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Art History- 1600s-1800s Unit Plan
Art Level 1/2
Grade:
6th- 8th
Time Allotted:
2 weeks
Unit Introduction: This unit seeks to introduce students to the artwork and development of the
various art movements during the 1600s through 1800s. Students will discuss the tools and media
available to artists during this period, as well as common themes and purposes of art which reflect their
way of life. Students will also practice various techniques used by those artists.
Individual Lesson Topics/Focus:
History of the Baroque through Rococo
History of the Neoclassical through Realism
Painting Choice
o Theatrical/Dramatic (Baroque)
o Emotional (Romanticism)
o Political (Neoclassical)
o Social (Realism)
Unit Objectives:
Students will be able to:
-use learned vocabulary and observation skills to create works of art
-practice using the elements and principles in their own works of art
-reflect on the use of drawing media and techniques in historical works of art
-practice drawing techniques in a variety of projects to improve observation skills
-reflect on the use of painting techniques and materials in historical works of art
-practice the use of painting techniques and materials in their own works
-understand the development of various cultures and their artwork
-identify various themes in historical artworks
-demonstrate proper use and cleanup of materials and tools
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
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(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.
Teacher Resources:
Curtis, B. (2002). Drawing from observation: introduction to perpetual drawing. New York: McGraw-Hill.
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. (2006). Art in focus: Resource compilation. Mission Hills, CA: Glencoe Publishing.
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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.
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.
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.pd
f.
National Art Education Association Resources. (2015). Available: www.arteducators.org.
Materials Needed:
Textbook
Powerpoint Presentations
Project Directions/Rubrics
Quizzes/Keys
Reading Guides/Worksheets
Sketchbook
Erasers
Pencils
Markers
Colored Pencils
Crayons
Oil Pastels
Paper towels
Water
Acrylic Paints
Soap
Acrylic Sheets – Plates
Watercolor trays
Brushes
Ball point pens
Extra fine point sharpies
9x12” and 12x18” drawing paper
8.5x11” copy paper (for practice)
Assessments/Evaluations:
Weekly Participation Grade (discussions, cleanup, etc)
Sketchbook Entries
Various Quizzes
Textbook/Extra Readings and responses/ Worksheets
Painting Choice based on a specific art movement
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
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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
Sequence of Events:
Note: Each week, there will be posted a “Thought of the Week”. Students are to incorporate this into
the writings and illustrations within their sketchbooks for at least one entry.
Week 21 (01/16-01/20):
M – No School - Holiday
T – Discuss Baroque through Rococo.
W – Discuss Neoclassical through Realism
Th – Finish up notes. Review for quiz.
F – Quiz. Design choice painting.
Week 22 (01/23-01/27)):
M- Th – Work on painting.
F – Finish painting. Sketchbook day.
Studio Projects:
For project dates, please refer to “Sequence of Events.” This list is just to provide more detailed
information for each project.
Sketchbook Entries/ Workdays
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Sketchbook entries will be used throughout the year. Entry themes or ideas will vary.
Some should reflect information discussed in class (elements, principles, cultures, styles).
Other entries will be student choice (to record observations, ideas, etc
Painting Choice based on art movement
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On a 12x18” paper, students will design an image that corresponds with one of the art
movements discussed – Baroque (Theatrical), Romanticism (Emotional), Neoclassical
(Political), or Realism (Social). Students will then use what they have learned about
painting to paint their design.