DonnaYoung.org

About the Weeks

Written: Apr 30 2009, by Donna Young

In the Week # links in the menu above, I shared how class went while working through Units I and II of AOP LifePac Electives. I first wrote the "Weeks" in 2005 at a blog that I had at the time. Here, I have edited the pages for republication at donnayoung.org. The pages are more or less a lesson plan with comments and some with pictures. They are not in great detail.

About the Pace

The Pace

Although I had the entire 10-workbook set of Alpha Omega Press LifePac Electives Art, I did not intend to use all of the books in one school year. So this plan, with units one and two spread out over nine weeks, is not the pace that one would take if they intend to use all 10 books in one school year. As a student of art, I have opinions about the study of art that prevents me from rushing through the course. If I were asked how to go about the pace, I'd say to choose 4 or 5 of the units and choose parts of the art history unit and make the most of those books for one school year. To make each unit more meaningful, be sure that the student understands the purpose behind each unit. The purpose is usually stated in the list of objectives near the beginning of each unit.

That said, some units do not need to be spread out because extra practice of the topics presented in some of the units is not necessary. Unit One is an example of a unit that can be completed in the usual amount of time with the usual amount of work, and here, that is the pace of Unit One - the typical pace.

Another consideration is the student's interest versus need. We spent 6 weeks with Unit II (color). While that is more time than what is usually spent on one Lifepac, we could have spent more time in Unit II, but we chose not to. My daughter had little interest in painting, but she does use color in her art, so I decided that working on this unit would benefit her, and so, we spent just enough time to fulfill the need versus the interest.

Lifepac Art Unit I Plans

Typically for a workbook (and sometimes for a text book), I make plans in a grid format, print it, cut it out, and glue it to the inside front cover of the workbook. I have a set of the plans too, and if I think it will help me, I add notes to my "teacher" plans. I will copy and paste the student plans and teacher plans here as an example.

Student Plans for Unit I

1.___________
Read Concepts in Design pages 1-2. Turn to page 49 and read all of the words and definitions. Look up any words that you cannot pronounce in the dictionary and learn to say them correctly. Read pages 3 and 4 and stop at Line.

2.___________
Line: Read pages 4-7: What is a line, actual line, implied line, imaginary or mental line, edge. Do activity 1.1 on page 7.

3.___________
Texture: Read pages 8-11; Do activity 1.2. Turn to page 11 and do activity 1.3. Take your rubbings, trim each example to approximately the size of the blocks in your book on page 9, and attach each one to a block with a glue stick.

4.___________
Value: Read pages 13-14, do activities 1.4 and 1.4a.

5.___________
Shape/Form: Read pages 15 and do activity 1.5

6.___________
Do activities 1.6 and 1.7 on pages 17-18. Do as many tangrams as time allows.

7.___________
Self Test 1, page 19
Begin section II; read page 20

8.___________
Symmetrical, Asymmetrical, and Radial: read pages 21-23, do activities.
Optional: Supplemental Activity #2 from teacher's book goes with today's lesson.

9.___________
Space: Read pages 24-26, do activity 2.1 on page 26.
Optional: Supplementary Activity #1 from teacher's book goes with this lesson.

10.___________
Focal Point, Scale and Proportion: Read pages 27-28; do activity 2.2 on pages 29-31

11.___________
Movement and Rhythm: Read pages 32-34; make a collage as directed in the instructions in the book.

12.___________
Division of Space: Read pages 39-40. Study Part II, pages 20-40, read over vocabulary.

13.___________
Self Test 2, pages 40-41. Use the remainder of your time to study the entire unit.

14.___________
Unit 1 test

  

Supply List: 12" x 18" white construction paper, black construction paper, old magazines, old newspapers, regular paper, tracing paper (for day 3) ..instead of making rubbings directly in book, page 9), drawing pencils, markers (for day 2), ink pen (for day 2), scissors, glue stick, fixative and predetermined location for spraying the fixative on paper. (We will use a box placed outside), ruler, x-acto knife (optional, could use scissors instead, if using x-acto knife, you will also have to have a surface for cutting paper on)

The teacher's version repeats the lesson plans plus ideas and references. Below is a copy of the teacher's plans with the lesson plans omitted.

Alpha Omega Publications- Electives Lifepacs Art
Unit I: Concepts in Design
Class requires Alpha Omega's LIFEPAC Electives Art I Unit 1 and teacher's book.
Tentative syllabus and plans for Unit 1:
Supply List: --clipped--(exactly as student copy) --
Day 1:
Write your name in the front cover of the book and the date you are starting the course. Take note of the schedule glued to the inside front cover of the book.
--clipped--(exactly as student copy) --

Day 2:
--clipped--(exactly as student copy) --
Internet resource: The Cumaean Sybyl is mentioned on page 6. Follow the link to see the image better. Another example of lines can be found in this image: Christ at the Sea of Galilee
Adult Check: Activity 1.1 ____

Day 3:
Materials: pencils 4B and 6B, tracing paper, fixative, scissors, glue stick, big box and location outside for spraying fixative, pins. (lay the paper in the box, anchor the corners of the paper with pins and spray the fixative on the paper)
--clipped--(exactly as student copy) --
Label each example and which pencil used for the rubbing.
Adult Check: Activity 1.2 ____; Adult Check: Activity 1.3 ____

Day 4:
Materials: pencils of varying softness, a few newspapers and magazines
--clipped--(exactly as student copy) --
Adult Check: Activity 1.4 ____; Adult Check: Activity 1.4a ____

Day 5:
Materials: magazines, scissors, glue, pencil
--clipped--(exactly as student copy) --
Adult Check: Activity 1.5 ____

Day 6
Materials: black construction paper, ruler, scissors
--clipped--(exactly as student copy) --
Adult Check: Activity 1.6 ____; Adult Check: Activity 1.7 ____

Note: internet resources:
How to make a tangram:
http://www.ex.ac.uk/cimt/puz...ngrams/tangint.htm
Internet resource for printing tangrams:
PDF File-- http://www.projects.ex.ac.uk/tro...rolxk.pdf

Day 7
--clipped--(exactly as student copy) --

Day 8
Materials: old magazines, art books, Optional: worksheet one from teacher's book
--clipped--(exactly as student copy) --
Note: For lack of examples in magazines, fall back to drawing examples of balance or looking at examples of architecture.

Day 9
Materials: black construction paper, scissors, glue stick, white construction paper,
--clipped--(exactly as student copy) -- If you do not understand what it means to draw the negative space visit http://www.sackville.ednet.ns.ca/art/g......g/negspace.html for a better explanation. If you happen to have the book, Drawing with Children, there is an example of negative space drawing on or close to page 147.
Adult Check: Activity 2.1 ____

Escher's work http://www.mcescher.com/Gal...ry-symmetry.html )

Day 10
Materials: favorite drawing pencil
--clipped--(exactly as student copy) --
Adult Check: Activity 2.2 ____

Day 11
Materials: scissors, glue stick, paper in your choice of color, and either copy pages 35 and 37 or tear them out.
--clipped--(exactly as student copy) --
Adult Check: Activity 2.3 ____

Day 12:
--clipped--(exactly as student copy) --

Day 13:
--clipped--(exactly as student copy) --

Day 14
--clipped--(exactly as student copy) --

END of Unit 1