Five Senses and Art (Touch, Sight, Taste, Smell & Sound)
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Subject: ART Grade Level: High School (9-12) Est. Time: 3 - 1 hour sessions
Unit Plan By: Karey Mortimer |
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Students will explore how they can use their five senses (Touch, Sight, Taste, Smell & Sound) in creating art as well as viewing art. This will help students understand the world around them and to help shape meaningful experiences. Students will have a clear understanding of what each of the five senses are and will be able to recognize their senses in other areas of life to continue their understanding of the world and themselves.
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national core art standards or state standards:
Students will: VA.912.C.1.1: Integrate curiosity, range of interests, attentiveness, complexity, and artistic intention in the art-making process to demonstrate self-expression. VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine, and reflect on an artistic theme. VA.912.C.1.8: Explain the development of meaning and procedural choices throughout the creative process to defend artistic intention. VA.912.C.2.1: Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective. VA.912.C.2.3: Process and apply constructive criticism as formative assessment for continued growth in art-making skills. VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. VA.912.O.2.1: Construct new meaning through shared language, ideation, expressive content, and unity in the creative process. VA.912.O.2.3: Investigate an idea in a coherent and focused manner to provide context in the visual arts. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept. VA.912.S.3.11: Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination. VA.912.S.3.4: Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating works of art.
key vocabulary or concepts:
abstract, acrylic, paint, artist, artistic, blending, brightness, brush, canvas, chalk, charcoal, collage, color, color pencils, color wheel, composition, contrast, create, creativity, critique, crosshatching, depict, design, draw, drawing, easel, egg tempera, erase, eraser, form, gouache, graffiti, graphite, hatching, hue, image, ink, line, medium, mixed media, oil paint, paint, paintbrush, painter, painting, palette, palette knife, paper, pastel, pen, pencil, perspective, photo, pigment, portrait, portray, primary color, proportion, realism, scale, secondary color, shade, sketch, sketchbook, solvent, still life, style, tempera, texture, tone, tools, turpentine, undertone, varnish, visual, watercolor.
major learning activities
Students will explore their five senses by learning what each of them mean and drawing their understandings of them. Students will view and discuss various art works of artists and the possible senses we use when viewing them and the senses used by artists when creating them. Students will then create their own work of art with a focus on their senses and thoughts to how viewers would interpret them. These learning activities will help students develop a deeper understanding of themselves, others and the world around them.
