Topic/Theme: Elements of Design: Line Time frame: 3 Weeks Class/Grade Level: Introduction to Art; High School STAGE 1 State

Content Standards:

UbD Template Adapted from Wiggins & McTighe

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

What facts and basic concepts should students know by the end of this unit? Students will be able to distinguish between different kinds and uses of the Element of Design, line.

What Skills and/or abilities should students acquire by the end of this unit? Students will be able to use the Element Line to create an artwork whose inspiration comes from the students own life experiences. Students will be able to identify different uses of line and argue for why they work, or do not work within the piece.

What Enduring Understandings/Big Ideas do you want students to take away from this unit? Art is a way to express ones, thoughts, feelings and life experiences.

What are the Essential Questions you will use to guide learning in this unit? Where do artists find inspiration?

Topic/Theme: Elements of Design: Line Time frame: 3 Weeks Class/Grade Level: Introduction to Art; High School STAGE 2 Summative Assessment (Performance Based): Students will make sketches of uses of line from works of Saul Steinberg.

UbD Template Adapted from Wiggins & McTighe

Students will create an artwork using line in different ways and defend their uses during a critique at the end of the unit.

Other Summative Assessments: Students will do several Quick Writes explaining the process of creating their artworks and how they used line within their works. They will also critique whether line helped or did not help their artwork.

Topic/Theme: Elements of Design: Line Time frame: 3 Weeks Class/Grade Level: Introduction to Art; High School STAGE 3

UbD Template Adapted from Wiggins & McTighe

Pre-Assessment: Students will complete a pre-assessment quiz asking them to define different kinds of line as well as draw a picture. Completing the pre-assessment will help me determine if students need more fast-mapping of definitions during instruction. Introductory Lessons & Assessments: Students will be introduced to an essential question that we will continue to look at throughout the semester, where do artists find their inspiration? We will do a reading about Saul Steinberg and discuss ideas that we found in the reading that could have inspired him. Intermediate Lessons & Assessments: Students will learn about the process of creating a final artwork by going through several steps before creating their final artworks. Ending Lessons & Assessments: Students will learn about displaying artworks by hanging their own finished works on the classroom walls. Students will learn about critiquing through a less formal critique method, where the artist talks about their own artwork. During this critique students will need to talk about certain things about their artwork, these will be listed on the board so they remember to talk about each one. I will be able to determine understanding through listening to the students talk about their artwork. They will also do a Quick Write reflecting on the artwork and the process.

Elements of Design: Line Saul Steinberg Day 1.

Standards Met During this Unit:

1.2 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.

Unit Objectives:
Students will use the element of design, line, and be able to distinguish between different types of line. Students will be able to identify artworks by Saul Steinberg. Students will create artworks that tell a story of a life experience.

Materials:
Sketchbooks, writing utensil, PowerPoint, copies of first part of Saul Steinberg Illuminations.

Hook: (Essential Question)

Where do artists get inspiration? As we are learning about line these next few weeks, we are going to continue to think about and come back to this question. Today we are going to read about an artist named Saul Steinberg. He was born in 1914 and died in 1999.

Introduction:
Saul Steinberg, executed public murals, designed fabrics and stage sets, was an inventive collagist and printmaker and turned his magic touch to the fields of painting, sculpture, advertising, and even wartime propaganda. (The book, Saul Steinberg: Illuminations by Joel Smith) is the first comprehensive look at Steinbergs extraordinary contribution to twentieth-century art, which was that of a modern-day illuminator, putting word and image play to create art that spoke to the eyes, and minds, of readers, (Inside Flap). Pass out copies of Charles Simic, Steinbergs Bazaar, Introduction to Illuminations We are going to use a Reading Code today, which means you create a symbol that is attached to an idea. Today, I want you to underline things that you think inspired Saul Steinberg, put an exclamation mark by things you find interesting, and a star by things you want to share. Write the reading code at the top of your paper and I will write it on the board.

I DO:
Read After second paragraph stop and tell students some of the things I would underline, exclamation, and star.

WE DO:
Read the next two paragraphs. Stop ask students to share with class some of the things they underlined and starred.

YOU DO TOGETHER:
Now I want you to finish reading the rest silently to yourself. Once you see that your partner is finished reading, I want you to share with each other some of the things you underlined, and some of the things you starred. Lets make a list of the things you underlined on the board. Ask students to share and write on board. We read this introduction because as young artists, it is helpful for us to talk about how different artists find inspiration for their artworks. This will help us to think about our own artworks and how we can even make our everyday lives more interesting. We also read this article because for our next project we are going to be talking about LINE. Line is an element of design that is a series of points whose length is longer than their width. Line is one of the most important and most used elements in art.

Cleanup:
Put sketchbooks away, borrowed pens, pencils, and keep article in a safe place.

Elements of Design: Line Saul Steinberg Day 2

Materials:
Sketchbooks, pen or pencil, PowerPoint with Saul Steinberg Images

Introduction:
Today we are going to look at some of Saul Steinbergs artworks; he is the artist we read about yesterday. In your sketchbooks, I want you to make 4 boxes, using the whole sheet. (Draw on board) Then, on the next sheet I want you to divide into 5. (Draw on board). Number your boxes 1-9 and with each image we are going to write the title and date at the bottom of our box. We are going to look at how Steinberg uses line in his artworks. Line is an Element of Design that is a mark on a page with a starting and stopping point, the length of a line is greater than its width. There are several types of line, contour, directional and implied, as we see these in the slides I will point them out to you, and you should make note of them in your boxes.

I DO:
Now, I am going to demonstrate what we are going to do with these boxes and the Steinberg images. (First Slide) The title of this image is, Hiroshima, made in 1954. (Write this at the bottom of Box 1 on board). 5

Now I am going to look at this picture and I am going to make note of at least one way the Steinberg used line and make a quick sketch of it. I can see that a lot of this image is thin short lines that are slightly curved, almost like a half circle, so I am going to draw that in Box 1. (Draw in Box 1 on board.) This image also has contour line, directional and implied. (Point these out, draw on board with label, and explain definitions.)

WE DO:
Now I want you all to do the next one with me. (Second Slide) The title of this image is, Untitled (Victorian Interior) from 1954. (Write this at the bottom of Box 2 on board). Now take a few moments to really look at all the different ways Steinberg used line in this composition, there are a lot, so we will sketch more than one. (Wait choose 3-4 students to describe the line they found and draw it on the board in Box 2). (Move on to you do together after this unless it seems like we need to do another as a whole class)

YOU DO TOGETHER:
Now you are going to do the next one with a partner, the person sitting next to you, groups of three are okay if needed) (Third Slide) The title of this image is Untitled (Zia Elena), 1937. (Write at bottom of Box 3). Once you have chosen a use of line, share with your partner, if they have something different form yours, give one get one. (Wait) Which group would like to share one that they found? (Draw this in Box 3).

YOU DO ALONE:
The next 6 images you are going to do on your own, I will tell you the titles and years, and write them on the board. Remember that you can draw more than one if you want. These are going to be a reference tool for you when you start to work on our Line projects. Untitled (Autopsy) c. 1936-38 Feet on Chair, 1946 Cornices, c. 1952 Abstinentia, Pietas, Sapienta, Dignitas, 1961 Head, 1945 Monuments: The Important People, 1945 If there is time have students share from each with a partner, give one get one.

Wrap Up:
Hold on to these sheets they are a reference guide for you to use when we start our next project.

Cleanup:
Put away sketchbooks, borrowed pens, pencils.

Elements of Design: Line Saul Steinberg Day 3

Materials:
Sketchbooks, Mirrors, Pencils, Pens

Introduction:
Today we are going to look again at Saul Steinbergs illustrations, Head and Monuments: The Important People. What do you notice about the features of the people in these images? (Exaggeration of features, use of basic shapes) Today you are going to work with a partner and a mirror to do a self-portrait in the style of Saul Steinberg. You will exaggerate or under-exaggerated your facial features. For this I want you to think about basic shapes do not worry about being realistic.

I DO:
I am going to use a mirror to show you what this process should look like. Looking into mirror, I notice that my face is basically an oval. Draw oval on board. I am going to first draw the shapes, then I am going to put them together. I am going to look at my nose, it is basically a triangle, but it is kind of wide, and is more curved than pointy. Draw triangle with rounded edges. Next, I will look at my eyes. What shape would you say my eyes are? Draw the most popular shape on the board. I also need to think about my lips. Some of us have kind of square lips, they may be then or thick. I think mine are kind-of medium and they are kind of a football shape. Draw on board. Now, look at my hair, how would you describe my hair? Draw this on board. So, now that I have these features worked out, I am going to assemble them in the oval. Notice that my eyes are in the middle of my head. (Use a ruler to help students see that this is true). Re-draw the eye shape in the middle of the oval. Now I am going to draw my nose, notice that I am going to leave out one of the sides, like Saul Steinberg did, I am doing this because the other side is implied, and we dont really need to include it. We know that implied lines are the gaps between two marks. Re-draw nose. Go through the process of re-drawing each part. So now I have a self-portrait that is simplified into basic shapes. Next, I need to exaggerate something. You will all have a partner to help you through the whole process, including helping you decide what feature to exaggerate. Have some fun with this. So I would like you guys to help me with what I should exaggerate. So, now that weve decided, I am just going to erase, and re-draw just a little bigger. Now, go ahead and get into pairs, you will draw this in your sketchbooks. One of you can come grab a mirror to share.

Cleanup:
Return Sketchbooks to cabinet, return mirrors and borrowed pencils/erasers.

Elements of Design: Line Saul Steinberg Day 4

Materials:
Sketchbooks, pen or pencil

Introduction:
Today I want you to do a Quick Write about what we did yesterday. How did simplifying your features to basic shapes, help you? How did it not help you? Reflect on the process and your end product. Do you think it looks like you? How did you and your partner decide on what feature to exaggerate? You will write this directly into your sketchbooks. Give students 5-10 minutes to work on this. Once you and your neighbor are finished I want you to share what you wrote with each other. Give students a couple minutes to share (walk around). Hand up to get students attention. What were some of the things you talked and wrote about?

Group Brainstorm:
For the next step of this project we are going to look at one of the ways artists find their inspiration: through their own life experiences. You will be created a pedestal for your bust image to sit on. Your pedestal will have three images representing three life experiences. Today we are going to brainstorm. What are some of the types of life experiences we might use? (Vacations, a good report card, your favorite present, when you got your first pet etc)

After Brainstorm:
Think about which three experiences you want to share with us in your artwork. I want you to take the rest of the class to write about each of them. You will be handing these in with your final artwork. Make sure you are use complete sentences in your writing, but remember it is a story so use I and me.

Cleanup:
Put sketchbooks away, borrowed pens and pencils. Elements of Design: Line Saul Steinberg Day 5

Materials:
Sketchbooks, pencils, erasers, Saul Steinberg PowerPoint

Introduction:
Today we are going to start to sketch our life experiences. You will have a class period to work on each. Remember that these should be pretty simple and use the element line in many different ways. Look back at your line sketches from the Saul Steinberg images to help you. We have the PowerPoint up, and I will leave it running so you can continue to look at these images for reference. Walk around classroom helping students. 8

Halfway through class have students stand up, move around the room and look at each others images. Does anyone want to share the experience they are working on? After discussion have students continue to work.

Cleanup:
Put away sketchbooks and borrowed pencils/erasers.

Elements of Design: Line Saul Steinberg Day 6

Materials:
Sketchbooks, pencils, erasers, Saul Steinberg PowerPoint

Introduction:
Today, you are going to work on your second life experience image. Remember to look at your notes, and instead of shading use line. Walk around and help students. Halfway through class have students walk around and look at each others artworks. What was something you saw in someone elses artwork that you liked? Does anyone want to share what their experience drawing is about? After discussion students continue to work.

Cleanup:
Put sketchbooks away and return borrowed pencils/erasers.

Elements of Design: Line Saul Steinberg Day 7

Materials:
Sketchbooks, pencils, Saul Steinberg PowerPoint

Introduction:
Today we are going to work on our final life experience image. Remember again to think about your image as a line drawing. Before we start, Id like you to do a Quick Write just telling me how you are deciding which ways to use line in your artworks. It is important as artists to think critically about why we are doing what we are doing, how does are decision work or not work with the overall concept? Remember to use complete sentences, and when you are done, tear it out of your sketchbooks and I will collect them later. Have students work on their third image. Walk around room. 9

5-10 minutes before class is over have students share their Quick Writes with a partner.

Cleanup:
Collect Quick Writes, put sketchbooks away and borrowed pencils/erasers.

Elements of Design: Line Saul Steinberg Day 8

Materials:
Sketchbooks, pencils, erasers, Column Information Reading, Saul Steinberg Monuments: The Important People image.

Introduction:
Today we are going to talk about columns. You are going to put your life experience drawings on the column then the picture you drew of your face will sit on top of that. So because of that we need to learn about columns. Some key vocabulary we want to pay attention to, are Ionic, Doric and Corinthian. These are the three types of columns, you will choose one to use in your picture. I am going to have (student) come write these three on our word wall. Hand out reading about columns. Have students read then in an M chart write a couple of key points about each column and do a quick sketch. Have students share MVPs. So for the rest of the class I want you to make a plan for your column. Think about what kind of cap you are going to have, we know that the cap is the top of the column that makes it Ionic, Doric, or Corinthian. Also think about how and where you are going to place your images. Lets take a look at Saul Steinbergs image again, notice how the column has different shapes and some decorative pieces, unlike the traditional Greek and Roman columns we looked at, be creative, this might help you separate and organize your drawings. Remember that this is a plan, you can always change it. You will have the next class to plan as well.

Cleanup:
Put away sketchbooks, borrowed pencils, pens. Hand in M charts.

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Elements of Design: Line Saul Steinberg Day 9

Materials:
Sketchbooks, pencils, erasers, Saul Steinberg Monuments: The Important People image, other images of columns/pedestals.

Introduction:
Today we are going to continue to work on our plans. Take this class to work on finishing up your column ideas, if you need to change or finish your face sketch or any of your life experience drawings. Work Day Teacher will walk around assisting and checking progress. Halfway through class have students get up and walk around!

Elements of Design: Line Saul Steinberg Day 10

.

Materials:
Sketchbooks, pencils, erasers, large paper (2x3), rulers. (If desks dont lift up like drafting tables, clear a wall for students to stand with their paper taped up.)

Introduction:
Today we are going to combine everything we have been working on these last nine days and start our final drawings. I have large paper for you to work on, remember to draw lightly, because we will go back over it when were all done with black ink. If you arent quite ready for your final paper thats okay you can continue to work on your planning/sketches, but we also want to work a little faster today. I am going to show you how I want this to basically look after your grab your paper. Send students up 5 at a time to get their paper and a ruler, have them grab 2, one for themselves and one for their neighbor, after everyone is seated: I have a piece of paper already taped up here, and I want to take advantage of all my space. So you I am going to make a mark one inch from the top and one inch from the bottom. So the bottom of your column will touch this line, and the top of your head will touch the top line. Do a quick outline sketch demonstrating the proportions students should think about/use. Have students start working, walk around to help.

Cleanup:
Put Sketchbooks away, borrowed pencils, erasers, roll up final paper secure with rubber band place in cabinet (have students write name on back

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Elements of Design: Line Saul Steinberg Day 11

Materials:
Sketchbooks, pencils, erasers, Large paper

Introduction:
Today is a work day for you to finish up your line drawings on your final paper. Remember we are drawing lightly, we are using line in multiple different ways and we are not shading. What are some ways we can use line? Have students come and draw on the board. Does anyone have a questions or comments before you get started? Teacher will assist students and check progress.

Cleanup:
Put away sketchbooks, borrowed pencils, erasers, roll up large paper.

Elements of Design: Line Saul Steinberg Day 12

Materials:
Sketchbooks, pencils, erasers, large paper

Introduction:
Today is a work day, your goal is to be finished with your drawing on your large paper so that tomorrow we can go over it with black ink. Remember to also make your columns interesting. What are the three types of columns we learned about? TPS, turn to your partner and share. Who wants to tell the class one of the kinds? The second, and the third? Are there any questions or comments? Teacher will walk around room to assist students and check progress

Cleanup:
Put sketchbooks away, borrowed pencils, erasers, roll up and put away columns.

Elements of Design: Line Saul Steinberg Day 13

Materials:
Sketchbooks, pencils, erasers, large final paper, ink pens (Sharpies used if ink and ink pens are unavailable), ink, paper towels.

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Introduction:
Today we are going to finish up our Monument images. We are going to use what Saul Steinberg used in his drawings, ink. How many of you have used ink pens before? Before we get started I want to demo for you using the ink pens, if you have been taping your page to the wall, you will have to set it down flat for the ink work, or it may drip down your page. Ink Demo and Cleanup Demo Remember to go slowly and carefully, the ink is permanent so if there is a mistake we cannot erase it, we will have to come up with some other creative way to cover it up! Teacher will walk around room to assist students and check progress

Cleanup:
Put away sketchbooks, borrowed pencils, erasers, throw away dirty paper towels, clean out pens and put them nib up in containers, put away ink, and wipe down tables. If pages are still wet have students set them on drawing racks.

Elements of Design: Line Saul Steinberg Day 14

Materials:
Scissors, rulers, sticky tack, or tape (have ink, and pens ready for any students that need to finish).

Introduction:
Today we are going to work on hanging all of your images around the room. (If it is possible to put these in the hallway that is where we would hang them.) So you are going to grab a pair of scissors and a ruler, you should leave a one-inch border around your drawing. Demo marking an inch and cutting around image. Once we are all done cutting we are going to organize how we want to hang these. We are going to have to use all the wall space we can to fit everyones so we will need to stagger them. Have students help space and tape up images.

Cleanup:
Pick up and recycle cut our scraps of paper, put away scissors and tape. Any students still working on ink should clean up earlier.

Home Play:
Pre-assessment for next unit

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Elements of Design: Line Saul Steinberg Day 15

Materials:
Sketchbooks, pens or pencils

Introduction:
Class, today, we are going to look at our artworks and critique them. Since this is our first critique, it is not going to be as formal, we will gradually add on throughout the semester to our critiques. (See page 15 for critique etiquette, see page 16 for grading rubric) Lets gather around the pictures. I will start to model for you some of the things I want you to talk about. Talk about own monument design. Talk about the process of drawing the face, the shapes used, and the ways line was used. Talk about what kind of column I used, why it is that kind of column, and what ways I used line in the drawing. Then talk about the three life experiences, read from the writing done earlier to tell the story of depicted, then talk about the line I used. Write the key points I want students to talk about on the board, and go around the room. Take notes about what students talk about seeing the final pieces and listening to students talk about their work will allow me to see if they understand the concepts we have talked about. (This may be started on Day 14 depending on where the class is, and may need to be carried over into the next class.)

Quick Write for next class period (Self Assessment):

Reflect on the project, did you like it? What was your favorite part about the project? How do you think the preparation and planning helped you before we did the final piece? Did you like the planning, or did you not like it? Finally, put at least one thing you learned about one of your peers from this project.

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Critique Etiquette
Start and end with something positive. Be specific, say why you like something. Use complete sentences, try to use art vocab. Constructive criticism. Be specific, dont say you dont like something, say how you might have done it differently. Use complete sentences, try to use art vocab. Set Up for a written critique: Artists Name _______________________________________ +

+ Your Name_________________________________________

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Rubric Criteria Craftsmanship (time and care with materials) 25 Excellent 20 Above average 15 Average 10 Beginning 5 Limited

Student created a visual story that relates to life experiences

The artist used 3 life experience drawings in final artwork

The artist used 2 life experience drawings in final artwork

The artist used life experience drawings but the story is unclear

Artist used 1-3 drawings but do not relate to life experiences

Artist completed no life experience drawings in final artwork

Student completed a distorted self portrait

Self portrait drawing is expertly drawn in Steinberg style

Self portrait is above average

Self portrait is well done, more time could be spent.

Self portrait needs more time. Steinberg distorted style not evident

Self portrait is missing or in incomplete

Student participated in class discussions, sketches, writing, and hanging artworks

Student was present everyday and participated fully each class

Student was present most days and participated when present in class

Student was present and active most days

Student was absent/uninvolved in class more than present and involved

Student never participated in class was absent frequently without making up missed work

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