1 session; 45 minutes per session

1. SWBAT answer questions about a work of art they are looking at
2. SWBAT write an outline to a five paragraph essay by using a worksheet with guiding questions
3. SWBAT use art-specific vocabulary accurately to explain what they see in a work of art
4. SWBAT use text-based (picture-based) evidence to support opinions about what is happening in a work of art

1. One handout printed for each student
2. Vocabulary and process notes (either have students take the notes, or you can give the attached sheet to them--I find taking notes is better for the students)
3. Writing implement (pen or pencil)
4. Postcards with artworks, artbooks, or a device with which students can access art museum websites

Need these materials? Visit Blick!

1. Teacher will go over vocab and notes with students
--Information attached
2. Students must choose an artwork to observe closely
--I have assigned this for homework if I do not want students to take class time to do this
--Sometimes I give students 10 minutes to find one in class
3. Students will look closely at the work they have chosen and answer all the questions in each box of the worksheet
--For this step students may use bullet points
4. Follow-up assignment: students will write a cohesive paragraph for each box and type it up all together. Each box will correspond to a paragraph in a five paragraph essay.

Formative assessment: I give students a point for each of the questions on the sheet. If they address the question they get a point.
Summative assessment: essay writing rubric attached for subsequent assignment

1. Hobbs, Jack, et al. The Visual Experience. 3rd ed. Worcester: Davis, 2005. 254-281,294-295. Print. (Most art books have a section on principles of art. This is just the one I have in my classroom.)
2. http://ec-art-design.blogspot.com/search/label/DAIO (past student examples)

1. Each box of this worksheet can be used separately as a week of do now assignments. You can show the same work on the board to the students every day in a week and get them to think about the different aspects of the work.
2. It can also be used as a starter for a class discussion about a work of art.
3. Finally, it can be used like I have used it to write a traditional five paragraph essay about a work of art.

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Modernism, Photorealism, Photography, Orphism, Orientalism, Op Art, Oceanic Art, Neoclassicism, Neo-Expressionism, Pop Art, Minimalism, Mesopotamia, Medieval Art, Mannerism, Kinetic Art, Islamic Art, Indigenous American Art, Renaissance, Western Art, Symbolism, Surrealism, Superrealism, Street Art, Romanticism, Romanesque, Rococo, Impressionism, Regionalism, Realism, Prehistoric, Precisionism, Pre-Columbian, Postmodernism, Post-Impressionism, Art Deco, Color Field, Classicism, Byzantine, Bauhaus, Baroque, Asian Art, Arts and Crafts Movement, Art Nouveau, Conceptual Art, Ancient Rome, Ancient Near Eastern Art, Ancient Greece, Ancient Egypt, American Art, African Art, Abstract Expressionism, Environmental Art, Harlem Renaissance, Hard Edge, Gothic, Futurism, Folk Art, Fauvism, Expressionism, European Art, Abstract Art, Eastern Art, Early Christian Art, Dadaism, Cubism, Contemporary Realism, Contemporary Art, Constructivism

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Rhythm/Pattern, Shape, Space, Texture, Unity/Harmony, Variety

English/Language Arts

DAIO Worksheet.pdf
DAIO Notes.pdf
CHAPTER 8 NOTES-Principles.pdf
DAIO Essay Rubric.docx