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Language of Art Unit Plan Art I & Art II

Grade: 6th-8th Time Allotted: 9 weeks (First nine weeks/Introductory Unit) Unit Introduction: This unit seeks to define the visual arts in terms of how artists use art and how they create art. Students will look at the purposes and issues surrounding the visual arts then at the various elements and principles artists use in their work. Focus will be on these elements and principles and their use much like a vocabulary and grammar in illustrating ideas to viewers. Individual Lesson Topics/Focus:

What is Art?

Purposes of Art

Discussions in Art

Elements:

Line

Shape

Texture

Form

Value

Space

Color

Principles:

Variety/Contrast

Movement

Rhythm/Pattern

Balance

Emphasis

Proportion/Scale

Unity

Artists/Movements:

Leonardo da Vinci/ Italian Renaissance

Ancient Cultures (Greek, Roman, Egyptian, etc)/ Focus on Greek

Henri Matisse/ Fauvism – Expressionism

Jan van Eyck/Northern Renaissance Unit Objectives: Students will be able to: -reflect on the meaning or definition of art and why art is used/created -analyze issues surrounding the visual arts -define basic terminology used in art, such as applied art, fine art, perception, context -define the elements and principles used in artworks -use descriptive words when discussing elements and principles -understand the use of the elements and principles in artworks

-discuss a particular artist from history and the art movement in which he/she played a part

-practice using the elements and principles in various exercises and works of art

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Unit Standards: (Oklahoma Visual Arts Standards, grade 7)

1:1 Compare and contrast works which are similar or different in expressive quality,

composition, and style.

1:2 Describe and apply knowledge of the principles of design, including: rhythm, balance

(symmetrical, asymmetrical, radial), contrast, movement, variety, center of interest (emphasis),

and repetition in his/her own art work and the art works of others.

1:3 Describe and use the elements of art, including: line, color, form, shape, texture, value

(light and dark), and space in artworks.

1:4 Identify and discriminate between types of shape (geometric and organic), colors (primary,

secondary, complementary, intermediates, neutrals, tints, tones, shades, and values), lines

(characteristics, quality), textures (tactile and visual), and space (background, middleground,

foreground, placement, perspective, overlapping, negative space, positive space, size, color)

in his/her own artwork and the artworks of others.

1:5 Infer meaning from and discuss how artists use the elements of art and the principles of

design in creating art.

1:6 Identify and evaluate solutions to visual design problems.

2:1 Recognize and describe the cultural and ethnic traditions which have influenced the visual

arts, including American, Native American, African American, Asian, Australian, European,

and Hispanic traditions.

2:2 Identify and be familiar with a range of art works, identifying artist, culture, and style from

an historical context.

2:3 Identify the variety of art forms used in business and industry, including advertising,

television, and film, and understand the role of art in creating digital images and commercial

designs.

2:4 Analyze careers in art and a variety of other careers in terms of the art skills needed to be

successful.

2:5 Understand how the visual arts are reflected in different cultures throughout history.

3:1 Create original visual artworks using a variety of materials (media), techniques (skills), and

sources for ideas.

3:2 Use observation, memory, and imagination in making original works of art.

3:3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment.

3:4 Apply knowledge of a basic art vocabulary through experiences in making original works of

art.

3:5 Create original art using a variety of art tools, media, techniques, and processes in the art

disciplines of (e.g. ceramics, drawing, fiber arts, painting, printmaking, media arts and

sculptures.

4:2 Demonstrate respect for personal artwork and the artwork of others.

4:3 Demonstrate thoughtfulness and care in completion of artworks.

4:5 Analyze and reflect upon personal artwork based on formative evaluations of the work.

3 Teacher Resources: DeWitte, D. J., Larmann, R. M. & Shields, M. K. (2011). Gateways to art. New York: Thames and Hudson. Frank, P. (2008). Prebles’ artforms. 9th ed. New Jersey: Prentice Hall. Lewis, R. L. & Lewis, S. I. (2014). Power of art. 3rd ed. Independence, KY: Cengage Learning. Mittler, G. (2006). Art in focus. Mission Hills, CA: Glencoe Publishing. Mittler, G. & Ragans, R. (1992). Exploring art. Mission Hills, CA: Glencoe Publishing. Stokstad, M. (2005). Art history, 3rd ed. New Jersey: Pearson Education, Inc. ABC’s of Art. Available: http://www.artfusion.us/downloads/visualarts/ABCsofART.pdf. Ancient Greek Art (with other ancient cultures). Available: http://www.historyforkids.org/learn/greeks/art/greekart.htm. Art Resources - Pinterest. Available: www.pinterest.com. (Through search in Art Lessons). Elements of Art - Interactive. Available: http://thevirtualinstructor.com/artfundamentals.html. Elements and Principles Defined. Available: http://www.oberlin.edu/amam/asia/sculpture/documents/vocabulary.pdf. Jan Van Eyck. National Gallery. Available: http://www.nationalgallery.org.uk/artists/jan-van-eyck. Jan Van Eyck. Metropolitan Museum of Art. Available: http://www.metmuseum.org/toah/hd/eyck/hd_eyck.htm. Leonardo da Vinci. History Channel. Available: http://www.history.com/topics/leonardo-da-vinci. Oklahoma Visual Arts Standard. (2013). Oklahoma State Department of Education. Available: www.ok.gov/sde/sites/ok.gov.sde/files/documents/Visual_Arts_Standards_Grades_Oct_2013.pdf. Matisse: Life and Painting. Available: http://www.henri-matisse.net. Matisse. Museum of Modern Art. Available: http://www.moma.org/collection/artist.php?artist_id=3832. National Art Education Association Resources. (2015). Available: www.arteducators.org. Renaissance Man. Museum of Science. Available: http://legacy.mos.org/leonardo/bio.html.

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Materials Needed:

Textbook PowerPoint Presentations Project Directions/Rubrics Quizzes/Keys Unit Exam/ Key Drawing Paper - 9x12” 12X18” Sketchbook/Journal Charcoal Sandpaper Erasers

Pencils Markers Colored Pencils Crayons Magazines Construction paper Glue Scissors Paper towels Water

Assessments/Evaluations:

Art Pre-test (Participation points only) Weekly Participation Grade (discussions, cleanup, etc) Weekly Bell work/Sketchbook Responses (1 daily) Purposes of Art/ Art Basics Quiz Elements Quiz Principles Quiz Unit Exam Elements/Principles exercises/practice

Included in Plan:

Bell Work Prompts Sketchbook/Bell work Rubric Studio Project Rubric Studio Project List/Directions Lesson Quizzes/Keys Unit Exam/Key Pre-test/Key

Extension and Modification Ideas:

Provide written directions, notes, examples of project, recorded directions if necessary Establish a peer tutoring system to assist students with disabilities and to allow them to help

others/ Paired working arrangements Close proximity to teacher Align content with the developmental level of the learner Summarize key content points before moving to new topics/provide written summary Ask leading questions to encourage self-assessment as work progresses Adjust pacing and time requirements for work completion/ Extend time Possibly have learner cut shapes or fold, etc instead of drawing or painting/ incorporate

abstract designs into learning objective

5 Sequence of Events: Prior to start of unit, students will first be introduced to rules, procedures, expectations, and layout to the art classroom. This will take approximately the first three (3) days of school (Thursday, Friday, Monday). On the third day, students will be quizzed on this information. Students will also be given a pre-test for the art course. The rest of the first full week (Tuesday-Friday) will be spent setting up room for students. Students will prepare their sketchbook/journals and portfolios. Portfolios will be made from poster board; students will create a design of their choosing for the front and back. Portfolios will be used all year to store artwork. Note: Unless otherwise stated, the following plan will be for both Art I and Art II students. In addition, a list is provided later in the unit plan to give more detail over each project.

Week 2 (8/24-8/28): M - Discuss first Artist/Movement - Leonardo da Vinci/Italian Renaissance T - Art I: Review previous information/ Begin discussion on “What is Art?” and the Purposes of Art Have students write their definition in their sketchbooks and then discuss with neighbors/ Begin PowerPoint and discussion on defining art and purposes of art. Art II: Review information from last year or have them read/answer questions from textbook W - Continue discussion from previous day/Possibly read from text (basic vocabulary). Th - Quiz on previous days’ discussions. Introduce the Language of Art - Define elements and principles. Discuss why we see art as a language. Introduce first element - Line. Students will write official definition and create their own for line. They will then list words that could be used to describe different types of lines or their uses in an artwork. Next they will draw examples in their journal of different types of lines. F - Line practice - students will create an abstract drawing on 12x18” paper using charcoal. This allows for the use of a variety of different lines and tones, plus gives students practice using the medium.

Week 3 (8/31-9/4): M - Review Artist/Information from last week. Introduce second element - Shape. Students will write official definition and create their own for shape. They will then list words that could be used to describe shapes. Next they will draw examples in their journal of different types of shapes. T - Shape Practice - students will scribble lines on a sheet of paper and choose shapes to emphasize with colored pencils, markers, or crayons. W - Introduce element of Texture. Students will write official definition and create their own for texture. They will then list words that could be used to describe texture. Students will then go on a texture scavenger hunt, using crayons to create rubbings on paper of different surfaces (actual texture). They will then practice imitating these textures with drawing (implied texture). Th - Review previous. Introduce fourth element - Form. Students will write official definition and create their own for form. They will then list words that could be used to describe forms. Next they will draw examples of forms. F - Form practice - students will draw a simple shape (such as tracing their hand, flower, etc) and use lines to make it look three-dimensional.

6 Week 4 (9/7-9/11):

M - Labor Day/ No School T - Review previous information. Introduce new artist/movement - Ancient Cultures (Greek, Roman, Egyptian - focus on Greek). W - Introduce fifth element - Value. Students will write official definition and create their own for value. They will then list words that could be used to describe value. Next they will create a ten-block value scale using pencil which will be used in later projects. Th - Value practice - students will practice creating value using different shading techniques (blending, hatching, etc). F - 1/2 day- dismiss at noon for Fair Day/ Students can work on portfolio design or catch up on unfinished work.

Week 5 (9/14-9/18): M - Review previous information. Introduce sixth element - Space. Students will write official definition and create their own for space (incorporating different aspects of space - positive/negative, linear and atmospheric perspective, placement, space taken by work). They will then list words that could be used to describe space. Next students will practice creating objects in one- and two-point perspective. T - Space practice - students will cut designs out of a block of construction paper, keeping both cut objects and remaining pieces. These will be glued in a design emphasizing positive and negative spaces (Japanese Notan). W - Review previous. Introduce last element - Color. Students will write official definition and create their own for color. They will then list words that could be used to describe color, including those labeling specific color schemes (monochromatic, etc). Next they will create a color wheel and examples of different color schemes using colored pencils or crayons. These will be used as reference in future projects. Th - Finish Color practice. Review all elements. / If time remaining, use as catch up day or work on

portfolio. F - Elements quiz./ Catch up or extra credit.

Week 6 (9/21-9/25): M - Professional Development Day - No School for Students T - Review elements quiz. Introduce new artist/movement - Henri Matisse/Fauvism - Expressionism. W - Introduce concept of Principles. Discuss first principle - Variety/Contrast. Students will write official definition and create their own for variety/contrast. They will then list words that could be used to describe variety. Students will practice drawing shapes, colors, etc. to provide variety and contrast (i.e. black and white, complements, etc). Th - Introduce second principle - Movement. Students will write official definition and create their own for movement. They will then list words that could be used to describe movement. Students will then practice creating movement in their journals using line, shapes, placement, etc. F - Movement practice - students will cut an image of a person from a magazine and copy the shape onto 3-4 different colored pieces of construction paper. These will be glued to a separate paper, overlapping each other with the magazine cut-out on top.

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Week 7 (9/28-10/02): M - Review previous information. Introduce third principle - Rhythm/Pattern. Students will write official definition and create their own for rhythm. They will then list words that could be used to describe rhythm. Students will next create examples of rhythm/pattern in their journals. T - Introduce fourth principle - Balance. Students will write official definition and create their own for balance. They will then list words that could be used to describe the principle of balance. Students will then use cut-out shapes from construction paper to arrange a design using each type of balance. These will be glued in their journals. W - Review previous information. Introduce fifth principle - Emphasis. Students will write official definition and create their own for emphasis. They will then list words that could be used to describe emphasis. Students will then create a drawing of their choice in which they make one thing stand out (using size, color, shape, etc). Th - Introduce sixth principle - Proportion/Scale. Students will write official definition and create their own for proportion/scale. They will then list words that could be used to describe proportion/scale. Students will then practice drawing different objects of various scales to see how proportion plays a role in the perception of artworks. F - Proportion/Scale practice - students will create a drawing in which they make something usually small larger (i.e. clothespin as big as a house). Mention/show examples of Claes Oldenburg.

Week 8 (10/05-10/09):

M - Review previous information. Introduce new artist/movement – Jan Van Eyck/Northern

Renaissance. T - Introduce last principle - Unity. Students will write official definition and create their own for unity. They will then list words that could be used to describe unity. Students will create a drawing of their choosing that incorporates all elements and principles learned about in a way that unifies the whole work. Work should look like it works together and is complete. W - Review all principles. Use any time remaining for time to catch up on unfinished projects. Th - Principles Quiz. Review all Elements and Principles as well as all artists/movements covered so far, and beginning discussions on defining art, its purposes, and basic vocabulary. F - Unit Exam. Any time remaining can be used to complete any unfinished work or to work on extra credit.

Week 9 (10/12-10/16): M - Go over Unit Exam/ Possibly allow to correct test for extra points. T - Possible free day (depending on Art Game/Behavior Board)/ Or drawing practice, extra credit? T (3-9pm) Parent/Teacher Conference W-F No School/ Fall Break

8 Bell Work/Sketchbook Prompts:

Week 2 (8/24-8/28):

M - What is your definition of art? Is it easy or difficult to define art? T - What are some uses of art? W - Do you think the Italian Renaissance is important in the study of art? Why or why not? Th - “Art is humanity’s most essential, most universal language.” Explain what you think this quote means. F - Spend 5 minutes sketching something in the room. Use all 5 minutes to gain credit.

Week 3 (8/31-9/4):

M - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. T - List something you have come across that is based off the Italian Renaissance or da Vinci’s work. It can be a book, movie, etc. W - Name a company, invention, or something similar that relies on basic shapes or lines for their design or to get their message across. Th - What do you think the term form means? How do you think it is different from shapes? F - Spend 5 minutes sketching something from your imagination or in the room or a combination. Use all 5 minutes to gain credit.

Week 4 (9/7-9/11):

M - Labor Day/ No School T - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. W - Which ancient culture did you like discussing the most the day before? Explain why. Th - Look around the room. After discussing the element of value, do you think it would be easy or difficult to replicate the values throughout the room. Are they easy to see? F- 1/2 day only/ No Prompt.

Week 5 (9/14-9/18):

M - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. T - After discussing the element of space, do you think it will be a difficult one to incorporate into your artworks? Do you think that the space used in artwork influences the success of the work? Explain. W - How would you define color? Th - After discussing color, what color scheme do you like the most? Explain. F - Spend 5 minutes sketching something from your imagination or in the room or a combination. Use all 5 minutes to gain credit.

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Week 6 (9/21-9/25):

M - Professional Development/ No School T - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. W - Do you think Fauvism/Expressionism is important in the study of art? Do you think it helps us understand the evolution of art? Why or why not? Th - Have you ever felt like a 2-d work of art was moving? What about a 3-d work? How do you think this was achieved? F - Spend 5 minutes sketching something from your imagination or in the room or a combination. Use all 5 minutes to gain credit.

Week 7 (9/28-10/02):

M - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. T - What do you think the term “balance” means when referring to a work of art? W - After discussing balance, do you believe this will be a difficult or easy principle to achieve in your work? Out of the 3 types of balance, which do you like the best? Explain why. Th - Name a company or product that uses emphasis to catch the viewer’s attention. How is that achieved? What is emphasized? F - Spend 5 minutes sketching something from your imagination or in the room or a combination. Use all 5 minutes to gain credit.

Week 8 (10/05-10/09):

M - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. T - Name something you see today that is influenced or based on something from the Northern Renaissance. W - If I were to say an artwork was unified, what do you think that would mean? Do you think a unified work would be important in the success of a work? Explain. Th - Out of the artworks we have looked at so far, is there one that you remember or like the most? Explain why. Please name or describe the work. F - Spend 5 minutes sketching something from your imagination or in the room or a combination. Use all 5 minutes to gain credit.

Week 9 (10/12-10/16):

M - Name one thing you remember from any of last week’s discussions. Explain its importance in the study of art. T - Now that the basics are out of the way, we are to start the study of various media (painting, drawing - charcoal, pen, etc; printmaking; sculpture). What medium are you looking forward to using the most? Explain why. W-F - No School

10 Studio Projects

(For specific dates, refer back to “Sequence of Events” pages.)

Portfolio Design

Line Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to practice creating various types of lines. Students will also create a list of words used to describe different types of lines.

Line Practice (charcoal)

On a sheet of 12x18” paper, students will use charcoal to create an abstract design focusing on various types of lines.

Shape Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to create various types of shapes. Students will also create a list of words used to describe different types of shapes.

Shape Practice

Students will scribble lines across a 9x12” sheet of paper with pencil. They will then look for shapes created by these lines to emphasize using colored pencil, crayon or marker.

Texture Practice

Scavenger hunt - Students will use crayons to create texture rubbings on a sheet of paper (actual textures) - look in room, hall, outside. Students will then try to recreate the texture by drawing creating implied textures.

Form Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to create various types of forms. Students will also create a list of words used to describe different types of forms.

Form Practice

On a 9x12” sheet of paper, students will draw a simple shape (such as trace their hand, flower, etc) then use line to make it look three-dimensional.

Value Practice and Definition (sketchbook)

Students will use pencil to create a ten-block value scale to use in later projects. Students will also create a list of words used to describe value.

Value Practice

Students will practice creating value on different shapes using different shading techniques. This also reinforces the idea of form. Value helps 2-d shapes look 3-d.

Space Practice and Definition (sketchbook)

Students will use pencil to practice creating one-point and two-point perspective forms. Students will also create a list of words used to describe the concept of space (positive/negative, in terms of placement, linear and atmospheric perspective, space in and around artworks).

Space Practice

Students will cut designs out of construction paper. They will keep the cut out pieces and the remaining pieces to glue down in a positive/negative design work based on Japanese Notan works.

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Color Practice and Definition (sketchbook)

Students will create a list of words used to describe the element of color. With some of these words (such as those of color schemes - monochromatic, etc), they will create examples using crayons or colored pencils. They will also create a color wheel for future reference using crayons of colored pencils.

Variety/Contrast Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to create various types of variety. Students will also create a list of words used to describe variety and contrast.

Movement Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to create various types of movement. Students will also create a list of words used to describe different types of movement.

Movement Practice

Students will find a magazine image of a person (sports, standing, etc). They will cut this image out where the focus is on the person. They will then trace around image on 3-4 different colored pieces of construction paper and cut those images out. They will then glue each piece of construction paper overlapping each other, with the magazine image on top, on a 9x12” piece of paper to imply movement.

Rhythm/Pattern Practice and Definition (sketchbook)

Students will use pencil, crayon, colored pencil, or markers to create various types of rhythm. Students will also create a list of words used to describe different types of rhythm.

Balance Practice and Definition (sketchbook)

Students will create a list of words used to describe different types of balance. Using different shapes cut from construction paper, they will create a design using each of the three types of balance and glue these in their sketchbooks.

Emphasis Practice and Definition (sketchbook)

Students will create a list of words used to describe the principle of emphasis. Students will create a drawing of their choice using pencils, crayons, colored pencils, or markers. They must make one thing stand out in their drawing using elements learned previously (size, color, shape, etc.).

Proportion/Scale Practice and Definition (sketchbook)

Students will use pencil to practice drawings with various objects of differing sizes. Students will also create a list of words used to describe different types of scale/proportion.

Proportion/Scale Practice

On a 9x12” sheet of paper, students will choose an object and make it larger (if it is usually smaller) compared to surrounding objects. (i.e. paper clip the size of a tree)

Unity Practice and Definition (sketchbook)

Students will create a list of words to describe the principle of unity. Students will practice unity by combining all the different elements and principles together in one design of their choosing. It must look like it goes together and is complete.

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Studio Projects Rubric

CATEGORY 0 1-3 4-6 7-9

Follows directions & Met Goals Use of materials

Student follows none of the directions. Student deliberately misuses materials AND/OR does not adequately clean materials or area when reminded. Shows little respect for materials or fellow students.

Student follows some of the directions. Student adequately cleans and takes care of materials if reminded. Occasional spills and messy work area may be seen. Shows some respect for materials and fellow students.

Student follows most of the directions. Student typically adequately cleans materials and work area at the end of the session without reminder, but the area may be messy during the work session. Student shows respect for materials and fellow students.

Student follows all of the directions. Student keeps materials and area clean and protected without reminders. The student shows great respect for the materials and his fellow students.

On Task Student was never on task. Class time was not used wisely.

Student was on task some of the time. Class time was not always used wisely.

Student was on task most of the time. Class time was almost always used wisely.

Student was always on task. Class time was used wisely. Much time and effort went into the project.

Planning Student has thought very little about the project. Is present but is not invested in the product. Design contains little or no required elements.

Student has set a goal, but let\’s things evolve in somewhat random manner. Design contains some required elements.

Student is focused on project with some planning. Design contains most of the required elements.

Student is very focused and goal-oriented. Design contains all required elements.

Creativity/ Originality

Work displays typical ideas. Does not reflect careful consideration of project.

Work displays typical ideas, though one or two elements stand out as reflection of careful consideration.

Student has taken the technique being studied and has used source material as a starting place. The student\’s personality comes through in parts of the work.

Student has taken the technique being studied and applied it in a way that is totally his/her own. The student\’s personality/voice comes through.

Craftsmanship Work was sloppily put together. Work does not look “complete.”

Some attention to construction of work. Most items are neat. Some areas lack a “finished” look.

Shows attention to construction. Items are neat. Only a few areas look unfinished.

Work looks “complete.” Student shows considerable attention to details and the neatness and “finished” look of the work.

*5 points added for “WOW!” factor. Work was unique, stood out, or student went above and beyond to complete the assignment.

Total: 50 points

Most projects will be worth 100 points. Just multiply score above by two.

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Sketchbook/Bell Work Requirements

Students will complete a sketchbook/bell work prompt each day. These prompts will be completed within the first five (5) minutes of class. Each day’s entry will be worth ten (10) points. Students will be given a grade weekly for these entries. Each entry must have the date listed to earn credit. The student is not required to list the prompt. Sketchbooks/folders must be neat and organized to receive credit. Students must show thought in responding to the question or prompt. Art I and Art II students will be given separate prompts. Students are responsible for completing any prompts they have missed due to absences. They are also responsible for getting any notes or assignments missed. Please be sure to ask if you are unsure if you have each day’s prompt. Not completing sketchbook/bell work prompts will lower your grade more than you think, so please make sure you complete these prompts. The following criteria are used when grading:

0 points 1-3 points 4-6 points 7-9 points 10 points

Student did not attempt to complete the prompt. Sketchbook/folder was unorganized.

Student attempted to complete the prompt. Response did not reflect class discussions or learning. No dates were listed for each prompt. Sketchbook/folder was unorganized.

Student completed the prompt. Response reflects partial understanding of class discussion or learning. Dates were listed on some entries. Sketchbook/folder was organized.

Student completed the prompt. Response reflects understanding of class discussion or learning. Dates were listed on all entries. Sketchbook/folder was organized.

Student completed the prompt. Response reflects superior understanding of class discussion and learning. Dates were listed on all entries. Sketchbook/folder was organized.

In addition, some studio projects will be required to be completed within a student’s folder or sketchbook. These particular entries will be graded based on the Studio Projects Rubric.

14 Name: ____________________________________ Date: _______________________

Quiz 1: Basics

1. Name two (2) purposes of art (or why artists create artworks) that we have discussed in class. Explain what each means.

2. What is the difference between fine art and applied art?

3. Name two (2) things that can be learned from a credit line.

4. Name one reason art may be challenged or censored. Give an example used in class discussions.

5. Define the following:

a. Non-objective –

b. Abstract –

15 Name:___________________________________ Date: _____________________

Quiz 2: Elements of Art

1. The elements of art form the basic _________________ of art. (circle the best answer)

a. Media

b. Vocabulary

c. Symbols

d. Methods

2. List and define all seven (7) elements:

a.

b.

c.

d.

e.

f.

g.

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Name:___________________________________ Date:_______________________

Quiz 3: Principles of Art

1. The principles of art can be considered the _____________________ - how the elements

are put together. (circle the best answer)

a. Techniques

b. Perspectives

c. Methods

d. Grammar

2. List and define all seven (7) elements:

a.

b.

c.

d.

e.

f.

g.

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Name: _______________________________________ Date: ____________________

Visual Arts Pretest

Circle the best answer.

1. The elements of art form the basic ____________________ of art. a. Media b. Vocabulary

c. Symbols d. Methods

2. Iconoclasm refers to ________________________. a. A style of artwork b. Religious images

c. The breaking of images d. Meaning of symbols

3. When a work of art, like the one below, shows no reference to the natural world, but instead focuses on elements such as line, shape, color, etc., it is called ____________________.

a. Expressionistic b. Stylized

c. Non-objective d. Simplistic

4. Atmospheric perspective creates the illusion of distance by ____________________. a. Lessening the clarity of forms b. Depicting space based on a spiritual idea c. Lessoning the size or scale of a form d. Use of converging parallel lines

5. The principles of art can be considered the __________________ or how the elements are put together.

a. Techniques b. Perspectives

c. Methods d. Grammar

6. Another design word for “focal point,” or the first thing in a work of art that catches the viewer’s attention, is ______________________.

a. Repetition b. Emphasis

c. Balance d. contrast

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7. Organic shapes ____________________. a. Have curved or irregular edges b. Resemble living things/objects in nature c. Are also called biomorphic shapes d. All of the above

8. Linear perspective creates the illusion of three-dimensional space on a two-dimensional surface by ______________________.

a. Lessening the clarity of forms b. Basing space on a spiritual idea c. Lessening the size or scale of forms d. Use of converging parallel lines

9. When a work of art, like the one below, depicts a natural object in a simplified, distorted, or

exaggerated way, it is referred to as _______________________.

a. Representational b. Non-objective c. Abstract d. Impressionistic

10. Lines can have the following function: a. Lead viewer’s eye across work b. Communicate emotions

c. Suggest motion d. All of these

11. Adding white to make a color a lighter value produces a _________________. a. Tint b. Neutral

c. Shade d. Complement

12. When an artwork is balanced with more objects on one side than the other, or basically each side is not the exact same, this type of balance is called ___________________.

a. Asymmetrical balance b. Symmetrical balance

c. Radial balance d. Unity

13. Fine art is made _____________________. a. To be used b. To be looked at only

c. Only for the wealthy d. Only for museums

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14. Colors located directly opposite each other on the color wheel and that can be mixed together to make a neutral color are called ___________________________.

a. Intermediate colors b. Tertiary colors

c. Complementary colors d. Analogous colors

15. Applied art is made ____________________. a. To be used b. To be looked at only c. Only for museums d. To be used and visually pleasing

16. An artwork that features red and its tints and shades only is referred to as ______________. a. Monochromatic b. Achromatic

c. Complementary d. Triadic

17. The philosophy or study of the nature and value of art is called _________________. a. Fine arts b. Aesthetics

c. Iconography d. Applied arts

18. A work that depicts people or objects in a way that makes them recognizable is called ____________.

a. Abstract b. Two-dimensional

c. Representational d. Non-objective

19. Artists draw for many reasons, including _________________. a. To define ideas b. To plan for larger projects c. To record visual observations d. All of these

20. The principle of art used to create the look and feel of action and to guide the viewer’s eye throughout the work is called ___________________.

a. Movement b. Rhythm

c. Balance d. Variety

21. The _________________ affects the viewer’s perception of a work of art. This refers to the history, location, or message of the work.

a. Content b. Medium

c. Form d. Context

22. During the Middle Ages, artworks in churches, such as sculptures, paintings, and stained-glass windows, served a useful purpose besides just to be visually pleasing. This purpose was considered __________________.

a. Educational/ Political b. Educational/ Spiritual

c. Spiritual/ Political d. Historical/Aesthetics

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23. A line that gives the viewers the impression that they are seeing a line where there is not a

continuous mark is ___________________. a. An irregular line b. An actual line

c. An implied line d. A directional line

24. The lightness and darkness of a surface is the element of art called ________________. a. Value b. Space

c. Color d. Shape

25. When using a series of squares that are exactly the same shape, implied depth can be achieved by ___________________.

a. Alternating value b. Changing size

c. Overlapping d. All of these

26. The Colosseum of Ancient Rome was created to serve a _______________ function. a. Spiritual b. Educational

c. Social d. Personal

27. The principle that refers to how the elements work together so the artwork looks complete is called ___________________.

a. Variety b. Unity

c. Balance d. Rhythm

28. The technique of gluing or combining many different materials into one 2-dimensional work is called _____________________.

a. Assemblage b. Photomontage

c. Collage d. Readymade

29. The chiaroscuro method of applying value uses five defined values – 1)cast shadow, 2)reflected light, 3)core shadow, 4)light, and 5) ______________________.

a. Scale b. Plane

c. Highlight d. Shadow

30. A two-dimensional object is called a shape, and a three-dimensional object is known as a ______________________.

a. Form b. Relief

c. Cube d. Building

31. This is a kind of visual diversity that can bring many different ideas, media, or elements together in one work.

a. Rhythm b. Variety

c. Balance d. Unity

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32. A drawing that focuses on recording the moment quickly, usually as a “quick scribble,” is called a ____________________.

a. Contour drawing b. Outline

c. Gesture drawing d. Life drawing

33. The repetition of a single element in a work of art is called ____________________. a. Style b. Focal point

c. Emphasis d. Pattern

34. When we touch an object, we experience a tactile sensation that artists refer to as ____________ texture.

a. Mass b. Actual

c. Subversive d. Implied

35. Paint in its most basic form is made of _____________ and a liquid binder. a. Glaze b. Impasto

c. Pigment d. Beeswax

36. _______________ balance is achieved when both sides of a composition look exactly the same.

a. Asymmetrical b. Radial

c. Unified d. Symmetrical

37. When an artist uses scale to show the relative importance of elements in a work, the artist is using ____________________ scale.

a. Hierarchical b. Monumental

c. Human d. Small

38. A group of prints that are identical and produced in a limited number is called _________. a. A draw b. An impression

c. A ream d. An edition

39. The relationship of sizes between different parts of a work makes up its ________________. a. Proportions b. Scale

c. Mass d. Volume

40. All sculptures have this characteristic: a. They are made of solid materials b. They exist in three-dimensional space c. They are meant to last for many year d. None of these

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41. When critiquing a work of art, the step that requires you to explain why you like or dislike a work as well as whether you think the work is successful is called ________________.

a. Description b. Analysis

c. Interpretation d. Judgment

42. In a critique, the step that requires you to list what you see in an artwork is called __________. a. Description b. Analysis

c. Interpretation d. Judgment

43. In a critique, when you explain how the elements and principles work together in a work of art, you are ____________________ the work.

a. Describing b. Analyzing

c. Interpreting d. Judging

44. In a critique, the step that asks you to determine the meaning or message of the work is called ____________________.

a. Description b. Analysis

c. Interpretation d. Judgment

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Art I – Additional Questions

45. Which two (2) paintings were created by Leonardo da Vinci and are considered his most famous?

a. Mona Lisa/ Sistine chapel b. School of Athens/ Tribute Money c. Mona Lisa/ The Last Supper d. The Last Supper/ School of Athens

46. This artist is said to have invented the art technique of collage. a. Pablo Picasso b. Henri Matisse

c. Leonardo da Vinci d. Jackson Pollock

47. This artist created works of art using a technique called action painting where he dripped, spilled, etc paint onto a canvas on the floor.

a. Henri Matisse b. Jackson Pollock

c. Pablo Picasso d. Salvador Dali

48. Who painted this work?

a. Jackson Pollock b. Salvador Dali c. Pablo Picasso d. Henri Matisse

49. This artist painted many versions of the story Judith decapitating Holefernes. a. Vincent Van Gogh b. Claude Monet

c. Artemisia Gentileschi d. Andy Warhol

50. Who was said to have started the Impressionist movement? a. Claude Monet b. Vincent Van Gogh

c. Andy Warhol d. Pablo Picasso

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Art II – Additional Questions

45. Match the structure with the culture that made it: _____Parthenon A. Egyptian _____Great Pyramids B. Roman _____Pantheon C. Greek

46. Which of the following terms means “rebirth” and is used to describe an artistic movement characterized by renewed interest in the Classical world of Greece and Rome?

a. Renaissance b. Baroque

c. Enlightenment d. Mannerism

47. Gustave Courbet’s The Stonebreakers alarmed upper class viewers because it reminded them of recent uprisings by the poor. This painting is part of what art movement?

a. Neoclassical b. Realism

c. Impressionism d. Cubism

48. The Northern Renaissance was best known for _________________. a. Attention to detail b. Depicting everyday objects with religious symbolism c. Developed oil painting techniques d. All of the above

49. George Braque’s Houses at L’Estaque is part of which movement?

a. Cubism b. Expressionism c. Futurism d. Surrealism

50. Which of the following are qualities of most Impressionist artists and their paintings? a. Their brushstrokes were visible and paintings appeared unfinished b. They painted scenes of everyday life c. They painted outdoors and captured natural light d. All of the above

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