Students
will elevate the quality of their landscapes using the elements of design.
Objective: Students will draw a
“practice landscape” making sure that they draw an object above the horizon
line, below the horizon line, and crossing the horizon line.
Materials: landscape prints, crayons
and paper
Procedure: First, we review lines
vertical, diagonal and horizontal. You cannot spell horizontal without
h-o-r-i-z-o-n. The horizon line is the horizontal line where the sky touches
the ground. We will look at five different landscapes, from five different
artists, from five different times, from five different countries. Students
will help me identify the horizon line using a yard stick help horizontally. We
see that the horizon line NEVER at the bottom edge of the painting. Students
will them follow a demonstration by me, drawing an object above the horizon
line, one below, and one through, and finally the horizon line BEHIND the
objects crossing.
Vocabulary: line perspective
vertical horizontal diagonal
horizon
Assessment: A=follows ALL
instructions (or does more) with great craftsmanship B=follows MOST instructions with good craftsmanship C=follows SOME instructions with good
craftsmanship D=does little work/
poor effort F=does NO work
Standards:
VA.2.C.1.1Use the art-making process to
communicate personal interests and self-expression.
VA.2.C.2.1Use appropriate decision-making
skills to meet intended artistic objectives.
VA.2.C.2.2Identify skillful techniques
used in works by peers and others.
VA.2.C.3.1Use accurate art vocabulary
to identify connections among visual art and other contexts.
VA.2.F.1.1Use imagination to create
unique artwork incorporating personal ideas and selected media.
VA.2.F.3.3Use time effectively while
focused on art production to show early development of 21st-century skills.
VA.2.H.1.2Distinguish between
appropriate and inappropriate audience behavior.
VA.2.H.2.1Identify differences or
similarities in artworks across time and culture.
VA.2.S.1.3Explore art from different
time periods and cultures as sources for inspiration.
VA.2.S.1.4Use accurate art vocabulary
to discuss art.
VA.2.S.2.2Follow sequential procedures
focused on art production.
VA.2.S.3.1Manipulate art materials and
refine techniques to create two- and/or three-dimensional personal works.
VA.2.S.3.3Follow directions for safety
procedures and explain their importance in the art room.
VA.2.S.3.4Describe the differences
between using one’s own ideas, using someone else’s ideas as one’s own, and
drawing inspiration from the works of others.
VA.3.C.1.1Use the
art-making process to develop ideas for self-expression.
VA.3.C.1.2Reflect on and interpret works of
art, using observation skills, prior knowledge, and experience.
VA.3.F.3.2Collaborate to
complete a task in art.
VA.3.F.3.3Demonstrate the
skills needed to complete artwork in a timely manner, demonstrating
perseverance and development of 21st-century skills.
VA.3.H.1.1Describe
cultural similarities and differences in works of art.
VA.3.H.1.2Describe the
importance of displaying suitable behavior as part of an art audience.
VA.3.H.2.1Compare
differences or similarities in artworks across time and culture.
VA.3.O.1.1Demonstrate how
the organizational principles of design are used to arrange the structural
elements of art in personal work.
VA.3.S.1.1Manipulate
tools and media to enhance communication in personal artworks.
VA.3.S.1.2Use diverse
resources to inspire artistic expression and achieve varied results.
VA.3.S.1.4Choose accurate
art vocabulary to describe works of art and art processes.
VA.3.S.2.1Integrate the
structural elements of art and organizational principles of design with
sequential procedures and techniques to achieve and artistic goal.
VA.3.S.2.2Follow
procedures, focusing on the art-making process.
VA.3.S.3.1Use materials,
tools, and processes to achieve an intended result in two- and/or
three-dimensional artworks.
VA.3.S.3.3Work within safety guidelines while using tools, media, techniques, and processes.
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