painting unit 4 - wordpress.com › 2012 › 03 › grade-910...grade 9/10 unit 4 landscape painting...

Grade 9/10Unit 4Landscape

PaintingUnit 4: Landscape Painting by R.Jardin

Date: 1/2/2012 (6 weeks)

Unit Objective: To gain an understanding of composition, drawing techniques and gain a brief understanding of the styles of landscape painting.

Website: rjardin.wordpress.com

Area of Interaction Significant Concept

Environment

We want the students to understand the variety of stunning environments worldwide and how artists use the natural world for inspiration.

Human beings create and effect their environment.

Unit Question

How do artists use the natural world for inspiration?

Assessment:Crit. A (8)- Knowledge and Understanding. Research of an art movement which inspires their final piece.Crit. B (10)- Application. Conceptual development, reflections, plans and sources. A completed landscape painting.Crit. C (8)- Reflection and evaluation- ongoing reflections in DWB and one final written reflection about strengths and weaknesses of the unit and final piece.Crit. D (8)- Ongoing classroom observations of engagement, participation, and attitude

Key Words:•Landscape•Composition- horizon, movement•Complimentary colours•Tone/ light/ shadow, texture•Balance and unity•Focal Point•Scale and space•Impressionism•Expressionist•Realist

Lesson 1: Discuss the unit question and significant concept. Brainstorm “what is a landscape?” and discuss “what do I need to know”Look at examples of landscapes and discuss the composition. Group research about artists, techniques, and history of landscape art.Lesson 2: Document the rules of landscapes focusing on horizon, movement, scale, space and focal point. Look at examples.

Lesson Outline Lessons and assignments may be subject to change due to teacherʼs discretion.

Rebecca Jardin


Painting

Rebecca Jardin

Lesson 3: Paint skills. Color wheel, mixing greens, browns, painting trees, skiesHomework: Stick in and write reflective notes

Lesson 4: Paint techniques- glazing, splattering, opaque blending, sponge, wet on wet, dry brushing, cardboard.

Lesson 5: Compositional plans working from a photo of a landscape. The student must consider the horizon, movement, focal point, basic tone.Homework: Research 5 examples of landscape paintings and write why you like them.

Lesson 6: Final tonal drawingHomework: Colour plans 4-6 different colour combinations.

Lesson 7: Practise painting, monochrome painting

Lesson 8: Background paint onto final canvas while that is drying keep practise paintingHomework: Research essay about an art movement.

Lesson 9: Final painting tones and detailsHomework: Research



Lesson 12: Present research discuss findings and link to own painting. Final painting tones and details

Lesson 13: Final painting tones and details and evaluate.

Lesson 14: Group Critique.

Lesson Outline Continued Lessons and assignments may be subject to change due to teacherʼs discretion.


Painting

Rebecca Jardin

Task:Working from a photo as a reference your task is to create a Landscape canvas painting.

You can choose a style of art for inspiration from: Realism, Impressionism, Expressionism to Semi-Abstraction.

You must consider movement, scale, space, emphasis, tone and colour when designing your piece.

Major art Piece Feedback 9/10Student

EvaluationU

1-2S

3-4G

5-6VG7-8

E9-10

Composition and drawing skills

Fore, middle and background is evident

Use of movement, scale, space, colour, texture, emphasis

Tone and contrast-visually interesting piece

Painting skills

Teacher comment:

Grade /10


Painting

Rebecca Jardin

Assessment Criteria B:Criterion B: Application

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-‐2

The student can not communicate an idea, theme or personal interpreta9on to a point of understanding. Drawing and pain9ng techniques applied are at a very limited level and the student shows a very limited ability in crea9ng a landscape canvas pain9ng.

3-‐4 The student can occasionally communicate an idea, theme or personal interpreta9on to a point of understanding. Drawing and pain9ng techniques applied are at a limited level and the student shows a limited ability in crea9ng a landscape canvas pain9ng.

5-‐6 The student can occasionally communicate an idea, theme or personal interpreta>on to a point of understanding. Drawing, and pain>ng techniques applied are at a sa*sfactory level and the student shows a sa*sfactory ability in crea>ng a landscape canvas pain>ng.

7-‐8 The student can communicate an idea, theme or personal interpreta>on to a point of understanding. Drawing, and pain>ng techniques applied are at a good level and the student shows a good ability in crea>ng a landscape pain>ng.

9-‐10 The student can efficiently communicate an idea, theme or personal interpreta>on to a point of understanding. Drawing, and pain>ng techniques applied are at a high level and the student shows an excellent ability in crea>ng a landscape pain>ng.

Student

EvaluationU

1-2S

3-4G

5-6VG7-8

E9-10

Landscape notes and sketches

Paint trials with notes

Examples of artist works with notes

Compositional sketches and tones

Colour plans and trial paintings

DWB Assessment:

Grade /10


Painting

Rebecca Jardin

Research Task:Choose a style of Landscape painting which you want your work to be inspired by (for example: Realist, Impressionist, Expressionist or Semi-Abstract) and write an essay describing the art movement. Consider: its origins, artists, techniques, examples of paintings, an analysis of one of your favourite images and an explanation of why you have chosen this movement. Describe how your work will be influenced by the artists and techniques. Include citations (2-3 pages plus 4 images)

Student assess U S G E

Organization the essay flows and doesnʼt jump around.

Conventions Grammar and spelling has been edited.

Voice- sounds like the student (own words and personal comments)

Ideas- Content is in depth and shows a true understanding of the art movement.

Images have been included.

Links to own work have been made

Citations

Teacher Comment:


Painting

Rebecca Jardin

Criteria A:Criterion A: Knowledge and understanding (group research and essay)

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-‐2

The student is able to demonstrate limited knowledge and understanding of landscape pain>ng in rela>on to societal or cultural or historical or personal contexts. The student is able to demonstrate limited knowledge and understanding of, colour, contrast, movement, and composi>on. The student is able to communicate a limited cri>cal understanding of landscape pain>ng, in the context of his or her own work.

3-‐4 The student is able to demonstrate sa*sfactory knowledge and understanding of landscape painitng in rela>on to societal or cultural or historical or personal contexts. The student is able to demonstrate sa*sfactory knowledge and understanding of, colour, contrast, movement, and composi>on. The student is able to communicate a sa*sfactory cri>cal understanding of landscape pain>ng, in the context of his or her own work.

5-‐6 The student is able to demonstrate good knowledge and understanding of landscape painitng in rela>on to societal or cultural or historical or personal contexts. The student is able to demonstrate good knowledge and understanding of, colour, contrast, movement, and composi>on. The student is able to communicate a good cri>cal understanding of landscape pain>ng, in the context of his or her own work.

7-‐8 The student is able to demonstrate outstanding knowledge and understanding of landscape pain>ng in rela>on to societal or cultural or historical or personal contexts. The student is able to demonstrate outstanding knowledge and understanding of, colour, contrast, movement, and composi>on. The student is able to communicate an outstanding cri>cal understanding of landscape pain>ng, in the context of his or her own work.

Student comment:

Teacher comment:

Parent signature:" " " " "


Painting

Rebecca Jardin

Reflection:You now need to write an artist statement/self reflection about your piece. In paragraph form, please include the following information as well as key vocabulary used in class. (2 pages)

What is landscape painting and what was the required task? What do you think of your composition, drawing and painting skills? (consider: the strengths and weaknesses of your work) Describe how you used movement, focal point, scale and captured the light. What was easy or challenging? How did you learn from feedback? How did you learn from studying other artists and movements? Use specific examples.Overall what did you learn from this unit?

Key Words:•Landscape•Composition- horizon, movement•Complimentary colours•Tone/ light/ shadow, texture•Balance and unity•Focal Point•Scale and space•Impressionism•Expressionist•Realist

Insert a photo of your work here.


Painting

Rebecca Jardin

Reflection continued:


Painting

Rebecca Jardin

Criteria C and D:Criterion C: Re!ection and EvaluationAchievement

Level Level Descriptor

0The student does not reach a standard described by any of the descriptors below.

1-‐2The student shows limited ability to reflect on their ar>s>c development and processes.The student evaluates their work in an unsa*sfactory manner. The student rarely uses feedback in their ar>s>c development.

3-‐4 The student reflects on their ar>s>c development and processes throughout the some of the task.The student evaluates their work in a sa*sfactory manner. The student some*mes uses feedback in their ar>s>c development.

5-‐6 The student reflects cri*cally their ar>s>c development and processes throughout most of task.The student evaluates their work to a good level.The student generally uses feedback in their ar>s>c development.

7-‐8 The student reflects cri*cally and deeply on their ar>s>c development and processes throughout the whole task.The student evaluates their work in an excep*onal manner. The student inten*onally uses feedback in their ar>s>c development.

Criterion D: Personal Engagement Achievement

Level Level Descriptor

0The student does not reach a standard described by any of the descriptors below.

1-‐2

The student shows limited commitment and interest in using his or her art form. The student is posi*ve in group-‐work and is rarely open to art forms from various cultures, including his or her own.

3-‐4 Student displays sa*sfactory commitment and demonstrates a willingness to take informed risks. Interac>on with peers is done in a posi*ve way and with encouragement. Occasionally, the student is interested in art forms from various cultures, including his or her own.

5-‐6 The student shows good commitment in ar>s>c processes and reveals a willingness to take informed risks. The student shows li;le encouragement towards peers and is interested in art forms from various cultures, including his or her own.

7-‐8 The student shows excellent commitment in using his or her art processes. The student displays interest and curiosity and is posi*ve when working with his peers. The student is ac*vely recep*ve to art forms from various cultures, including his or her own.

painting unit 4 - wordpress.com › 2012 › 03 › grade-910...grade 9/10 unit 4 landscape painting...

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