/claim/thesis by moving from general reasons to specific evidence? | -Explains ideas fully, using concrete details, definitions, connections, and/or examples relevant to the topic -Ideas are developed with depth and complexity to provide insight, support, and clarification of the topic. | -Explains ideas fully, using some concrete details, definitions, connections, and/or examples partially relevant to the topic - Ideas are developed with some movement between ideas and specific examples. | -Attempts to explain some general ideas using mostly underdeveloped reasoning and unspecific evidence. - Ideas are developed with little movement between general ideas and specific examples. | -explanations are ineffective, irrelevant, or absent. Idea support is inaccurate or irrelevant. -No purposeful development of ideas are evident. |
Language & Conventions - Do you use language that is concise yet sophisticated? -Do you use correct content-specific vocabulary in your writing? -Do you use correct punctuation, capitalization? | - Uses upper level words consistently and correctly. - Shows a strong command of the conventions of written English, as demonstrated by consistently: -writing in complete sentences using correct punctuation. - spell words correctly� - using correct tenses. � -using proper indentation and paragraphing. | -Uses some upper level words consistently and correctly. - Shows a good command of the conventions of written English. as demonstrated by almost always: -writing in complete sentences using correct punctuation.� 1-2 words not spelled correctly but do not impede understanding. -Using correct tenses -using proper indentation, & paragraphing. | -Uses mostly basic level words correctly. - Shows a basic command of the conventions of written English. as demonstrated by sometimes: -writing in complete sentences using correct punctuation.� 4-5 words not spelled correctly & impedes understanding. -failing to use correct tenses. -failing to use proper indentation & paragraphing. | -Uses simple or inappropriate words. -Shows a little to no command of the conventions of written English. as demonstrated by: -failing to meet requirements of 2/3/4 writing. |
Get in your creative bubble!
ish
Principles of Design
BALANCE
EMPHASIS
PATTERN
UNITY
CONTRAST
MOVEMENT
RHYTHM
PROPORTION