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Creative Emotions: Exploring Feelins through Art

Intro to Visual Art Cirriculum

Learning Outcomes

The primary learning objectives of this curriculum are to help students identify, use, and empower themselves with the emotions they feel by expressing while developing their technical skills in both traditional and digital media. By the end of the course, students will have the skills to express their emotions through visual art forms through art mediums introduced to them in the course while understanding how to navigate digital spaces to share their work.

  • Ability to express complex emotions through art.

  • Proficiency in drawing, inking, and coloring.

  • Knowledge in using digital drawing software.

  • Understanding and painting a safe online presence to share artwork.

 

Materials Needed

  • Sketchbook

  • Inking Pen

    • Sharpie​

      • Thick​

      • Thin

  • Internet Access 

  • Digital Device

    • Computer/Phone/Tablet​

  • Art Supplies for various Projects as needed

 

Content

Content blends traditional and digital mediums to allow students to develop their technical skills while practicing emotional expression. Students will start by connecting with references of their choosing that are emotionally charged for them, then learn foundational techniques in drawing, inking, and coloring through the available mediums. 

  • Create artwork using traditional mediums.

  • Create artwork using digital mediums.

  • Use color theory, which is practiced in the entertainment industry.

  • Learn and create art by learning cultural histories around the world.

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Instructional Methods

This curriculum uses inclusive lesson planning and scaffolding techniques to accommodate the needs of a diverse classroom. Lectures and demonstrations will introduce new concepts, followed by activities guiding students to practice them. Activities vary from group and individual work, but every project requires participation in peer feedback. Scaffolding lessons will help students gradually learn the concepts of the lesson content.   

  • Inclusive Lesson Planning

    • Clear Instructions​

      • For easy-to-follow directions that allow ELL and students with disabilities to understand lesson goals and expectations.

    • Language support

      • Incorporate digital or printed sheets of key lesson phrases, vocabulary, and points in the language of ELL students.​

    • Breaks

      • Include breaks with stretching and free time to accommodate students with attention challenges.​

  • Class Structure

    • Lectures begin to introduce new content concepts, followed by demonstrations.​

    • Scaffolding Assignments

      • Modeling​

        • Showing techniques and practices using digital and traditional mediums to help students visually see the expectations and application of the activity.​

      • Guided Instruction

        • Allow students to work on activities while giving 1 on 1 feedback and instruction while walking around the classroom.​

      • Intermediate Tasks

        • As students develop proficiency, give them space to experiment and solve problems independently, only giving support when asked.​

      • Independent Practice:

        • Homework and long-term projects allow independent practice and trust in one's knowledge.​

    • Group Activities

      • Group projects that allow students to learn and interact with each other. This helps with social development and finding the power in collaborative measures.​

    • Feedback and Social Development

      • Having students interact with each other to provide helpful feedback will be essential in their journey to understand course content and shape their artistic confidence.​

  • Underscoring Emotions

    • Emotion-Focused Projects and Activities​

      • Each project will incorporate emotional recognition to find an emotion as inspiration to fuel projects. This encourages self-expression and the development of emotional intelligence. ​

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Assessment Method

Assessments focus on student's expressive process rather than technical performance. These rubrics will hone in on the importance of revision and personal growth. Students must also present their work, detailing their creative journey and the emotional significance behind their projects.

  • Rubric

    • Focuses on expression and process evolution rather than technical skill.

    • Requirement for several revisions.

    • Presentation grade detailing project evolution through either a short writing or presentation. 

  • Visual Assessment

    • Evaluate shape accuracy, color theory, and connection to project objectives.

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Resources

Learning about Art is like learning how to see. Training the eye on breaking shapes down and the historical study of art cannot be done with our mind's eye, so references are a critical catalyst for creative freedom. Here, we leverage books, magazines, and online sources for references, as well as technology to help support the classroom with demos and for students to try out technological tools.

  • Reference Material

    • Magazines, books, online material, and students' photos and research.

  • Technology

    • Projector and screen cast for digital demonstrations

    • Visualizer for traditional demonstration through projectors

    • Computers available for students to practice digital work and reserach.

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