Paige Railey

TWS 499
Spring 2015
Long-Range Planning
Task: Construct learning objectives/standards that follow a logical sequence with a
developmentally appropriate scope of content.
Standards:
Anchor Standard 2: Organize and develop artistic ideas and work. (6 th Grade Visual Art)

Artists and designers experiment with forms, structures, materials, concepts, media, and
art-making approaches.
VA: Cr2.1.6a Demonstrate openness in trying new ideas, materials, methods, and
approaches to making
works of art and design.

Artists and designers balance experimentation and safety, freedom and responsibility
while developing and creating artworks.
VA: Cr2.2.6a Explain environmental implications of conservation care, and clean-up of art
materials, tools,
and equipment.
Week 1: By the end of this week, students should be able to distinguish between
contour drawing and value drawing and create a value scale.
Objective: By referencing the single object still life, students will draw what they see using
contour lines and value.
Drawing: Contour and Value
Students begin with exploring contour drawing (with strictly lines) and drawing using value.
Students learn to use value scales for all drawings when value is the prime element.
Students relate lightest light and darkest dark to drawing using value and connecting it all
with a value
scale.
Week 2 and 3: By the end of these weeks, students should have at least 4 thumbnail
sketches leading to a final still life fully drawn using line and value with a value scale.
Objective: By referencing the complex still life, students will create thumbnail sketches, a full
value scale and a full value drawing.
Drawing: Still Life
Depending on class size, there will be 1-3 medium scale still lives set up for students.
Students will be required to have a value scale on a sectioned off area of their drawing paper.
Students will be required to make at least 4 thumbnail sketches of different compositions and
then chose which one will be developed.
Students will do this drawing on white drawing paper using pencil
Students will be introduced to ways to check scaling and size.
Students must include at least 5 objects in their composition; objects can go off the picture
plane.
Week 4: By the end of this week students should have a full understanding of the
color wheel and how to mix colors using primary and secondary colors.
Objective:
Color Theory: Color Wheel
**students in groups**

Paige Railey
TWS 499
Spring 2015
There will be an interactive color wheel demonstration. Students will get Vanilla Wafers to make
up the 12 spots on the color wheel. (red, yellow, blue, green, orange, purple, red-violet, redorange, blue-violet, blue-green, yellow-orange, yellow-green)
Students will use food coloring to make the colors and then mix it with icing. Students will place
the wafers with icing on them in the form of the color wheel and photograph it. Once the
teacher has photographed each color wheel, students will be able to eat it if they want.
Students will then use paint to create their own color wheel. The color wheel will be done using
a familiar logo or image. Students pick which one they want, draw it very large on white paper
and then figure out a way to creatively paint it using the 12 colors of the color wheel and
resemble a color wheel. (meaning, the colors should be organized in the way of a color wheel.)
Week 5 and 6: By the end of these weeks students should be familiar with Pop Art
and recognize works created in the style of Pop art. Students will have a final
painting reflecting Roy Lichtenstein while incorporating prior knowledge on color
theory.
Objective:
Color Theory: Pop Art
Students will create a finished work of art reflecting the style of Roy Lichtenstein. Students will
chose a super hero and then make it their own. (Ex: superman but instead of the superman S on
his outfit, its the letter of the students name.) The super hero has to be doing what his/her
super power is and it must match the decided theme. Students will have a brainstorm/practice
drawing sheet of paper and then a final drawing piece of paper. (Poster paper)
Week 7-9: By the end of these weeks students will have a full understanding of
drawing using 1 point perspective and be familiar with vanishing points.
Objective:
Perspective: Drawing with Perspective
Students will be introduced to 1 point perspective by an introduction and demonstration.
Students will complete drawings with images that interest them (app icons, logos, etc.) as a
practice.
Students will complete a drawing of them looking down on a city with their foot on top of a
building in the right corner. When held the right way, it looks like the student is stepping onto
their drawing. (a theme incorporated with the shoe on the building and then colored showing
value with colored pencil.
Students will then create a collaged perspective work of art. A tall piece of Poster paper with
magazine clippings in a color scheme is the background. Students use a piece of cardboard to
make a cluster of geometric shapes vanishing to 1 vanishing point and painted with colors to
match the background.

Content Sequencing
Art students will first gain a firm foundation in basics of drawing. Knowing the difference
between contour drawing and using value is significant and very helpful for later on when
creating more difficult works of art. Students will use both contour drawing and value to create a
finished still life drawing. This will for students to learn to draw what they see (not what they
know or think they see). Students will then move on to color theory. Having a strong
background in color theory is crucial to being successful as an art student. Students will learn to
show value using color. This will reference back to the value studies done during the drawing
unit. Students will be made aware of the similarities with drawing using value with graphite and

Paige Railey
TWS 499
Spring 2015
drawing using value with color. Students will also learn to mix their own colors. This is a very
useful skill because when only given primary colors, as it would be in most high school settings,
students will need to create colors they need on their own. Students will then use this color
theory knowledge and value knowledge to create a work of art reflecting the style of Pop Art.
Not only will this allow students to become familiar with this specific style of art but it will also
allow students to use their previously gained knowledge towards a work of art that is more
specific and unique to the student. Once students have used learned knowledge to create a
work of art, they will be moving on to use these skills to create an even more unique and
individually lead work of art. Students will use knowledge of drawing what they see, using value
to show space and color theory to create a drawing showing 1 point perspective. This will
prepare them for the final collage project incorporating color theory, line and designing an
interesting composition. By the end of this 9 week period, art students will have a well-rounded
experience and proper exposure to the important elements in art.
Grade Appropriateness
Students in the 6th grade start middle school with all prior knowledge gained from elementary
art. In elementary art exposed to very surface-like concepts and ideas. 6 th grade is the time for
students to really be exposed to more complex ideals and concepts. Students are introduced to
the proper way of drawing and using value. While some 6 th graders may know how to draw using
contour lines, many have not been taught to use value. This is something that 6 th graders need
to begin to master early as it is a huge aspect to art-making. 6 th graders then move onto color
theory. This is something that should be taught year after year because it is so crucial to artmaking and composition building. Students then begin to use all knowledge gained to begin
building compositions on their own. In elementary school, students have little time to focus on
building compositions and learning what it takes to build a composition. In 6 th grade, students
will be exposed to the concepts they need to develop these abilities and then allowed to work on
their own to begin mastering the ability to create an effective composition.