1. UNIT TITLE –The Silver Lining 2. ENDURING IDEAS - Throughout time and across cultures artists have studied process and the effect it has on their art and on their viewer. 3. COURSE - Foundations (beginning level 4. ELO – - Expressively manipulate the art elements and principles to create compositions that exhibit a compelling division of space. -Develop personal responses to art problems exhibiting the ability to generate multiple and rich ideas that inform content rich work. -Demonstrate creative problem solving through the production of art that investigates formal and conceptual art problems. -Use technology in a way that enhances the artistic product and process. 5. ESSENTIAL QUESTIONS – -What is line and what are different types of line? -How does line enhance a piece of art? -How can a line drawing be used to create a message? -How can technology be used to enhance an art product and process? -What differences occur in meaning through viewing a still line and a moving line? 6. EXEMPLAR ART/ARTISTS - -William Kentridge: “Tide Table” http://www.youtube.com/watch?v=IJ-c4N2njwg “Breathe”: http://www.youtube.com/watch?v=ja4Wk7g6sdE -Kseniya Simonova: sand animation: http://www.youtube.com/watch?v=518XP8prwZo -anonymous college freshmen: http://www.youtube.com/watch?v=518XP8prwZo -Journey videogame: http://www.youtube.com/watch?v=XI6lhwFRG4U 7. OBJECTIVES – Artists will be able to: -Talk about line and the different types of line. -Talk about the difference between a still line and a moving line and how both affect a viewer. -Choose an important moment that can be represented through line. -Choose a medium and create a drawing involving different types of line. -Take pictures of their drawing process at different stages and use iMovie to create a video of their process in a way that conceptually enhances the drawing. -Explain how process affects product. -Defend their artistic decisions and write an artist statement about their finished work. 8. MATERIALS - -Graphite -Charcoal -Ink pens -Erasers

-Drawing Paper -Cameras -Computers -iMovie 9. PROCEDURES - -Artists will be introduced to line and the different types of line through multiple examples of animated line. They will explore and discuss the exemplar art/artists in small groups and begin to think about an event in their own life or in history that they would like to comment on in some way through their drawing. The exemplar art includes sand painting, charcoal animation, graphite animation, and videogames. -Artists will play with graphite, charcoal, and ink to see which medium they find the most interesting and will choose a medium to use in their final drawing. They will be given a class period to experiment with objects, images, and patterns that they would like to use in their drawing. -The artists will submit a proposal about their final drawing and will conference with the teacher about their idea and the ways in which they plan to execute it. -Once approved by the teacher, the students will begin their drawing and will be given multiple class periods to collect the images of their drawing for the final project. They will take a picture every 3-5 lines (this can change based on the student’s idea for the final film). -Once all of the images are collected, the student will learn the basics of iMovie and will be given 2-3 class periods to create a video of their images. -At the end of the class the students will share their videos and turn in an artist statement about their final product. 10. ASSESSMENT - Assessment will be based on participation in in-class discussions but the majority of the assessment will be on the effort of the student in creating a conceptual line drawing video. The students will be graded on their use of line, their ability to compose different lines in a way that makes sense to their piece, their ability to collect pictures of their work and create a video, and their ability to explain and defend their choices in their final artist statement. 11. EVIDENCE OF PRIOR KNOWLEDGE – This lesson is aimed at taking the foundations of art and making them interesting and relevant to students. This lesson lets the artist make their own decisions in choosing topic, media and final execution. They will be given time to experiment with media and to explore examples related to their final product in order to form a deeper understanding of the expectations of the assignment. Hopefully this is not simply an art exercise as many art lessons are today but is more of an self-expressive art project that students can be proud of and that has conceptual value.