Hoover City Schools Secondary Curriculum Arts,

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1 Course Information: Hoover City Schools Secondary Curriculum Arts, Course Title: Studio Art, AP Grade Level: Course Description: Advanced Placement Studio Art is a rigorous course that requires a high level of commitment from the student. The bulk of the course work involves the production of a portfolio consisting of a minimum of pieces of the student s best artwork. The portfolio can be used for art scholarship competitions, and can be sent in to A.P. headquarters for evaluation. State Correlate: Visual Arts, Grades 7-, Level IV Calendar Type: Year Pre-requisite: Art Co-requisite: None Fee: $5 LEA Curriculum Authors: Date of LEA Approval: Spring 007 Topical Scope and Sequence: Unit # st Nine Weeks What is A.P. Studio Art? An Introduction The Structure of the A.P. Art Portfolio Make it Look Good-The Importance of Presentation Safety Issues and Proper Care of the Studio Unit # A B C D E F Non-Sequential Units (to be clarified in each teacher s annual syllabus) Creating the Concentration Section Creating the Breadth Section Preparing the Quality Section Producing Art- Working from Life and Imagination Understanding Art- Artists Who Made a Difference Responding to Art- Understanding and Using the Language of Art Units and Page of 8

2 Unit - What is A.P. Studio Art? An Introduction Unit Goal: Students will understand what the A.P. Studio Art course is, how it works, and what the requirements are. # Unit Objectives Identify the purpose of the course. Int Identify the components of the portfolio Describe how the portfolio evaluation process works Unit - The Structure of the A.P. Art Portfolio Unit Goal: Students will understand the structure of the portfolio and the requirements necessary to produce a successful portfolio. # Unit Objectives 5 List the sections of the portfolio and their requirements; Quality, Concentration, and Breadth. Identify the qualities necessary for a good Quality section. Describe the steps in choosing a good Concentration theme. Describe the steps in producing a good Breadth section. Describe the importance of documenting artwork for the portfolio using photography and/or digital processes. C Unit - Make it Look Good-The Importance of Presentation Unit Goal: Students will understand the importance of presenting their work in a visually pleasing manner, and be able to document and matte their artwork appropriately. # Unit Objectives Page of 8 Describe the various styles and Int A

3 # Unit Objectives techniques for matting artwork. Demonstrate understanding of the importance of craftsmanship in production of artwork Matte portfolio work in a satisfactory manner. Document artwork for the portfolio using photography and/or digital processes Int A B C Unit - Safety Issues and Proper Care of the Studio Unit Goal: Students will use the studio and equipment in a safe and proper manner. # Unit Objectives Describe the safety hazards found in the art studio. Describe the precautions necessary to avoid injury in the art studio. Demonstrate proper use of studio tools and materials. Demonstrate proper care of the studio facilities, including clean up of work area and tools. Unit A- Creating the Concentration Section Unit Goal: Students will produce a minimum of pieces of art related to a common theme. # Unit A Objectives Choose a concentration topic that is neither too broad nor too narrow. Page of 8

4 # Unit A Objectives Produce a series of at least pieces related to the concentration theme. Prepare artwork for a Senior Exhibit. Write an artist s statement explaining the theme and development of the Concentration section. B Unit B- Creating the Breadth Section Unit Goal: Students will successfully complete the requirements for the Breadth section of the portfolio. # Unit B Objectives Explain the purpose and structure of the Int Breadth section. Produce at least pieces of art that demonstrate skill and creativity in a variety of media and techniques. Prepare artwork for a Senior Exhibit Unit C- Preparing the Quality Section Unit Goal: Students will successfully complete the requirements for the Quality section of the portfolio. # Unit C Objectives Identify the requirements (quantity and size) for the Quality section. Choose the required number of pieces that best demonstrate the student s skills and creativity. Prepare the artwork in a suitable format for presentation. Int Page of 8

5 Unit D- Producing Art- Working from Life and Imagination Unit Goal: Students will produce a number of works from direct observation. # Unit D Objectives Produce a number of works in a variety of media/techniques using the still life as subject matter. Produce a number of works in a variety of media/techniques using the model as subject matter. Produce a number of works in a variety of media/techniques using various locations as subject matter. Produce a number of works from imagination that demonstrate creativity and originality. AB A AB A AB A AB A Unit E- Understanding Art- Artists Who Made a Difference Unit Goal: Students will gain an understanding of important artists and movements from throughout history. # Unit E Objectives 5 Explain the importance of major works of art from various periods in history and relate them to their cultural and historical context. Describe how the artist s choices of media and subject matter influence the meaning and intentions in specific works of art. Give examples of art used in relation to various social issues. Give examples of how function has influenced form in art from history that Discuss how the creative processes of visual arts compares with that of other 7 8 9B 9A 0 Page 5 of 8

6 # Unit E Objectives 6 7 subject areas. Research a contemporary artist and discuss how his/her work relates to art from the past. Show examples of how imagery and themes from art history are used in popular culture. 9AB 7 Unit F- Responding to Art- Understanding and Using the Language of Art Unit Goal: Students will be able to discuss the formal, expressive, and aesthetic qualities of specific works of art. # Unit F Objectives 5 Describe the formal qualities of a specific work of art. Explain how a specific work of art relates to various critical or aesthetic theories. Show how an artist uses the elements and principles of design to create meaning in his artwork. Discuss how aesthetic values differ among various cultures and times and how these differences are expressed in art. Discuss the formal and expressive qualities in your personal artwork. Rev 6 Rev 5 Rev Alabama Course of Study Correlation: Arts Education Title Std. # Bulletin 006, No. Visual Arts Grades 7-, Level IV xx Standard HCS Unit- Objective Produce a thematically related body of work. -, Describing the results of researching the works of other A, Page 6 of 8

7 Title Std. # Visual Arts Grades 7-, Level IV Standard artists or cultures for inspiration Bulletin 006, No. xx HCS Unit- Objective Organize subject matter and formal qualities into meaningful and expressive compositions. -Generating alternative design solutions to visual arts problems -Solving visual arts problems using analysis, synthesis, and evaluation. Assemble a portfolio of personal works of art that includes a concentration in a specific theme or medium. -Demonstrating advanced skill with at least three visual arts media -Writing an artist s statement for a personal portfolio. -Documenting personal works of art. Example: using slides or electronic images to depict works of art Organize an exhibition of works of art, including publicizing an exhibition, composing an exhibition statement, and completing a self-evaluation of an exhibition. Examples: exhibiting works of art on bulletin boards with content documentation, displaying works of art for competition, showcasing works of art with interdisciplinary connections in media centers Relate the ideas of selected critics, historians aestheticians, and artists to specific works of art. Examples: Harold Rosenburg on Willem do Kooning s action paintings; critical writings on contemporary art and artists in local, regional, and national periodicals; Public Broadcasting System s American ters series on nineteenth-century American authors Interpret expressive intentions and purposes in selected works of art based on intrinsic and extrinsic conditions. Example: looking at Vincent Van Gogh s The Night Café and reading his letter to Theo about his intentions in creating the painting Analyze specific works of art to determine the relationship between intrinsic qualities and historical and cultural context. Examples: Francisco Goya s The Third of May and the -, -,, -,, A-, B D C-, F-,,5 F-, E-,6 Page 7 of 8

8 Title Std. # Bulletin 006, No. Visual Arts Grades 7-, Level IV xx HCS Unit- Standard Objective Napoleonic Invasion of Spain, Diego Rivera s murals and the history of Mexico, Bayoux Tapestry and the Battle of Hastings, Native American painting and the Battle of the Little Bighorn. Analyze artists choices in order to interpret meanings, ideas, attitudes, views and intentions in works of art. E Examples: choice of media, subject matter, signs symbols, source of inspiration Explain the importance of major works of art and architecture. -Describing the stylistic impact of selected works of art Examples: Claude Monet s Impression, Sunrise; Egyptian obelisk E-,,6 -Describing the social, cultural, historical, and political context of selected works of art Examples: impact of Jacque-Louis David s Oath of the Horatii on French society and painting styles, adoption of Greek temples as architectural models in later cultures. Compare the creative processes of visual arts with other arts disciplines, the humanities, and other academic areas. Examples: comparing creative problem-solving models E6 with the scientific method, comparing the drafting process in writing with the composition process in visual arts Page 8 of 8