Advanced Art Prehistoric Art

Teacher :  Robert Smith

Course/ Subject: Advanced Art Drawing & Painting

Date of Instruction:  01/09/24

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.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

Success Criteria:

I  identified the principles of design  in the environment and in works of art with an emphasis on the roles of visual balance

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

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

Introduction/Connection: 

Review the following terms

Principles of Design -  the guidelines of design.

These design principles help to organize the elements.  They include balance, rhythm, contrast, proportion, movement, emphasis and unity.

Polychrome - many colors

Contour lines - defines the outline of a form as well as interior structure

Prehistoric -  before recorded time.

Paleolithic -  the old stone age

Neolithic - the new stone age

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.

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

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:  

Principles of design 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 incoporated into a work that incorporates historical themes and techniques of prehistoric art. 

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 

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