Teacher Guided Practice
Art QCC Standards
FAVA 5.2 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Plans, organizes, and creates artworks using: form, color expressing emotion, linear perspective, proportion, contrast.
(See Introduction: Matrix.)
FAVA 5.3 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Creates artworks in the areas of drawing, painting, sculpture, printmaking, pottery, fiber arts, mixed media, and digital images.
(See Introduction: Matrix.)
FAVA 5.4 Topic: Artistic Skills and Knowledge: Creating, Performing, Producing
Standard: Creates a separate work of art that
imitates nature (Realism), is concerned with design and composition (Structuralism/Formalism), expresses a feeling or emotion (Emotionalism/ Expressionism).
FAVA 5.10 Topic: Critical Analysis and Aesthetic Understanding
Standard: Analyzes proportion in artworks as the relationship of one part to another or in the whole.
FAVA 5.15 Topic: Critical Analysis and Aesthetic Understanding
Standard: Develops, judges, and communicates personal decisions about artwork.
Objective Aligned with Standards:
Create/compose/arrange a drawing of the human face, a portrait.
Ongoing Art Objectives:
· Develop construction (cutting, gluing, manipulating, etc.), drawing, painting, etc., skills (Application, Synthesis; ongoing objective, see art matrix).
· Demonstrates proper care and safe use of art materials and tools (Application Evaluation; ongoing objective; 5.5).
· Appraise/Evaluate artwork for quality (thoughtfulness & carefulness) and accuracy (following directions & project guidelines) (ongoing).
1. Create two artworks (portraits) focusing on the human face, one with pencil focusing on realism and another with color focusing on the Cubist style.
2. Define realism and representing the real world and cubism as distorting the real world for the purpose of expression.
3. Identify the following artists and their artworks; Pablo Picasso, Robert Heni, Chuck Close, harles Wilson Peale, and Leonardo da Vinci.
4. Compare and contrast the two types of cubism; synthetic and analytic.
Please note that all objectives are not covered in one session.
How is the human face drawn with correct proportions?
The students are asked to observe and make comments about a picture of Mona Lisa.
The teacher will give step by step instructions (guided practice) for the students to follow as they complete the drawing of the human face.
The students will follow the step by step instructions (guided practice) and then create their portrait using chalk, oil pastels or paint. The emphasis will be on color and the Cubist style.
Higher-Order Thinking Questions:
Differentiated Practice Activities:
1. From what direction/angle/point of view are you seeing or viewing this picture/image?
2. Why does the face need to be in correct proportion?
3. What is the difference between synthetic and analytical cubism?
Differentiated activities are largely determined by independent skill level.
Step by step assistance by the teacher or student (Only a few if any students will need this approach).
Teacher will start the student with the drawing (some students will need the instructor or a fellow student to assist them).
The student must complete the entire self-portrait.
ý Worksheets and or tests on the human face.
ý The culminating activity: The portrait.
To ensure understanding, the instructor will differentiate instruction throughout the project by giving direct and independent feedback to each student.
A review of today’s lesson and a preview of the next.
Pencils & Erasers
9 by 12 or other size
Resources Integrate Technology and/or Media
Sketch your face by looking in a mirror.