Unit Overview

Grade/Class: 8

Storytelling- Completing the Picture

-Artists use their imagination when they work. They
experiment with ideas and different media and invent new
ways to create their art.
-Throughout time, artists have used a variety of media,
design elements, principles, and personal and cultural
symbolism in their work.
-People have been sharing stories with their friends and
family for thousands of years.

Concept: Storytelling
Concept Question: What messages can we tell through our artwork?
Why are stories important party of our lives?
How does art expand and enhance our thinking?
As artists, we use big ideas from life and personal experiences as inspiration to create art. The idea of
Storytelling and Expanding upon ideas influence artists and their artmaking. In this unit, students will
explore conceptual ideas, technical skills,and the artmaking process. Students will be able to work
independently to develop their personal voice that can be expressed in their conversation, writing, and
artmaking.
Stage 1: Desired Results
Visual Communication and Art Production:
Enduring Understanding
Meaningful artmaking is about exploration, asking questions, problem-solving and developing a knowledge
base.
Essential Question
How and why do we make art?
VB Instructional Objectives
8.1 The student will plan for and reflect on the artmaking process using a sketchbook/journal.
8.2 The student will communicate ideas about contemporary issues in personal works of art.
8.3 The student will independently make ethical decisions in art making.
8.4 The student will use the elements of art and the principles of design, including the following, to express
meaning in works of art.
1. Color contrasting relationships
2. Line implied
3. Value shading
4. Variety - harmony
5. Unity- harmony
6. Proportion scale, ratio
8.5 The student will combine a variety of compositional techniques to create the illusion of space within the
picture plane.
8.6 The student will use observational and expressive drawing techniques to demonstrate multiple viewpoints.
(e.g., above, below, front, back).
8.7 The student will create three-dimensional works of art by combining a variety of techniques and processes.
8.8 The student will refine personal works of art by improving the quality of their craftsmanship
VA SOLs Visual Communication and Production
8.1 The student will plan for and reflect on the art-making process, using a sketchbook/journal.

8.2 The student will develop and use a process art portfolio as an idea-building resource to create works of art.
8.3 The student will refine personal works of art to improve quality of craftsmanship.
8.4 The student will synthesize prior knowledge and experience to create works of art.
8.5 The student will convey points of view about contemporary issues in personal works of art.
8.6 The student will communicate ideas, experiences, and narratives through the creation of original works of
art, using selected media.
8.7 The student will independently make ethical decisions in art making.
8.8 The student will select elements of art and principles of design, including the following, to express meaning
in works of art:
1. Colorcontrasting relationships
2. Valueshading
3. Proportionscale, ratio relationships
4. Unityharmony
5. Variety
8.9 The student will combine a variety of compositional techniques to create the illusion of space within the
picture plane.
8.10 The student will use observational and expressive drawing techniques to demonstrate multiple viewpoints
(e.g., above, below, front, back).
8.11 The student will create three-dimensional works of art by combining a variety of techniques and
processes.
Art History and Cultural Context:
Enduring Understanding
Art is a reflection of time, place, and culture.
Essential Question
How does art relate to history and culture?
VB Instructional Objectives
8.9 The student will describe how works of art are influenced by social, political, and economic factors.
8.10 The student will compare and contrast works of art according to medium, period, style, and artist.
8.11 The student will identify the roles of artists in society.
VA SOLs Art History and Cultural Context
8.12 The student will describe how works of art are influenced by social, political, and economic factors.
8.13 The student will compare and contrast works of art according to medium, period, style, and artist.
8.14 The student will identify the roles of artists in society.
Analysis, Evaluation, and Critique:
Enduring Understanding
Artworks are objects for interpretation
Essential Question
How do we respond to works of art?
VB Instructional Objectives
8.12 The student will communicate how personal experiences influence critical interpretations and evaluations
of works of art.
8.13 The student will critique personal work and the work of others.
8.14 The student will analyze how visual organization in works of art affects the communication of ideas.
VA SOLs Analysis, Evaluation, and Critique
8.15 The student will analyze how visual organization in works of art affects the communication of ideas.
8.16 The student will analyze the uses and impact of persuasive techniques (e.g., selection of images, design,
type, media) in print and contemporary media.
8.17 The student will communicate how personal experiences influence critical interpretations and evaluations
of works of art.
8.18 The student will critique personal work and the work of others.

Aesthetics:
Enduring Understanding
Art can have diverse values, meanings, and definitions.
Essential Question
What are the big issues about art?
VB Instructional Objectives
8.15 The student will analyze purposes, values, and meanings of works of art.
8.16 The student will describe and justify personal responses to visual qualities in works of art.
8.17 The student will formulate a definition of aesthetics as related to art.
VA SOLs Aesthetics
8.19 The student will formulate a working definition of art.
8.20 The student will analyze purposes, values, and meanings of works of art.
8.21 The student will describe and justify personal responses to visual qualities in works of art.
8.22 The student will formulate a definition of aesthetics as related to art.

KNOW
Knowledge

Students will know

Elements: Line, shape, color, space,

shape, texture
Principles: Proportion and balance
Expand
Examine
Interpret

UNDERSTAND
Meaning

Students will understand that

-Artists use their imagination

when they work. They
experiment with ideas and
different media and invent new
ways to create their art.
-Throughout time, artists have
used a variety of media, design
elements, principles, and
personal and cultural symbolism
in their work.
-People have been sharing
stories with their friends and
family for thousands of years.

DO
Skill

Students will be able to

Brainstorm and make choices to

expand on a cropped section of
famous artwork to complete their
own composition. Students will
analyze and interpret their cropped
section and make decisions to
complete the work using their own
interpretation of what was
observed.

Stage 2: Assessment Evidence

SUMMATIVE ASSESSMENT
Performance Tasks & Products
Student Procedure (the artmaking/design problem stated)
Key Criteria (what teacher will evaluate)
Artmaking Design Product:
Artmaking / Design Problem:
Content/concept
Create their own compostion by expanding upon a small
Composition/formal design/visual
cropped section of famous artwork
organization
Craftsmanship/technical skill
Originality/innovation
Written/Oral Reflection/Critique:
Participation/Effort
Self evaluation
Written/Oral Reflection/Critique:
Understanding of concept
Interpretation/Analysis of artwork
Communication of ideas
Reflection on the process
Detailed Rubrics with Learning Plans

FORMATIVE ASSESSMENT
Other Evidence
Informal check for understanding

Sketchbook/journal check
Collaborative group work
One on one teacher/student
Brainstorming
Webbing
Class participation
Group discussion
Verbal critique
Thumbnail sketches
Written/oral response, reflection, etc.
Experimentation
Activity Process- Daily Plan
Day
Activity- Process
Materials
Day
1
-Teacher takes attendance and performs other administrative tasks while
students complete journal work
-PowerpPoint
-Students will receive the lesson handout to keep in their journals
presentation
-Students will recieve a project planner to fill out and keep in their journals -Lesson Handout
-Teacher will introduce project to the class and explain the steps of the
-Project Planner
process
-Sample
-Powerpoint presentation showing student artwork from previous years for -12x12 white paper
inspiration
-Pencils/erasers
-Students will choose at random a postcard (small cropped section of
famous artwork)
-Students will brainstorm and make preliminary sketches on how they could
complete their composition
Teacher Reflection:
Day
2

-Teacher takes attendance and performs other administrative tasks while

-12x12 white paper
students complete journal work
-Stick glue
-Teacher will give a demo on medium choices and technique (crayon or oil -Pencils/erasers

pastel resist with watercolor, etc.)

-Students will continue preliminary sketches until they have a good idea of
how they will complete their picture
-Students will glue their postcard onto final paper
-Students will begin to think about medium choices
-Students will begin to draw in pencil on their final paper
Teacher Reflection:
Days
3-4 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Students will continue to work on their pencil drawing until their
composition is complete. Teacher will stress the impostance of pencil
drawing as the foundation of a great work
-Students who finish drawing early can begin to work in the medium of
their choice

-Students final papers

-Pencils/erasers
-Various mediums
(colored pencils, oil
pastels, watercolor,
tempera paint, sharpie
markers)

Teacher Reflection:
Days
5-8 -Teacher takes attendance and performs other administrative tasks while
students complete journal work
-Students will all begin working in the mediums of their choice
-Students will continue to paint their projects carefully, taking time to pay
attention to craftsmanship and mix colors meaningfully. Teacher will stress
NOT to rush, and that this step should take at least 3 art visits

-Various mediums as
listed above
-Water buckets
-Paint brushes

Teacher Reflection:
Day
9

-Students will be given the opportunity to add detail to their paintings by

adding colored pencil and sharpie marker on top (paint must be dry)
-Students will complete their self evaluation rubric
-Teacher will show a PowerPoint presentation showing all of the original
works in which the postcards were taken from. Students will compare their
works to the originals.
Teacher Reflection:

UNIT TEACHER REFLECTION:

-Colored pencils
-Sharpie markers
-Self evaluation rubric
-PowerPoint presentation

Does the unit address enduring ideas about the human experience?
Does the unit address enduring ideas about art?
Does the unit address key concepts and essential questions?
Does the learning plan align with unit objectives and assessment tasks?
Does the unit address the knowledge and skills in a logical sequence to achieve unit objectives?
Do the enduring ideas, key concepts and essential questions provide focus and cohesiveness
throughout unit?
Are students aware of assessment expectations?
Are enduring ideas, concepts and important skills assessed?
Are the key unit and lesson components included and clearly presented?
Are students given opportunities to provide evidence of learning?
DIFFERENTIATION STRATEGIES
Flexible grouping
x
Open-ended activities
x
Exploration by interests
x
Negotiated criteria
Anchoring/Extension activities
x
Independent
Tiered activities/products
x
Journal prompts
x
Multiple levels of questions
Scaffolding
x
Choice: Learner profile, Readiness, Interest
21st CENTURY SKILLS
x
Critical thinking
x
Creative/Innovative thinking
x
Problem solving
Information literacy
Listening
Collaboration
x
Communication
Social responsibility
Sustainability
Interdependence
Health literacy

8th Grade Complete the Picture Project

Big Idea-Storytelling
Students will brainstorm and make choices to expand on a cropped section of
famous artwork to complete their own composition. Students will analyze and
interpret their cropped section and make decisions to complete the work using their
own interpretation of what was observed in a medium of their choice.
-Participate in class discussion
-Complete Project Planner worksheet (including sketch)
-Complete the lesson- Create a neat, well planned composition that flows
Criteria

Excellent

Good

Average

Needs
Improvement

Lesson Objective-Student completed

their composition expanding on their
postcard in a way that makes sense

20

19-16

15-7

6-0

Overall design and composition of

project was uniform and detailed.
Students mimicked they style of their
postcard so that it fits seamlessly into
their work

20

19-16

15-7

6-0

Preparation- Closely examined lesson

objective and researched ideas.
Recorded ideas carefully and planned
ideas with sketches

15

14-13

12-7

6-0

Craftsmanship- Project exhibits

skilled manipulation of media with
attention to detail

15

14-13

12-7

6-0

Aesthetics- Artwork communicated

the Big Idea. Elements and Principles
of art work well to create a successful
composition. Project is pleasing to
the eye. Subject matter is easily
recognized

15

14-13

12-7

6-0

Work Habits- Behavior and attitude

was excellent. Materials were used
safely and effectively. Student was
committed to the project and
constantly on task. Didnt rush to
complete. Cooperative and
participated in discussion. Showed
respect to teacher, self, others, and art
room. Students used problem solving
skills and worked independently to
complete project

15

14-13

12-7

6-0

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Total
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