Grade 7 OP ART Unit Plan

Title of The Exploration of Realism; Value, texture Grade Level 7 OP ART

Unit
Teacher Kate Olechowski Number of 4 (11-12 45
Lessons minute class
periods)
Overview of Unit & Rationale
In our initial stages, students will delve into the foundational aspects of art analysis. Through the
careful examination of various artworks, students will develop their skills in observation,
interpretation, and discussion. They will look into each piece of the works, laying the groundwork
for their own artistic endeavours.

Building upon this groundwork, students will delve into the world of value drawing techniques.
Inspired by the masterful works of artists like Marcello Barenghi, students will hone their abilities
to capture light, shadow, and form. Through guided practice and still-life drawing exercises,
students will develop their proficiency in realistic rendering, as they bring their own candy art
projects to life.

As the unit progresses, students will have the opportunity to broaden their artistic horizons
through extended learning projects. By exploring the styles and techniques of renowned artists
such as Chuck Close and Audrey Flack, students will expand their artistic repertoire and find
inspiration for their own creative expressions. This exploration will allow students to experiment
with different mediums and approaches.

Culminating in a gallery walk, students will showcase their artwork and share their reflections
with their peers. This collaborative exchange will foster a sense of community and appreciation for
the diverse talents within the classroom. Through this immersive experience, students will gain a
deeper understanding of visual expression and a newfound appreciation for the possibilities of
artistic exploration.
Statement of Inquiry/Unit Question
How can various artistic elements be utilized to enhance the realism and visual impact of drawing?
In what ways can the exploration of realism and hyper-realism in art deepen our understanding of
visual representation, expression, and interpretation?
DBAE
Art Production: Throughout the unit, students engage in various art production activities, including
value drawing techniques, still-life drawing exercises, and extended learning projects. They apply
learned skills and techniques to create their own artworks, such as candy art drawings and choice
projects like still-life painting, portrait drawing, and architectural drawing. These hands-on activities
allow students to develop their artistic skills, experiment with different mediums and techniques, and
express their creativity.

Art Criticism: The unit includes opportunities for students to discuss and analyze artworks through
group critique sessions and reflection activities. They learn to observe, interpret, and discuss artworks
effectively, exploring visual elements, artistic techniques, and themes. By participating in critiques and
reflecting on their own work, students develop their critical thinking skills and deepen their
understanding of art.

Art History: Students are introduced to various artists and art movements throughout the unit, such
as Marcello Barenghi in lesson 2 and other realism and hyper-realism artists in lesson 4. They learn
about the unique styles, techniques, and contributions of these artists, connecting their own artistic
practice to broader art historical contexts. This exposure to art history enhances students' appreciation
for different artistic approaches and traditions.

Aesthetics: The unit encourages students to explore aesthetic principles and concepts through their
own artmaking processes. They learn about visual elements, composition, symbolism, and artistic
techniques, considering how these elements contribute to the overall meaning and impact of artworks.
By experimenting with different mediums, styles, and subjects, students develop their own artistic
sensibilities and preferences, deepening their understanding of aesthetic principles.
Alberta Program of Study

GLE: DRAWING:
- Communicate: Students will employ expressiveness by incorporating artistic elements in their
image-making process
- Investigate: Students will perceive and identify the presence of line, value, and texture within
both natural and human-made environments to inform their image-making process.

SLE: Communicate D. Bold and precise application of lines conveys dynamism and clarity within
images.
SLE: Investigate B. The value of drawing is influenced by both the characteristics of surfaces and the
properties of light

GLE: COMPOSITION:
- Relationships: Students will develop proficiency in employing fundamental art criticism
terminology to describe their artistic creations

SLE: Relationships A. Art's fundamental vocabulary consists of terms describing materials,

techniques, subject matter, and design elements.

GLE: ENCOUNTERS:
- Impact of Images: Students will actively seek contemporary evidence relevant to the themes
under study.

SLE: Impact of Images C. Various factors can influence how individuals create visual works.
Unit Overview

Lesson 1: Learning to talk about art

- Students will analyze and discuss various works as an introduction to critique
- Introduce skills and techniques presented in realism art - Value scale practice
- Choose candy and begin shading practice

Lesson 2: Value Scale Practice

- Shading practice and tonal drawings continued
- Reflection

Lesson 3: Studio Class for Candy Projects

- Review & group discussion of skills and techniques learned in the unit thus far
- Introduce and begin Candy Art Projects
- Have students choose their candy and begin their guided practice before beginning their final
work
- Studio time (3-4 classes)

Lesson 4: Extended Learning

- Introduction to other artists who use realism and introduce a range of projects to extend
students learning
- Studio time & reflection
- Gallery walk
 Lesson Plan Sequence

Primary Primary Activities in this Lesson Differentiation/

objectives of Assessment
this lesson

Lesson 1 Lesson 1 Overview: In this lesson, students will learn the Differentiation:
-Variety of instructional
Intro to fundamentals of discussing and analyzing art, setting the
strategies: Direct instruction,
Critique stage for deeper exploration in future projects. experiential learning, individual,
indirect instruction

GLE: Purpose: This lesson aims to equip students with the skills
-Provide scaffolded questions
ENCOUNTERS to observe, interpret, and discuss artworks effectively. This and prompts for students at
COMPOSITION will also guide students to begin to think about their different levels of understanding.
Offer additional resources for
works and critique their own works later in the unit.
students who wish to explore
SLE: specific artists or artworks in
Relationships A. - Introduction to Art Analysis: Begin the lesson by more depth.

The introducing the concept of art analysis and its

-Verbal, visual and written
fundamental importance in understanding and appreciating instruction.
vocabulary of art artworks. Emphasize that art analysis involves
-Time cues for the end of class. (5
consists of terms observing, interpreting, and discussing various
min, 1 min)
that describe aspects of an artwork, including its themes,
materials, techniques, and subjects. -Language in writing and
reading is adjusted for various
techniques, - Understanding Visual Elements: Discuss the visual
reading levels.
subject matter, elements that artists use to convey meaning and
and design emotion in their works. These elements may include -Vocabulary of new words
provided
elements. colour, composition, line, texture, and shape. Provide
examples of how artists manipulate these elements to Assessments:
SLE: Impact of evoke specific feelings or ideas. (Formative)
-Guiding Questions: To assess
Images C. - Exploration of Artworks: Engage students in the
student engagement and prior
Various factors examination of a variety of artworks from different knowledge.
can influence time periods, cultures, and styles. Encourage them to
“Entrance Slip” / to assess
how individuals identify common themes, techniques, and subjects
students' engagement, and
create visual across the artworks. This will help them develop their understanding of lesson
objectives.
works. observational skills and expand their understanding of
art beyond their own cultural context. Observation as active assessment

- Art Critique Sheet: Provide students with a sheet of student engagement,

questions, and learning
outlining the four steps of an art critique: description,
progression.
analysis, interpretation, and judgment. Explain each
step in detail and demonstrate how to apply them to
an artwork. Encourage students to use this framework
when analyzing artworks throughout the lesson.
- Group Critique Session: Facilitate a group critique
session where students can share their observations
and interpretations of the analyzed artworks.
Encourage constructive feedback and discussion
among students, focusing on the impact of artistic
choices on the viewer's perception and understanding
of the artwork.
- Introduction to Key Concepts and Vocabulary:
Introduce key concepts and vocabulary related to art
analysis, such as composition, symbolism, perspective,
and artistic techniques. Provide examples of how
these concepts are used in different artworks and
encourage students to identify and articulate them in
their own analyses.

Lesson 2: Lesson Overview: In this lesson, students will learn various Differentiation:
-Variety of instructional
Technique and value drawing techniques inspired by artists like Marcello
strategies: Direct instruction,
Skill Building; Barenghi. They will practice creating value scales and apply experiential learning, individual
Marcello
them to still-life drawings to develop their understanding of project-based learning, indirect
Barenghi instruction, guided
light, shadow, and form.
demonstration
GLE: Purpose: The purpose of this lesson is to allow students to -Verbal, visual and written
instruction.
DRAWING practice techniques and skills to guide them in their Candy
Art Drawings. -Time cues for the end of class. (5
SLE: min, 1 min)
Communicate
- Introduction to Value Drawing Techniques: Start the
D. Bold and -Language in writing and
lesson by introducing students to various value reading is adjusted for various
precise
application of drawing techniques inspired by artists like Marcello reading levels.

lines convey Barenghi. Discuss the importance of understanding

-Provide individualized feedback
dynamism and light, shadow, and form in creating realistic drawings, and support during the guided
clarity within particularly in the context of candy art. Emphasize the practice session. Offer
images. alternative materials or tools for
role of value scales in depicting the range of lights and
students with fine motor
darks in an artwork. difficulties.
SLE:
- Value Scale Activity: Lead students through a guided
Investigate B. -Provide sentence starters or
activity to create value scales, focusing on different
The value of graphic organizers for students
shading techniques such as hatching, cross-hatching, who may need support in
drawing is
influenced by and blending. Demonstrate these techniques using organizing their thoughts.

both the examples of Marcello Barenghi's hyper-realistic candy

Assessment:
characteristics artwork, highlighting how he achieves realistic effects (Formative)
of surfaces and through careful observation of light and shadow. -Guiding Questions: To assess
the properties student engagement and prior
- Still-Life Drawing Exercises: Encourage students to
of light knowledge.
apply their understanding of value scales to still-life
drawing exercises. Provide a variety of candy and “Entrance Slip” / to assess
students' engagement, and
other objects as subjects for students to observe and
understanding of lesson
draw. Guide them in capturing the light and shadow objectives.

patterns observed in these objects, paying attention to

Observation as active assessment
the subtle variations in value.
of student engagement,
- Extended Value Practice: Depending on the student's questions, and learning

skill levels, provide additional opportunities for value progression.

practice. For example, assign an activity where

Thumbs up to move on: Assess
students use a ruler to draw many lines on drawing the whole class to ensure

paper, creating triangles. Students will then use competence when moving on.

shading techniques they have learned to fill in the

Checklist Assessment; check
shapes, gradually transitioning from light to dark students understanding of the
 values. Circulate among students to provide feedback outcomes based on discussions
and submissions of classwork.
and guidance as needed.
- Reflection and Preparation: At the end of the lesson,
facilitate a reflection session where students reflect on
their progress, challenges encountered, and areas for
improvement in their value drawing skills. Encourage
them to reflect on how the bold and precise
application of lines contributes to the dynamism and
clarity of their drawings. Additionally, students will
choose a candy they would like to have as their subject
in the upcoming project, applying their newly
acquired skills in value drawing.
Lesson 3 Lesson 3 Overview: In this studio class, students will apply Differentiation:
-Variety of instructional
Project; Candy the skills and techniques learned in the previous lessons to
strategies: Direct instruction,
Art their candy art projects. They will begin by reviewing and experiential learning, individual

discussing the skills and techniques learned thus far before project based learning, indirect

GLE: instruction, guided

diving into their guided practice and final artwork creation.
demonstration
COMPOSITION
DRAWING Purpose: The purpose of this lesson is to allow students to Verbal, visual and written
instruction.
apply their value drawing skills and creativity to their candy
SLE: Impact of art projects while receiving individualized feedback and Time cues for the end of class. (5
Images: assistance from the teacher. min, 1 min)

Students will
Language in writing and reading
actively seek Procedure: is adjusted for various reading
contemporary - Introduction to Candy Art Projects: Start the levels.

evidence lesson by revisiting and discussing the skills

relevant to the and techniques learned in the previous lessons. -Offer a variety of candy options
themes under Emphasize how these skills, particularly value to accommodate students'

study. preferences and dietary

drawing techniques inspired by artists like
restrictions.
Marcello Barenghi, can be applied to the
students' candy art projects. Encourage -Provide step-by-step

SLE: instructions or templates for

students to reflect on their progress and
students who may need
Communicate D. brainstorm ideas for their compositions. additional guidance.
Bold and precise - Performance Task: Candy Art Project:
-Provide additional reference
application of Introduce the performance task: creating an
materials or examples for
lines conveys artwork with the subject of candy, drawing students who may need

dynamism and inspiration from Marcello Barenghi's style. inspiration or guidance

clarity within Emphasize the importance of accurately

-Offer opportunities for peer
images. capturing the details and textures of the candy collaboration and feedback to

wrappers, including all lettering and graphics. enhance learning and

motivation.
SLE: Investigate Specify that the candy should be depicted
B. The value of whole and unopened, and students must use at Assessment:

drawing is least four tones of shading to create depth and (Formative)

-Guiding Questions: To assess
influenced by realism. Set clear guidelines regarding the
student engagement and prior
both the handling of the candy, such as not opening or knowledge.

characteristics consuming it until the project is complete.

“Exit Slip” / to assess students'
of surfaces and - Guided Practice: Students will choose their
engagement, and understanding
the properties of candy subjects and begin their guided practice, of lesson objectives.

light focusing on accurately capturing the details

Observation as an active
and textures of the wrappers. Provide reference
assessment of student
materials and examples of Marcello Barenghi's engagement, questions, and

candy artwork to inspire and guide students in learning progression.

developing their own compositions. Encourage

Summative:
students to experiment with different shading Candy Art Project

techniques and to pay close attention to the

interplay of light and shadow on the candy
surfaces.
- Dedicated Studio Time: Allocate dedicated
studio time over several classes for students to
work on their candy art projects. During this
time, circulate among students to provide
individualized support and feedback. Address
any challenges students encounter, such as
rendering intricate details or achieving realistic
shading, and guide them toward successful
artwork.
Lesson 4: Lesson 4 Overview: In this lesson, students will have the Differentiation:
-Variety of instructional
Bringing it all opportunity to further explore the world of realistic drawing
strategies: Direct instruction,
together practices and engage in extended learning projects. They will experiential learning, individual
be introduced to other artists within realism art and choose project based learning, indirect
instruction, guided
from a range of projects to extend their learning and
demonstration
GLE: creativity.
DRAWING, -Verbal, visual and written
instruction.
COMPOSITION Purpose: The purpose of this lesson is to provide students
with the opportunity to explore additional artistic avenues Time cues for the end of class. (5

SLE: and express themselves through different mediums and min, 1 min)

Communicate D. techniques.
Language in writing and reading
Bold and precise - Check in with students to monitor progress on their is adjusted for various reading

application of candy projects and their ideas for their choice project levels.

lines conveys - Provide support and guidance as needed, addressing

-Provide additional reference
dynamism and any challenges or areas for improvement. materials or examples for

clarity within students who may need

inspiration or guidance
images. Procedure:
- Introduction to Realism and Hyper-realism Artists: -Provide step-by-step

SLE: Investigate Begin the lesson by introducing students to other instructions or templates for
students who may need
B. The value of artists within the realms of realism and hyper-realism.
additional guidance.
drawing is Highlight the unique styles, techniques, and subjects
influenced by of these artists, showcasing how they create lifelike -Offer choice in the selection of
project, allowing students to
both the representations of the world around them. Provide
focus on areas of personal
characteristics examples of renowned artists like Chuck Close, interest

of surfaces and Audrey Flack, or Richard Estes, among others, and

-Provide additional support and
the properties of discuss their contributions to the genre.
guidance to students who may
light struggle with generating ideas or

Check-in and Progress Monitoring: Check in with executing their projects.

SLE: students to monitor their progress on their candy

-Offer choice in art materials
Relationships A. projects and discuss their ideas for their choice and mediums to accommodate

The projects. Provide individualized support and guidance students' preferences and
strengths.
fundamental as needed, addressing any challenges or areas for
vocabulary of art improvement. Encourage students to share their
consists of terms thoughts and seek feedback on their artistic -Provide guiding questions or
discussion prompts to facilitate
that describe endeavours.
meaningful conversations during
materials, - Studio Time for Extended Learning Projects: Allocate the gallery walk.

techniques, studio time for students to work on their chosen

Assessment:
subject matter, extended learning projects. Offer a range of options,
(Formative)
and design such as exploring food painting, experimenting with “Entrance Slip” / to assess

elements. coloured pencil drawings, or delving into other students' engagement and
understanding of lesson
realistic drawing practices. Encourage students to
objectives.
apply the skills and techniques they have learned
throughout the unit to their chosen projects, fostering Observation as active assessment
of student engagement,
creativity and self-expression.
questions, and learning
- Reflection and Artistic Process: Encourage students to progression.
reflect on their projects, considering how they have
Summative:
applied their skills and techniques from the unit.
Final Project (Choice project)
Prompt them to think about their artistic process,
inspiration, and creative decisions. Provide
opportunities for students to share their reflections
with their peers, fostering a deeper understanding of
their own artistic practice and the diverse approaches
to creating realistic artwork.
- Gallery Walk and Peer Feedback: Conclude the lesson
with a gallery walk where students display and share
their extended learning projects with their peers.
Encourage students to discuss their artwork, sharing
insights into their artistic process, inspiration, and
creative decisions. Facilitate peer feedback and
discussion, fostering a sense of community and
appreciation for each other's work.

Choice projects for students to choose from:

- Still-Life Painting: Students can explore the genre of
still-life painting by setting up compositions of
objects such as fruits, flowers, or everyday items. They
 can experiment with different painting techniques
and mediums such as acrylics or watercolors to create
realistic and detailed representations of the objects.
- Portrait Drawing: Students can choose to focus on
creating realistic portraits using graphite pencils or
charcoal. They can select their own subjects or work
from reference photos, experimenting with capturing
facial features, expressions, and emotions.
- Architectural Drawing: Students can choose to focus
on drawing architectural subjects such as buildings,
cityscapes, or interior spaces. They can experiment
with perspective drawing, architectural details, and
textures to create realistic and visually striking
compositions with shading and value.
- Hyper-realistic Zoom-in Drawing: Students can
challenge themselves to create hyper-realistic
drawings of objects or subjects of their choice. They
will take an image of an object, zoom in on an
interesting part of the image and create a grid
drawing from that. They can experiment with extreme
attention to detail, precise rendering, and the use of
light and shadow to create highly realistic and lifelike
representations.

Summative Assessment Rubrics:

Lesson 3: Candy Art Project and Final Choice Project

Criteria 4 - Advanced 3 - Proficient 2 - Basic 1 - Below

Basic
Challenge/ The student The student The student The students'
Creativity effectively demonstrated showed limited artwork lacks
incorporates unique some creativity in creativity or creativity and
and innovative the design of their originality in the innovation.
elements in their artwork. artwork.
artwork.

Productivity The student The student The student The student

/ Clean Up participated fully in participated in participated on chose not to be
each class and was each class and and off during productive
responsible for was responsible class time and during the
cleaning their work for clearing their could have majority of the
area, placing work area/ improved their class time to
materials back where supplies though focus. The complete the
they belong and they could have student was not project. The
washing their done a more consistently student did not
brushes (if thorough job. clearing their clean their work
applicable). work area or supplies.
area/supplies.

Planning The student The student Minimal Lack of planning

demonstrates shows adequate evidence of is apparent in
thorough planning planning in the planning in the the execution of
evident in the layout design and arrangement of the student's
and execution of the composition of the students' artwork.
artwork the artwork artwork

The student The student The student The student

consistently applies mostly applies inconsistently rarely applies
bold and precise bold and precise applies bold bold and precise
lines that effectively lines that convey and precise lines resulting in
convey dynamism dynamism and lines leading to a lack of
and clarity within the clarity within the minor issues in dynamism and
images. images. conveying clarity in the
dynamism and images.
clarity.

Finished
Product The student The student The student The student
demonstrates a deep shows a good displays some struggles to
understanding of understanding of understanding grasp the
how surface how surface of surface connection
characteristics and characteristics characteristics between surface
light properties and light and light characteristics,
influence the value properties impact properties that light properties,
of drawing, drawing value influence and drawing
effectively and incorporate drawing value, value, resulting
implementing this this with limited in little to no
knowledge in their understanding in application in implementation
artwork. their artwork. their artwork. in their artwork.