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VISUAL ART WEEK PLAN
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TEACHER NAME
Nicole Buettner
UNIT TITLE
String Art
2014
GRADE
5
DATES
11/10-11/21
Materials
National Visual Arts Standard(s)
VA:Cr2-5a. Experiment and develop skills in multiple art-making techniques and approaches through
practice.
VA:Cr3-5a. Create artist statements using art vocabulary to describe personal choices made in artmaking.
VA:Cr2-5b. Demonstrate quality craftsmanship through care for and use of materials, tools, and
equipment.
VA:Cr1-5a. Combine ideas to generate an innovative idea for art-making.
VA-Re8-5a. Interpret art by analyzing characteristics of form and structure, contextual information,
subject matter, visual elements, and use of media to identify ideas and mood conveyed.
Focus/Assignment/Theme
representing personal identity through string self portraits
Learning Objective(s)
1. students will create a self portrait using string that represents their identity
2. As a class, students will determine the purpose of self portraits in the art world and how
this is similar and or different from the modern day “selfie”
3. students will describe how their self portrait represents their identity
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Assessment
rubric. project worth 8 points
cardstock
string
needles
photographs of each student
masking tape
foam board
colored pencils
magazines
Modifications/Accommodations
add detailed backgrounds, work on small string art templates
Early Finisher Activities
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WEEK
1
VOCAB
embroidery
portrait
shape
pattern
value
overlap
contour line
identity
ARTIST/ART HISTORY
ACTIVITIES
CRITICAL QUESTIONS
http://youtu.be/B7MnHGqc3IU
set induction- sketchbooks. pre-test post-test,
contour line self portrait
• what is the purpose of a self portrait?
What is the artist trying to share with their
audience?
• how do ale portraits created throughout
history relate to modern day selfies?
• how can you create value through
overlapping string? Where do you see the
most string overlapping? What does this
mean?
• How does your self portrait represent
your identity?
!
ppt and project description !
pass out portraits!
demo outline shapes !
students outline shapes!
pick background color !
tape portrait to background paper!
closure: students share
sasa
WEEK
1
VOCAB
embroidery
portrait
shape
pattern
value
overlap
contour line
identity
ARTIST/ART HISTORY
ACTIVITIES
CRITICAL QUESTIONS
http://youtu.be/B7MnHGqc3IU
set induction- sketchbooks. pre-test post-test,
contour line self portrait
• what is the purpose of a self portrait?
What is the artist trying to share with their
audience?
• how do ale portraits created throughout
history relate to modern day selfies?
• how can you create value through
overlapping string? Where do you see the
most string overlapping? What does this
mean?
• How does your self portrait represent
your identity?
!
ppt and project description !
pass out portraits!
demo outline shapes !
students outline shapes!
pick background color !
tape portrait to background paper!
closure: students share
set induction: sketchbooks !
!
2
demo poke holes-poke holes where a form changes.
Demo the difference between translating a square and a
circle. !
poke holes around the entire picture. !
demo how to fill in shapes!
add a background !
show final example!
students poke holes with needles !
chose thread color!
start sewing !
!
remember for demo: !
two holes make a line!
you can’t go through the same hole twice in a row!
demo how to make lines hidden
closure: students share
WEEK
1
VOCAB
embroidery
portrait
shape
pattern
value
overlap
contour line
identity
ARTIST/ART HISTORY
ACTIVITIES
CRITICAL QUESTIONS
http://youtu.be/B7MnHGqc3IU
set induction- sketchbooks. pre-test post-test,
contour line self portrait
• what is the purpose of a self portrait?
What is the artist trying to share with their
audience?
• how do ale portraits created throughout
history relate to modern day selfies?
• how can you create value through
overlapping string? Where do you see the
most string overlapping? What does this
mean?
• How does your self portrait represent
your identity?
!
ppt and project description !
pass out portraits!
demo outline shapes !
students outline shapes!
pick background color !
tape portrait to background paper!
closure: students share
same as
day 1 and 2
3
set induction: sketchbooks !
!
students are sewing, adding background !
background can include colors, patterns, images, ect.
that represent themselves !
!
closure- students share
Teacher Notes/Reflections