10 sessions; 45 minutes per session

1. SWBAT identify traditional painting genres- portrait, still life, landscape.
2. SWBAT discuss images of portraits, still lifes, and landscapes in the slides presentation.
3. SWBAT come up with an idea and create a plan for an individual portrait, still life, or landscape project.
4. SWBAT choose from and appropriately utilize 2D media to create a portrait, still life, or landscape.

Variety of 2D media. Materials depend on students' ideas and class supply availability.

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1. Introduction
-Talk about genres of painting being categories to classify works.
-Show slides presentation (https://docs.google.com/presentation/d/1yL4KK1miOhsvkqr5n_GMVhCbU7Ta_u-vS53llXBRUhs/edit?usp=sharing)
-talk about qualities of portraits, still lifes, landscapes
-discuss images in presentation
2. Plan
-Encourage students to make a plan that is meaningful to them and to work from life or their own photo
-Students reflect on genres and come up with an idea that is relevant to them
-Students come up with a plan and propose it to the teacher
3. Start project
-After teacher approves plan, students begin to work
-With individualized plans, students will be working with different media, different topics, and different timelines
-The teacher monitors student work and progress
4. Check in/Critique
-About halfway through project time period, check in with each student and have a mini critique. The class rotates around the tables to see every student's work, find out if they are facing challenges, give suggestions, etc.
5. Finish project
6. When projects are complete, students fill out appropriate rubric and write artist statement.

Rubrics/artist statements
Portrait: https://docs.google.com/document/d/1hNXT80ywkSzzz6tvpDlJzf7o7TyKCki60NALiZhcyLs/edit?usp=sharing

Still Life: https://docs.google.com/document/d/13o8ITyD5naRXzqk32ggjJ89gTqY_sNbm6Wmo4gu3IdY/edit?usp=sharing

Landscape: https://docs.google.com/document/d/1v_zrh_iESk0qFCRndq_e5o1ShVb46gbe555GnrasuCw/edit?usp=sharing

1. Slides Presentation https://docs.google.com/presentation/d/1yL4KK1miOhsvkqr5n_GMVhCbU7Ta_u-vS53llXBRUhs/edit?usp=sharing

I did this with high school but it could also work with middle school.

[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas

[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[5-8] Students compare the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context

Drawing, Mixed Media, Painting