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Multiple Level Lesson Plan

Informal Balance Silhouettes

Created on September 27, 2018 by MrDigger



Students learn about 'informal balance' while creating sunset or night silhouettes in acrylic and watercolor.


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THE PLAN
2 sessions; 90 minutes per session

Students will understand the difference between formal and informal balance.

Students will create an artwork showing informal balance through the creation of a silhouette.

Paper, black acrylic paint (or sharpies), watercolor paint, brushes, water containers, salt (optional)

Need these materials? Visit Blick!

Teacher demonstrates and shows examples of formal balance. Teacher and students discuss the difference between formal and informal balance. Teacher shows examples of silhouettes. Students brainstorm ideas. Students draw out images of informal balance and paint them in with black acrylic paint. Teacher demonstrates how to paint a night scene and/or a sunset with watercolor and how to add salt to create texture.
Students use watercolor to finish off their paintings.

Did students create an informal balance design? Did students use neatness and good technique in painting their compositions?

THE STANDARDS

Visual Arts Standard 1:
Understanding and applying media, techniques, and processes


[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
[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

Visual Arts Standard 2:
Using knowledge of structures and functions


[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

Visual Arts Standard 3:
Choosing and evaluating a range of subject matter, symbols, and ideas


[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures


[5-8] Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art
[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

Visual Arts Standard 5:
Reflecting upon and assessing the characteristics and merits of their work and the work of others


[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

Visual Arts Standard 6:
Making connections between visual arts and other disciplines


[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

THE FEATURES
Balance, Emphasis

Acrylic, Watercolor