Digital Unit Plan Template

Unit Title: Watercolor Painting Name: Lisa Tu

Content Area: Visual Arts Grade Level: 9, 10, 11, 12
CA Content Standard(s)/Common Core Standard(s):
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to the Visual Arts
Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual
arts to express their observations.

Develop Perceptual Skills and Visual Arts Vocabulary

 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.
 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.

Analyze Art Elements and Principles of Design

 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of
the work.
 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

Impact of Media Choice

 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
 1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used
in the visual arts.
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools

  2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
 2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.
 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
 2.4 Review and refine observational drawing skills.

Communication and Expression Through Original Works of Art

 2.5 Create an expressive composition, focusing on dominance and subordination.

 2.6 Create a two or three-dimensional work of art that addresses a social issue.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of the Visual Arts
Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as
it relates to the visual arts and artists.

Role and Development of the Visual Arts

 3.1 Identify similarities and differences in the purposes of art created in selected cultures.
 3.2 Identify and describe the role and influence of new technologies on contemporary works of art.

Diversity of the Visual Arts

 3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in
selected works of art.
 3.4 Discuss the purposes of art in selected contemporary cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works in the Visual Arts
Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of
design, and aesthetic qualities.

Derive Meaning

 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the
 interpretation of the meaning or message in a work of art.
 4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in
interpretation and context.

Make Informed Judgments

 4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position
after considering the views of others.
 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers
Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving,
communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers
in and related to the visual arts.

Connections and Applications

 5.1 Design an advertising campaign for a theatre or dance production held at a school, creating images that represent characters
and major events in the production.
 5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

Visual Literacy

 5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

Careers and Career-Related Skills

 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and
philosopher of art (aesthetician).
Big Ideas/Unit Goals:
Here, we will be exploring expressionism art, specifically using color to invoke emotions. Using Mark Chagall style, students are to
create their own art from a past event from their life. Students are required to use five watercolor experimental techniques out of twenty-
four. Also, have at least five symbols of their past incorporated in their project. From this project, students will have learned how to
approach watercolor, how to use it, and the different styles of creating art with water color.

Unit Summary:

Here, we will be exploring expressionism art, specifically using color to invoke emotions. Using Mark Chagall style, students are to
create their own art from a past event from their life. Students are required to use five watercolor experimental techniques out of twenty-
four. Also, have at least five symbols of their past incorporated in their project. From this project, students will have learned how to
approach watercolor, how to use it, and the different styles of creating art with water color.

Assessment Plan:
Entry-Level: to find out prior knowledge, skill Formative: making sure that all students Summative: measuring whether students have
level understand and make steady progress met the standards-based objectives

How will you find this information?
You can find this information from testing
students by asking them to draw anything they
want to see their skills. From this I can learn the
current skill level of water coloring and how
they draw in general such as form, value,
shapes or line (refer to Principle of Elements
and color theory).
What kind of feedback will students
receive?
I can give feedback to students by having their
practice drawing which I test to see their skills.
From this test, I can give feedback to each
How will you check this?
I can check if the class is doing their work in
class not getting distracted by walking around
the room. I can hear what they are talking
about, see them in process working, and see if
they are talking or do something that is not
part of class. It’s crucial to see what the
students are doing because it tells me if they
understand the assignment that is given to
them. When the students are doing their self-
reflection portrait I can see if they are using a
photograph to draw themselves and having
their handout in front of them, so they are
going in the right direction. Before the project
How will you measure this? (Must include
rubric or equivalent for each lesson)
From the rubric handout which is from the
PowerPoint, students can see the number of
points in each category. There will five
categories which five points is the maximum for
each category. The categories are
planning/creativity, use of techniques/ideas
taught, craftsmanship. Working to the best of
your ability and turn in on time. Please refer to
the rubric sheet for more in depth information
on points and how to earn them.
What kind of feedback will students
students such as walking around and tell them
what they can do to improve their work. Also, I
can have students put up their work on the wall
and see the variety of skill level they are at.
Here, the students can ask questions on what
they need to improve on or try out different
techniques. When they turn in their practice
drawing which will not be graded but it will be
marked as a completed for doing the work. I
can provide a comment for each individual's
work, so they have a reference of what they do
for their next project.
How will this influence your teaching?
From testing the students by seeing their
drawing skills I can see if they have the
knowledge to perform this assignment. Also, I
will know want is needed to make the project
clear in they are unable to understand what the
project is about. For example, when walking
around in the class I can hear the student’s
conversation such as their ideas and questions
they ask their peers to get an understanding if
the project I assigned is clear enough for
students to do.
is due within one week I will meet with each
student individually while they are working to
see their progress and if they are moving in the
right track. Also, I can give them ideas on how
to make their work better not just for grading
but if they want to keep as a portfolio in their
work.
What kind of feedback will students
receive?
Here, students can discuss with each other to
see if they are on the right track. I will monitor
the students to see if they are understanding
the instructions of the project and give them
feedback how to improve their project by
explaining more in depth, so students can
perform their best skills on the project. From
walking around in the classroom, I monitor
which students need feedback to push them to
go further with their project and design.
How will this influence your teaching?
This lets me see if the students are
understanding the assignment that I have
assigned them to do. Specifically, are they
incorporating the principles of the elements. If
called upon would they be able to explain the
principle of elements in their design and
explain it.
receive?
During critique students can have their rubric
handout in front of them when the class discuss
his or her work. Here students can visually see
their work from far away on the board and hear
what the class has to say about their work
fitting into the criteria such as if the work feels
rushed or if the technique was used correctly or
planned well.
How will this influence your teaching?
This will influence by teaching by showing me
how much they learned from this project. The
student’s final projects show that they have
understand the instructions and requirements
(refer to rubric). Also, this helps me to
understand what I need to improve if I am to
teach this project again such as what I need to
fix to make it clear or how I can help them with
the materials they are using (demo)
Lesson 1 (Teacher Lecture)
Student Learning Objective: Acceptable Evidence Lesson Activities:
Students will analyze the (Assessments): Practice trying out 24 different techniques of using watercolor. From that draw at least 5 thumbnails
sketches of your past event and try out the different techniques on them. From their handout, they should
Mark Chagall style of be practicing the techniques that they want to use. Also, learn the different type of color theory they
Here students will have
expressionism using the their handout completed would like their event to have to portray the mood in their work. Students will be thinking about the
materials of watercolor after lecture, so I can see significance of their event to them and the audience Lastly, students will think about the composition of
they ideas they will be their work. How will they plan to layout their work for others to see?
and create their own
choosing. Specifically, from
work of how it relates to this lecture students will
a past event in their life have planned out what they
using five symbols. want to draw for their
event
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
From this lesson, students Students will have or done Here, I will see that the students understand what colors they will be using. Also, think about the big idea
will learn who Marc Chagall the completed assignment specifically the meaning behind their work. The symbols they will be thinking about for their event and
is and how it work related of the handout and went how they will portray they work. For their work, students should have a meaning to it such as why it is
to the art world. Also, why over the links of who is important. From the handout, student should learn who is Marc Chagall such as his life and his works.
is he important for them to Marc Chagall and his work. Why is he important to the art world and change of society through his work/environment? How does
learn about their own these ideas relate to the students work when they draw their past event?
projects.
Lesson 3 (Graphic Organizer)
Student Learning Objective: Acceptable Evidence: Lesson Activities:
This graphic organizer is a Here I expect student to Students will create their own graphic organizer from the event they would like to paint. I plan to see
planning for the event he have their own graphic students choose at least one event and branches out to what they will be doing for their event. I expect
students would choose for organizer with their own students to have 1 event and at least 5 sub branches of what they will be doing which should be specific of
that project events. what they will be drawing. So, I can give them feedback on it. They should refer to the rubric to see what I
am expecting of them. For the web activity, students should have a solid plan out work since this is the
bas of their idea to begin their drawing.
Unit Resources:

https://youtu.be/pTeJ5OOOvKM
https://youtu.be/G5ltIgaytLM
https://youtu.be/yGytSBIW3Tk
https://youtu.be/qDqpmSwyHqQ
https://en.wikipedia.org/wiki/Symbolic_convergence_theory
http://thevisualcommunicationguy.com/2017/08/01/fantasy-theme-method-of-rhetorical-criticism/
http://americanexperience.si.edu/themes/
https://sketch.io/
https://www.artshow.com/resources/watercolor.html
https://www.mybluprint.com/article/learn-to-paint-a-watercolor-
mountainscape?cr_linkid=Cons_SEM_G_MULTISHOWCASE_Compose_None_EG_E&cr_maid=112294&gclid=Cj0KCQjw6fvdBRCbARIsABGZ-
vT54_YQtSbxJhp4PZ3yGZ4aEvs3cZKUPEeTpzn0OiFIAjHw-SHdUl4aAktYEALw_wcB

Useful Websites:

https://www.notablebiographies.com/Ca-Ch/Chagall-Marc.html
https://www.surveymonkey.com/r/FBFCGJF

https://pollocksthebollocks.wordpress.com/category/marc-chagall/

https://blogs.chapman.edu/collections/2016/03/28/expressionism/

https://www.youtube.com/watch?v=5v7C2nMnZjc
https://www.britannica.com/biography/Marc-Chagall

https://russiapedia.rt.com/prominent-russians/art/marc-chagall/
https://www.nytimes.com/2018/09/13/arts/design/chagall-lissitzky-malevich-russian-avant-garde-jewish-museum.html

https://www.russkiymir.ru/en/publications/140341/
https://www.dailymotion.com/video/x4dahf1
https://blog.oup.com/2017/07/marc-chagall-religious-artist/
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2773042&