Making a Scene

Minnesota 9-12 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.

  • 1b. Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation of, presentation of, or response to visual artworks.

  • 1c. Analyze how the characteristics of Western and non-Western styles, movements, and genres in art contribute to the creation of, presentation of, or response to artworks.

  • 1d. Apply understanding of the health and safety issues related to creating in art.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Analyze how visual artworks influence and are influenced by personal, social, cultural or historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Synthesize and express an individual view of the meaning and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create a single, complex artwork or multiple artworks to express ideas.

  • 4b. Revise artworks based on artistic intent and using multiple sources of critique and feedback.

  • 4c. Justify an artistic statement, including how audience and occasion influence creative choices.
  • 5. Perform or present in a variety of contexts in the arts area using the artistic foundations.
  • 5a. Present, exhibit, publish or demonstrate collections of artworks for different audiences and occasions.

  • 5b.Revise presentation based on artistic intent and using multiple sources of critique and feedback.

  • 5c. Justify artistic intent, including how audience and occasion influence presentation choices.
  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the traditions of the art form.

  • 6b. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.

    • Additional Tie-ins

  • Perspective
  • Paint blending
  • Practical application of art skills
    • Students follow along as the teacher reviews how to draw a tree. Next, they compose a picture consisting of 3 hills, a large one in front, a medium one in the middle ground and a small one in the background.

    To that they add bushes and trees so that the each gets smaller as they touch the further back hill.

    This lesson came about because one of my students was asked to draw a nice picture but couldn't. How can I rationalize my job as art teacher if my students don't know how to draw a nice picture.

    After the demonstration day, students are to use the demonstrated principles to make their own scene.

    When the students are close to finished they partner up and talk about eachother's artwork. Questions are asked about why each student chose to make what they made. Questions about composition and center of interest are also emphasized. Each student is to balance their critique with at least one "praise" and one "suggestion". Students are to photograph their work, then modify or remake their work to see if it improves based on suggestions from others.

    Evaluation:
    4 points -- Paint Blending
    3 points -- Use of perspective (Linear and Aerial)
    3 points -- Texture included
    10 points total.




    Image above by Justin B.



    Image below was done by a 4th grader but represents a good example of creativity put to use for this type of a project.