12 5 The Still Life Value and Scratchboards

Wells Preparatory Elementary Academy MYP Unit Planner
Melissa Miller, Toni Straight

Arts: Visual arts
MYP Duration Start Date

Unit 1 - The Still Life, Value, and Scratchboards
Year
3 7
weeks
5
hours
W1 Sep
IB MYP Visual arts (Grade 8)
First Term
(Sep 2015 - Feb 2016)
Inquiry: Establishing the purpose of the unit
Key concept Related concept(s) Global context
Aesthetics Arts: Visual arts Personal and cultural expression
Composition Representation Artistry, craft, creation, beauty

Visual arts: Artistry
Statement of inquiry
Aesthetics helps artists express ideas about themselves and the world around them.
Inquiry questions
Factual Conceptual Debatable

What are attributes of a successful composition? Why are the elements and principles important to How do we get the attention of an audience in
Students will create a successful composition for their communicate ideas? order to convey thoughts?
still life drawing. Students will explain how their elements and
principles are used in their still life drawing.
December 05, 2016 IB MYP Visual arts (Grade 8) by Melissa Miller Page 1 of 9
Students will evaluate their work and discuss how to

use successful compositions to interact with audiences
about larger ideas.
Summative assessment
Assessment Criteria Tasks in all classes QR
A B C D
Relationship between summative assessment task(s) and statement of inquiry:
Knowing and Developing skills Thinking creatively Responding
understanding Students will turn in a final still life drawing as well as a scratchboard drawing from the
still life. In addition, they will turn in an artist statement that answers the following
questions (Using the following vocabulary: Contrast, Value, Hatching, Cross-Hatching,
Stippling, Composition, Scratchboard, Viewfinder, Proportional, Contour.)
N/A N/A N/A N/A
1. What steps did you take to create your still life drawing and scratchboard?
2.The key concept for this unit was Aesthetics, which deals with the characteristics,
creation, meaning and perception of beauty and taste. The study of aesthetics develops
Class mean of Assessed Criteria skills for the critical appreciation and analysis of art, culture and nature. Our related
concepts are representation and composition. How did you use these ideas to create
Objectives your artwork? How do we get the attention of an audience in order to convey our
B Developing skills
thoughts?
3.The global concept for this unit was personal and cultural expression. How did you
i. demonstrate the acquisition and development of the skills and techniques of the art
add your own personal touches to your still life drawing? How is your drawing and
form studied
scratchboard unique?
ii. demonstrate the application of skills and techniques to create, perform and/or
4.What did you learn about drawing during this unit that will help you in your art the rest
present art.
of the year?
D Responding 5.How did you use the IB Learner profile traits of thinker and risk-taker in this unit?
iii. evaluate the artwork of self and others. 6.What are two things that went well in your artwork and what is one thing you would
you do differently if you could start this unit again?
Approaches to learning (ATL)
Communication skills
I
Learning Experiences
Exchanging thoughts, messages and information effectively through interaction
Give and receive meaningful feedback Students will participate in class critique that addresses aspects that work, some that
could be changed, and some questions. Students can decide how they would like to
respond to the feedback.
IICollaboration skills Learning Experiences

Working effectively with others Students will give and receive feedback from peers during critique. They will give both
Give and receive meaningful feedback positive and constructive feedback and ask questions.
III Organization skills

Managing time and tasks effectively Students will have homework assignments and will need to make sure they meet
Plan short- and long-term assignments; meet deadlines deadlines and use class time appropriately and wisely.
VIIMedia literacy skills Learning Experiences

Interacting with media to use and create ideas and information Venn Diagrams to compare and contrast still life images from other artists.
Compare, contrast and draw connections among (multi)media resources
Critical thinking skills

VIII
Analysing and evaluating issues and ideas Still Lifes require students to think through what is the best way to represent objects
Practise observing carefully in order to recognise problems on paper that are actually three-dimensional.
Action: Teaching and learning through inquiry
Standards
Illinois Art Standards
STATE GOAL 25: Know the language of the arts.
25.A. Understand the sensory elements, organizational principles and expressive qualities of the arts
25.A.3d Visual Arts: Identify and describe the elements of value, perspective and color schemes; the principles of contrast, emphasis and unity; and the expressive
qualities of thematic development and sequence.
25.B.3 Compare and contrast the elements and principles in two or more art works that share similar themes.
STATE GOAL 26: Through creating and performing, understand how works of art are produced.
26.A. Understand processes, traditional tools and modern technologies used in the arts.
National Core Arts Standards
Creating
3. Refine and complete artistic work.

Performing/Presenting/ Producing
5. Develop and refine artistic techniques and work for presentation.
Knowledge & Skills

Students will be able to:
Rubrics will be provided for anything students are graded on and they will be given feedback both from me and from their classmates. When writing their artist statements, I will
prompt each part of the statement so that they know what is expected, and also remind them of vocabulary from the unit and that they are expected to use the language of the
arts in their artist statements.
-Draw an image with the use of a grid.
-Draw a still life image with the use of a viewfinder -Add values to drawings with the help of value scales -Use a variety of media to create art
-Find and discuss the elements and principles in their own work and the work of others
Learner Profile
Thinkers: Students will need to be observant and think through how what they are observing can be portrayed and how they will need to problem solve through challenges.
Risk takers: I will challenge students to take risks and try new ways of drawing. It may be different than they are used to, but they will be encouraged to try and learn from new
techniques, new media, and new art.
Learning process Formative Assessment QR
Rubrics will be provided for anything students are graded on and they will be given
feedback both from me and from their classmates. When writing their artist statements,
I will prompt each part of the statement so that they know what is expected, and also
remind them of vocabulary from the unit and that they are expected to use the language
of the arts in their artist statements.
-Draw an image with the use of a grid.
-Draw a still life image with the use of a viewfinder -Add values to drawings with the
help of value scales -Use a variety of media to create art
-Find and discuss the elements and principles in their own work and the work of others
I have been assessing during their first week of school on their drawing skills and their
understanding of the elements and principles coming in. I have found that overall, not
all students have experience with these terms, so we will be focusing on just a few.
Some have a strong understanding of
- Popcorn drawings in charcoal
- Vocabulary scavenger hunt lesson
- Finishing a drawing in only four values
- Building a viewfinder grid
Learning process Formative Assessment QR
-Drawing a still life using a viewfinder focusing on contour lines, shapes, and space -
Filling in the still life drawing with a conversation on value
-Self Reflection/ Peer Critique
-Exposure to scratchboard (visiting artist)
- Value scales with scratchboards
- Grid drawing with scratchboards
- Still life drawing on a grid with scratchboard (and possible construction of
scratchboards) -Self Reflection/ artist statements
-Critique with class
Differentiation
Describe how you will differentiate teaching & learning for this unit?
The amount of objects in the still life drawings will decrease for students who need to have less. They will also be able to think though values with less variations of those
values. They are also provided guides for measuring. I will work with the SPED department and come into resource classes to provide extra explanation of assignments if
needed. They are creating templates for students to fill in for their writing assignments. THINK HOW YOU HELP EVERY STUDENT TO UNDERSTAND THE LESSON, 11/8/16.
Additionally, I have preferential seating for some students with repeated directions.
Resources
Summary index Journal 1 Website 0 Video 0 File 21 Photos 0 Books 0
Example 13 Example 12
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Summary Summary
Example 11 Example 10
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Summary Summary
Example 9 Example 8
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Summary Summary
Example 7 example 6
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Summary Summary
Example 5 Example 4
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Summary Summary
example 3 Example 2
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Summary Summary
Example 1 Poster for Common Mistakes

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Added by Melissa Miller on December 04, 2016 Added by Melissa Miller on November 29, 2016
Summary Summary
I went through these with students after looking at several projects to
consolidate a lot of the feedback I was giving students individually.
Sketchbook #4 Sketchbook #3
docx 300 KB docx 60 KB
Added by Melissa Miller on November 08, 2016 Added by Melissa Miller on November 08, 2016
Summary Summary
Homework Homework
Summative Rubric Sketchbook #2

Summary Summary
Given to students Homework
Sketchbook #1 Artist Statement and Rubric

Summary Summary
Homework This is the assigned artist statement and its rubric.
Artist Statement and Rubric Presentation with slides and exa...

journal pptm 9 MB
Added by Melissa Miller on November 08, 2016 Added by Melissa Miller on August 30, 2016
Summary Summary
This is the assigned artist statement and its rubric.
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit During teaching After teaching the unit
Why do we think that the unit or the selection of What can we adjust or change? How well did the summative assessment task
topics will be interesting? What skills need more practice? serve to distinguish levels of achievement?
What do students already know, and what can How can we scaffold learning for students who What evidence of learning can we identify?
they do? need more guidance? Which subject groups could we work with next
What do we know about students preferences time?
and patterns of interaction? I wish I had created non-examples to point students
to. We talked a lot about what is proportional and Ruler skills were pretty basic for this unit. If they
Students constantly complain that they don't have what is not proportional, so I think having clear worked on their viewfinder in their math class, they
drawing skills so I am excited that this unit will examples of drawings that are not proportional and could make them bigger and with a better
provide basic skills and students should be very how they can be fixed by using a viewfinder would understanding of how it relates to math.
successful with little experience. I think boosting help students to conceptualize. I did create some One thing I think I would include in the rubric next
their confidence will be helpful throughout the rest of non examples of some common misunderstandings, time is the specific common improvements/
the year. but I think that was one I should have focused on mistakes that students should avoid. In particular,
Students have done a small amount of grid drawing, more. we talked a lot about overlapping and having see-
as they practiced it last year during a grid unit, so I talked to the SPED teacher a little about this, but I through objects. While we talked about it several
the concept of a grid should come back to them, think leaving a still life in his classroom would have times, I wished I could have pointed to that on the
although we will be using a quick refresher. I think been helpful so they could have worked on their rubric, so that students understood it wasn't just a
that will be a nice transition into the viewfinder and drawings during their resource time instead of suggestion, but it provides evidence about whether
how that helps artistts make realistic drawings more having to come down to my room. I think also or not they truly understand the concept.
proportional. creating some sort of progress chart for them would I also didn't do a preassessment for all classes and
I want to focus on some meaningful feedback, and be helpful. the ones I did, I didn't have them compare their first
make sure to keep it positive. Last year it was hard Students need more practice drawing basic shapes. drawing to their last final project, and I think they
to get students to give purposeful and specific I have a variety of other objects they can work from, would have really showed them how much they
feedback. I am hoping that that is a way they can but I think having them start with these objects was have grown.
interact during class that will help create an less intimidating and more approachable. To push
environment of learning and a positive culture. I am them further, I may open up a center for students
really focused on positive and framing constructive when they are done to do some more still life
feedback as, "What could we change?" and not drawing with other, more interesting objects.
"What isn't going well?" or "What needs
improvement?" and also encouraging students to
ask meaty questions of artists and of each other.
Appendices: Assessment Index

Assessment Tasks
Calendar Summary Summative Formative

First Term
Sep Oct Nov Dec Jan Feb
Second Term
Feb Mar Apr May Jun

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Wells Preparatory Elementary Academy MYP Unit Planner

Melissa Miller, Toni Straight

MYP Duration Start Date

Inquiry: Establishing the purpose of the unit

Key concept Related concept(s) Global context

Aesthetics Arts: Visual arts Personal and cultural expression

Composition Representation Artistry, craft, creation, beauty

Factual Conceptual Debatable

Students will evaluate their work and discuss how to

Assessment Criteria Tasks in all classes QR

Approaches to learning (ATL)

IICollaboration skills Learning Experiences

III Organization skills

VIIMedia literacy skills Learning Experiences

Critical thinking skills

Action: Teaching and learning through inquiry

3. Refine and complete artistic work.

Knowledge & Skills

Learning process Formative Assessment QR

Learning process Formative Assessment QR

Summary index Journal 1 Website 0 Video 0 File 21 Photos 0 Books 0

Example 1 Poster for Common Mistakes

Summative Rubric Sketchbook #2

Sketchbook #1 Artist Statement and Rubric

Artist Statement and Rubric Presentation with slides and exa...

This is the assigned artist statement and its rubric.

Reflection: Considering the planning, process and impact of the inquiry

Appendices: Assessment Index

Calendar Summary Summative Formative

Sep Oct Nov Dec Jan Feb

Feb Mar Apr May Jun

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