Scribd Logo
Upload

Welcome to Scribd!

  • 985 views

    MYP3 Still Life Unit Plan

    Uploaded by

    miblsartroom
    This 8-week unit focuses on still life paintings. Students will explore whether a still life is just dead flowers and fruit or can convey meaning. They will critique their own and others' works using art vocabulary and create realistic compositions using proportions, values, and textures. Assessment criteria include using vocabulary, research skills, accurate proportions, composition, and engagement. The unit aims to develop open-mindedness as students experiment with drawing methods and art styles. Teaching strategies include instruction, research, discussion, and feedback to improve skills like perspective and understanding of art theory. Resources include books, images, and materials for paintings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd

    MYP3 Still Life Unit Plan

    Uploaded by

    miblsartroom
    985 views3 pages
    This 8-week unit focuses on still life paintings. Students will explore whether a still life is just dead flowers and fruit or can convey meaning. They will critique their own and others' works using art vocabulary and create realistic compositions using proportions, values, and textures. Assessment criteria include using vocabulary, research skills, accurate proportions, composition, and engagement. The unit aims to develop open-mindedness as students experiment with drawing methods and art styles. Teaching strategies include instruction, research, discussion, and feedback to improve skills like perspective and understanding of art theory. Resources include books, images, and materials for paintings.

    Copyright

    © Attribution Non-Commercial (BY-NC)

    Available Formats

    DOC, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This 8-week unit focuses on still life paintings. Students will explore whether a still life is just dead flowers and fruit or can convey meaning. They will critique their own and others' works using art vocabulary and create realistic compositions using proportions, values, and textures. Assessment criteria include using vocabulary, research skills, accurate proportions, composition, and engagement. The unit aims to develop open-mindedness as students experiment with drawing methods and art styles. Teaching strategies include instruction, research, discussion, and feedback to improve skills like perspective and understanding of art theory. Resources include books, images, and materials for paintings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    985 views3 pages

    MYP3 Still Life Unit Plan

    Uploaded by

    miblsartroom
    This 8-week unit focuses on still life paintings. Students will explore whether a still life is just dead flowers and fruit or can convey meaning. They will critique their own and others' works using art vocabulary and create realistic compositions using proportions, values, and textures. Assessment criteria include using vocabulary, research skills, accurate proportions, composition, and engagement. The unit aims to develop open-mindedness as students experiment with drawing methods and art styles. Teaching strategies include instruction, research, discussion, and feedback to improve skills like perspective and understanding of art theory. Resources include books, images, and materials for paintings.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3
    At a glance
    Powered by AI
    The key takeaways are that students will learn about still life paintings, composition rules, and various painting techniques through creating their own still life paintings.

    Some of the objectives of the unit are for students to create realistic compositions using measured proportions and values, communicate an understanding of compositional rules in their artwork and when discussing other works, and identify and discuss key elements of still life painting.

    Some of the skills and techniques students will develop are improving research skills, using measuring skills to accurately depict three-dimensional objects, commenting on similarities and differences between works, adapting and improving their own work, and using opaque and transparent mediums to convey three-dimensional form and space in a painting.

    Unit Planner

    Unit Title: What is a Still Life? Unit Question: Is a still life just a painting of dead flowers and fruit? Teacher: Mirjam Blaser Class: MYP3 AOI focus questions:
    Which particular area of the AoI sets the context of learning

    Stage 1

    Time frame: 8 weeks Significant concepts:


    What we want students to remember for the years to come

    HI
    How can artists use still lives to convey meaning or feelings? How does the artists viewpoint influence an artwork?

    Observing simple rules can dramatically improve the outcome of your artwork. Variation can make things more interesting.

    Specific Objectives:
    Objectives which are addressed in, and pertinent to, this unit

    Assessment Task(s) and Criteria:


    What constitutes acceptable evidence of understanding? How will students show what they have understood?

    Learner Profile Qualities:


    Aspect(s) of the learner profile the unit will help develop

    Critique own works, the works of peers and other artists on the basis of the formal, technical and expressive aspects in the works. Use subject specific vocabulary. Create and draw realistic, interesting compositions in (coloured) pencil using measured proportions, values and tones. Communicate a critical understanding of the compositional rules studied in context of their own artwork as well as in discussing other peoples works. Try to show the different surface textures of the objects in your piece. Identify and discuss key elements of still-life painting: the use of symbols and direct observation from nature. Use various painting techniques. Create a painting of objects from direct observation. Use painting techniques to successfully depict the illusion of

    Use subject specific vocabulary in


    class discussions as well as in DWB. A Complete research tasks in DWB. A Complete final pieces, showing the ability to make an interesting composition. B Complete final pieces, showing the ability to use accurate, measured proportions B Evaluation of final piece C Engage fully in the project. D

    Open-minded: Approach drawing methods with an open-mind. Try out an experimental approach to an artwork.

    Unit Planner
    three-dimensional form and space. Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context. Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others. Articulate the process and rationale for refining and reworking one of their own works of art. Teaching strategies and learning experiences:
    Prior knowledge, how to monitor and support learning throughout the unit, formative assessment, learning styles, differentiation, mother tongue issues

    Content:
    Stage 2
    Knowledge and/or skills used to develop the significant concepts of stage 1 and to enable the student to answer the unit question

    Resources:

    Improving research skills. Using measuring skills to accurately depict three-dimensional objects. An enhanced understanding of art theory. Comment on similarities and differences between their own and others work Adapt and improve their own work Use an opaque medium and a transparent medium to convey the

    Group introduction and instruction in English, reinforced with French. Research into various artists who made still lifes Individual support and instruction. Group discussion. Peer feedback. Written and verbal evaluation. (Written in English, verbal may be in French) Formative and summative assessment.

    DWBs Pencils Coloured pencils Gouache Watercolour Charcoal Art books on different artists who made still lifes Images of still life paintings by different artists. Internet Instruments Sugar paper in various colours
    2

    Unit Planner
    illusion of three-dimensional form and space in a painting.

    Newspaper PP Presentation on Cubism

    ATL:
    Development of subject-specific and general ATL skills

    Organisation: Be able to independently organise drawing and painting materials for each class session of the Unit. Collaboration: Through experimentation, be able to identify and resolve problems of perspective and proportion to produce a final piece. Information literacy: Use both books and the internet to research the theory learned in class. Reflection: Evaluate their work process and document feedback clearly in DWBs. Transfer: Show clearly that the understanding of the learned theory has lead to a successful final piece.

    You might also like