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Assignments View previous assignments
procedures 2017
Due Date: 8/23/2021
Subject: Art

Here is a PowerPoint with my class expectations

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6th grade Yarn Paintings
Due Date: 8/1/2020
Subject: Art

Yarn Paintings

Student Learning Guide

Yarn Painting PowerPoint

Planning Sheet

Art History Reading and Questions

Self-Assessment and questions

Demonstration video: creating a stylized animal- rough draft

Demonstration video: working on the yarn painting

Demonstration video:mat artwork

Demonstration video: extension weaving

Demonstration video: extension Bill Reid -stylized animal drawing

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6th grade elements and principles 2017-2018
Due Date: 6/29/2020
Subject: Art

click here for an overview of concepts to be learned in the 2017-2018 6th grade elements and principles unit


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6th grade - Andy Warhol Inspired printmaking and digital artwork
Due Date: 11/2/2017
Subject: Art

Students will be able to explain who Andy Warhol was as an artist and the context of his artwork.

Students will examine the idea of ownership of an image in art and be able to understand some of the issues involved in copyright violation.

Students will be able to understand how to use a color wheel as well as being able to identify color schemes- monochromatic, analogous, neutral, warm, cool, primary, intermediate,complementary, and secondary.


The learning guide is available on my Google Classroom site

Click here for the digital instructions and assessment

Click here for the printmaking assessment


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3D real texture bowls
Due Date: 9/22/2017
Subject: Art

Clay in the first days of school?!...

My 3D classes got right into sculpture  using clay to create real textures in a patterned bowl.

Students had the challenge of using everyday objects like pencils as tools to make textural marks in the clay organized in a design.

We talked about textures and students started by forming a bowl from a clay slab. 

Students then used creative problem solving skills to design at least five different textures in the clay. 

The students finished the bowl sculpture component by smoothing the edges. 

The bowls will be fired in the kiln and students will use an analogous color scheme of glazes to complete the sculpture. 

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3D: Clay cake boxes
Due Date: 3/1/2017
Subject: Art

Wayne Thiebaud Inspired Cake Boxes

Students will understand how to construct a three dimensional form based on a sector of a cylinder or a rectangular solid.

Students will explore how to calculate the volume of the sculpted form.

Students will understand how to construct a three dimensional form based on a sector of a cylinder or a rectangular solid.


Click here for a fun video that demonstrates how to calculate the volume of the sector.

 click here to download the student learning guide

click here to download the rubric



Anchor Standard 1: Generate and conceptualize artistic ideas and work.

VA:Cr.1.2.7a:  Develop criteria to guide making a work of art or design to meet an identified goal.

VA:Cr.1.2.8a:  Collaboratively shape an artistic investigation of an aspect of present day life using a contemporary practice of art or design.

Anchor Standard 2: Organize and develop artistic ideas and work.

VA:Cr.2.3.7a:  Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

VA:Cr.2.3.8a:  Select, organize, and design images and words to make visually clear and compelling presentations.

Anchor Standard 3: Refine and complete artistic work.

VA:Cr.3.1.7a: Reflect on and explain important information about personal artwork in an artist statement or another format.

VA:Cr.3.1.8a:  Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.


Anchor Standard 5:  Develop and refine artistic techniques and work for presentation.

VA:Pr.5.1.7a:  Based on criteria, analyze and evaluate methods for preparing and presenting art.

VA:Pr.5.1.8a: Collaboratively prepare and present selected theme-based artwork for display, and formulate exhibition narratives for the viewer. 


Anchor Standard 7: Perceive and analyze artistic work.

VA:Re.7.1. 7a:  Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.

VA:Re.7.1. 8a:  Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others

Anchor Standard 9:  Apply criteria to evaluate artistic work.

 VA:Re.9.1.7a:  Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on an established criteria.

VA:Re.9.1.8a:  Create a convincing and logical argument to support an evaluation of art.


Anchor Standard 10: Synthesize and relate knowledge and personal experiences to making art.

 VA:Cn10.1.7a:  Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.

VA:Cn10.1.8a:  Make art collaboratively to reflect on and reinforce positive aspects of group identity.

Anchor Standard 11:  Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

VA:Cn.11.1.7a:  Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.

VA:Cn.11.1.8a:  Distinguish different ways art is used to represent , establish, reinforce, and reflect group identity.



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3D- Low relief cardboard organic architecture sculpture
Due Date: 10/2/2016
Subject: Art

Students will look at examples of organic architecture including buildings designed by Frank Lloyd Wright.

Using the skills from the loww relief cardboard lesson preceding this lesson, students will now refine sculptural skills to depict a building and a background in low relief that suggest the major principles of organic architecture,

click here for the student learning plan

click here for the requirements sheet and rubric


click here for PowerPoint

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2D: Non Objective Painting
Due Date: 9/25/2016
Subject: Art


Non-Objective Painting:

Students will…

1.       Understand the difference between realistic, abstract, and non-objective art

2.       Understand a variety of ways to create marks using paint and the possible resulting expressive properties

3.      Understand how to plan and create a work of art to effectively communicate artist’s intent of formalist properties or expressive properties

4.      Understand how to respond to a work of art using the Feldman model of describe, analyze, interpret, and judge

click here to view the PowerPoint

click here to download the technique sampler

click here to download the planning worksheet

click here to download the student learning guide and project rubric

click here for peer critique form

click here for art history activity


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2D- 25 variations
Due Date: 9/11/2016
Subject: Art

25 Variations on a theme:


o       I can apply strategies to generate creative ideas for artistic work.  I can practice and develop ways to think creatively.

o       I can apply criteria to my artwork and identify areas to improve and refine my work.

o       I can persist in developing skills with various media, techniques, and approaches to creating art.




Step 1: Select a realistic subject image-landscape, architecture, plant, animal, person, shoe -   the image must have some complexity and detail within the visual and should be large enough and in focus so that you can see the details- the image needs to be printed- is a jpeg format is selected- it can be emailed or airdropped to me so that I can print the image for you.


Step 2: Brainstorm as many different approaches as you can think of-compare lists with peers at your table.  You can continue to add and change this list throughout the year.


Step 3:  Make your first variation.  It must focus on your subject as the main part of the artwork.  It has to be 2D.  Artwork must be on a 4” x6” index card labeled on the back with your name, the date, and which # this card is within your series.


Step 4:  Keep completed index cards in your folder in the classroom and organize so you are able to turn them in for grade checks or look at the series to answer self-reflection questions.


Step 5:  Continue making changes to your own list of twenty five variations. Try to personalize your choices to reflect areas/techniques/approaches that you are trying to refine.


Step 6:  Continue making variations.


Step 7: Self-assess at requested checkpoints and complete self-reflection questions.


If there is an art supply/technique/process you do not see available in the room, but would like to try- please speak with me and I will do my best to get you the supplies you need.