China Unit 6
Vocabulary
color: An element of art that is derived from reflected light.
analogous colors: Colors that sit side by side on the color wheel and have a common hue.
monochromatic: A color scheme that uses only one hue and the tints and shades of that hue for unifying effect.
complementary colors: The colors opposite each other on the color wheel.
color triads: Three colors spaced an equal distance apart on the color wheel.
split complementary colors: One hue and the hues on each side of it's complement on the color wheel.
warm colors: Red, oragne, and yellow.
cool colors: Blue, green and Voilet.
color spectrum: The effect that occurs when light passes through a prism: the beam of white light is bent and separated into bands of color.
color wheel: The spectrum bent into a circle.
hue: The name of a color in the color spectrum.
tint: A light value on a hue made by mixing the hue with white.
shade: A dark value of a hue made by adding small amounts of the color opposite on the color wheel.
Color & Variety
Unit Overview
In this unit students will explore the art from one of the oldest continuous culture in the world. The Chinese are credited for such accomplishments as inventing the compass, paper, porcelain, and printing with carved wood blocks.
The Chinese developed bronze casting and mastered painting several centuries before the birth of Christ. Buddhism came to China near the end of the Han dynasty. Artist during this time became as highly regarded as poets.
Unit Summary
Students will start by looking at a world map and be asked about how people got around in the past? Would there be much of a chance for influence from other cultures? Then we will discuss the major accomplishments of the Chinese culture such as paper, porcelain, wood block prints, and the compass. We will look at the art from the lost city of Sanxingdui to the terra-cotta solders of Xian. Further discussing the influences on the arts from the spiritual practices, social norms, and ruling class desires.
Click on this podium icon for a link to the slides to use with students.
* Students will explore 3D media when studying and creating a small version of a terra-cotta solider.
* Students will view and discuss how Chinese artist's view about the worlds result in wildely different compositions than those of Western artists.
* Students will explore color theory.
Horse and Groom
1347
Chao Yung
Yuan Dynasty
Ink and Color on paper scroll
Essential Question:
What was conditions and attitudes resulted in the unique compositions of Chinese Painting?
Focus/Guiding Questions:
What was the impact of meditation on Chinese art?
What is a scroll painting and how is it used?
Foundation Question:
How is the Chinese culture and values represented in their art work ?
Where does the social structure of the ancient Chinese culture discourage artists for taking creative risks?
Student Learning Objectives for Lesson:
Students will be able to describe the role of individual spiritual practices in the art of China.
Objectives:
~Students will be able to understand the structure of Chinese dynasties and discuss the important art works produced during each.
~Analyze the impact of meditation on Chinese art.
Student Learning Goals:
~Students will be able to identify key developments in Chinese art.
~Students will compare and contrast historical styles and be able to identify general trends in art.
Reading a Painting
Peach blossom, Fishing Boat
Album leaf, ink and colors on paper
28.5 x 43 cm
National Palace Museum, Taipei
Wang Hui
Inquiry question: Chinese artists used three-distance perspective ; upper distance, level distance, and deep distance. What was the goal of this method of painting? What does this perspective say about the Chinese culture?
TargetedCalifornia VAPA Content Standards:
Prof.VA:Cr1.1
Use multiple approaches to begin creative endeavors.
Adv.VA:Cr1.1
Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.
Acc.VA:Cr1.2
Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
Acc.VA:Pr6
Make, explain, and justify connections between artists or artwork and social, cultural, and political history.
Acc.VA:Re7.1
Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments.
National Standards:
* Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
* Make connections between timelines in other content areas and timelines in the visual arts.
* Demonstrate flexibility and adaptability throughout the innovation process to focus and re-focus on an idea, deliberately delaying closure to promote creative risk-taking.
* Interpret and reflect on cultural and historical events to create art.
Targeted ESE Standards:
* Demonstrate comprehension and use of the system that combines language components in functional and socially appropriate communication across educational settings.
Unit Assessments
Formative Assessment:
Individual conferences and sketchbook check:
2 pages text and images about China.
Daily Jumpstart practices.
Summative Assessment:
~Quizzes
~Critiques with project rubric assessments
Project: Chinese inspired landscape ink painting
Student sketchbook examples
