Advanced Art Prehistoric Art

Teacher :  Robert Smith

Course/ Subject: Advanced Art Drawing & Painting 

Date of Instruction:  01/12/24

Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10

Standard/s: 

VAHSVA.CR.4 Incorporate formal and informal components to create works of art. 

a. Use principles of design to organize elements of art to create unified compositions. 

VAHSVA.CR.5 Reflect on, revise, and refine works of art considering relevant traditional and contemporary practices as well as artistic ideation. 

VAHSVA.CN.1 Develop personal artistic voice through connecting uses of art within a variety of cultural, historical, and contemporary contexts. 

a. Discuss the intent of works of art in context to historical events. 

b. Examine universal themes that appear in works of art throughout various times and cultures. 

c. Analyze the ways in which personal experience affects the understanding and appreciation of works of art. 

d. Investigate the role of works of art as visual record keeper. 

e. Identify specific knowledge and skills from other disciplines that inform the planning and execution of works of art. 

Learning Target:

I can identify the principles of design in the environment and in works of art

I incorporate formal and informal components in works of art

I recognize the role of art in the context of historical events

I can examine universal themes that appear in works of art throughout time and  diverse cultures

I can reflect, revise, and refine works based on traditional and contemporary practices

Success Criteria:

I  identified the elements and principles of design  in the environment and in works of art with an emphasis on the role of design

I incorporated by formal and informal components in works of art through the use of elements and principles

I recognize and examine the role of art in historical events and through the prisms of time and culture

I recognize the role of reflection, revision, and refinement in works of art based on traditional and contemporary techniques

Introduction/Connection: 

Review the following terms

Early Civilizations

MESOPOTAMIA

Apotropaic - having the power to ward off evil

Hierarchy of Scale - a system of representation that expresses a person’s importance by the size of his or her representation in a work of art

Lamassu - a colossal winged human-headed bull in Assyrian art

Negative Space - empty space around an object or a person, such as the cut-out areas between a figure’s legs or arms of a sculpture

Register - a horizontal band, often on top another, that tells a narrative story

Stele - a stone slab used to mark a grave or site

Ziggurat - a pyramid-like building made of several stories that indent as the building gets taller; thus ziggurats have terraces at each level

EGYPT

Amarna style - art created during the reign of Akehnaton, which features, a more relaxed figure style than in Old  and MIddle Kingdom art

Ground line - a base line upon which figures stand

Hierarchy of scale - a system of representation that expresses a person’s importance by the size of his or her representation in a work of art.

Hieroglyphics - Egyptian writing using symbols or pictures as characters

In situ - a Latin expression that means that something is in its original location.

Ka - the soul

Pharaoh - a king of ancient Egypt

Sarcophagus - a stone coffin

Stylized - a schematic, non-realistic manner of representing the visible world and its contents, abstracted from the way that they appear in nature.

DIRECT INSTRUCTION:

The teacher will identify  examples of the formal design principles in the environment

The teacher will identify the role of art in the context of historical events

The teacher will identify universal themes that appear in works of art throughout time and  diverse cultures

The teacher will identify examples of the use of principle in visual design.

The teacher will identify the role of reflection, revision, and refinement in works of art through traditional and contemporary techniques.

(See the video link on the below  for an overview of the lesson)

https://www.youtube.com/watch?v=z6-52krl4eY

Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10

GUIDED PRACTICE:  

Egyptian Art Project

The student will complete a composition that organizes the elements of design through guidelines provided by the principles of design.

These elements and principles of design will be incorporated into a work that incorporates historical themes and techniques of prehistoric art. 

The student will use the process of reflection, revision, and refinement in developing a work 

INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:

Students will create a composition that illuminates the use of the principles of design.

Students will use the principles of design to organize the elements of design in a composition

The works subject matter will incorporate universal themes identified in historical works 

Students will use reflection, revision, and refinement in developing  a work 

Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8

SUMMARIZE/CHECK FOR UNDERSTANDING:

Begin a composition that recognizes and applies  the principles and elements of design in the surrounding environment and  historical works of art 

Informal evaluations of emerging principle of designs compositions through the use of elements of design

Informal evaluations of students use of reflection, revision, and refinement in developing a work of art