Standard Course of Study :: Visual Arts I

Resources aligned to this objective

Records 1–6 of 6 displayed.

Describing Japanese screens and scrolls through images: The second part of a larger unit on talking and writing about, as well as creating, Japanese screen and scroll paintings. The purpose of this unit plan is to introduce descriptive aspects of art criticism, while teaching the art and culture of Japan. Students create illustrations of classmates' descriptions of Japanese screens or scrolls.; Format: lesson plan (grade 9–12 Visual Arts Education); By Michelle Harrell.

Describing Japanese screens and scrolls through words: The first part of a unit on talking and writing about, as well as creating, Japanese screen and scroll paintings. The purpose of this unit plan is to introduce descriptive aspects of art criticism, while teaching appreciation for the art and culture of Japan. Students use observation and descriptive writing to discover richly detailed Japanese screen and scroll paintings so that another student can illustrate it in the next lesson.; Format: lesson plan (grade 9–12 English Language Arts, Visual Arts Education, and Social Studies); By Michelle Harrell.

Facial Studies Through Creation of a Face Jug: Students study the anatomy of a face and use what they have learned about rendering faces and three dimensional objects to create thumbnail sketches of expressive faces on jugs.

They learn to blend values to create the illusion of volume in both facial features and clay jugs. Three dimensional understanding is reinforced by adding expressive facial features to coiled clay jugs. Earth Science is integrated through the study of clay. Social Studies in integrated through the study of face jugs found as far back in history as Pre-Columbian times. Artistic meaning is explored through facial expression and the psychological implications of color.

They look at examples of face jugs. They learn about types of clay. They learn to roll clay coils and create a jug using coil construction. They score, slip and blend facial features to the jug. They choose either underglaze decoration followed by a clear glaze coating or colored glaze decoration applied after bisque firing as a finish.; Format: lesson plan (grade 8–12 Visual Arts Education and Social Studies); By Lori Shepley, Melissa Thibault, and Nelle Hayes.

Hidden Persuaders: This lesson uses the integrated approach to examine classic propaganda techniques to analyze factors which influence learning and thinking processes influencing formation of public opinion.; Format: lesson plan (grade 9–12 English Language Arts, Theatre Arts Education, Visual Arts Education, and Social Studies); By Mary Ann Warren and MaryLou West.

Japanese tea ceremony: A critique for screens and scrolls: The last part of a larger unit on discussing and evaluating Japanese screen and scroll paintings as well as creating one. The purpose of this unit plan is to introduce descriptive aspects of art criticism while teaching them the art and culture of Japan. Students critique illustrations of classmates' descriptions of Japanese screens or scrolls.; Format: lesson plan (grade 9–12 Visual Arts Education); By Michelle Harrell.

Behind the masks: Exploring culture and self through art and poetry: Students research mask making from various cultures, draw sketches of the masks, and take notes that highlight the connections between the masks and the cultural practices of the people who created them. (Learn more); Format: lesson plan (grade 9–12 English Language Arts, Visual Arts Education, and Computer Technology Skills); Provider: IRA/NCTE