UMASD Curriculum Guide Grades D Exploration

Transcription

1 Time Frame: Week 1 UMASD Curriculum Guide Grades D Exploration Enduring Understandings / Big Ideas: 1. Explore why artists create and introduce vocabulary and art historical periods. 2. Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process. 3. Identify and use the elements of art (i.e., line, space, form, value, color, texture) to create various effects such as: feelings, emotions and illusions in artworks. 4. Identify and use the principles of design (i.e., balance, emphasis, movement, pattern, repetition, proportion, rhythm, variety, unity) to create various effects such as: feelings, emotions and illusions in artworks. Essential Questions 1. Why is it important to understand why an artist creates? 2. Why do artists feel it is important to communicate through art? 3. How would changing the position and values of lines change the mood of an artwork? 4. Why are the events of the time period and culture important to understanding artworks? 5. How can changes in value and form help an artist to express an idea? 6. How does color contribute to the unity of an artwork? 7. Can you identify an object if you don t see the color? 8. Is it true that the uniform use of textural pattern and invented texture results in relatively shallow space? 9. How does perspective provide a new way of seeing subject matter?

2 Time Frame: Week 1 Unit I Introduction to Art Enduring Understanding/Big Idea: Explore why artists create and introduce vocabulary and art historical periods. Active participation in the arts leads to a comprehensive understanding of the imaginative and creative process. Essential Question: Why is it important to understand why an artist creates? Why do artists feel it is important to communicate through art?

3 Time Frame: Week 1 Students will appreciate the importance of understanding why an artist creates. Students will be able to identify the four theories of art (imitationalism, formalism, emotionalism, and instrumentalism). Students will know and identify the seven elements of art (line, shape, form, space, color, texture, value). Students apply appropriate strategies to analyze, interpret, and evaluate how an author unfolds an analysis or series of ideas or events. Students will be able to explain what aestheticians do through development and analysis of the topic with relevant, well-chosen, Students use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. Students read historical and culturally based texts regarding artworks and famous artists and craft overviews of artists and art history. Students will explain how art theories can help us to arrive at a definition of art. Students will discuss the topic What is Art? and how their views relate to the definition of art (The unique expression of an idea, belief, experience, or feelings in a welldesigned visual form.) Formative: Verbal discussion Teacher generated quiz Summative: Teacher generated critique sheet Written reflections of historical/cultural art pieces and literary texts. PA Holistic Writing Rubric Teacher Resources Teacher created Handout on the elements of art; Teacher created Handouts containing vocabulary (e.g., value, drawing pencils, aesthetics, etc.) PA Holistic Writing Rubric Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (i.e., Design Synectics by Roukes, Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson, Internet Elements and Principles of Design; Principles of Design) Teacher generated Power Point A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts C Integrate and apply advanced vocabulary to the arts forms E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques C Integrate and apply advanced vocabulary to the arts forms C Relate works in the arts to varying styles and genre and to the periods in

4 Time Frame: Week 1 and sufficient facts, extended definitions, concrete details, or other information and examples appropriate to the audience s knowledge of the topic. which they were created L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities B Determine and apply criteria to a person s work and works of others in the arts D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response. 1.2 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

5 Time Frame: Week Students write for different purpose and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

6 Time Frame: Week 2-3 Unit II Line and Shape Enduring Understanding/Big Idea: Identify and draw a variety of descriptive line, outlines and contour lines and to recognize the impact of line in art. Students will be able to perceive and understand the different types of shapes. Essential Question: How would changing the position and values of lines change the mood of an artwork? Why is it important to understand the events of a historical period and culture in order to understand the artwork?

7 Time Frame: Week 2-3 Students will be able to recognize, know, use and demonstrate line weight variation, real and implied lines, the 9 expressive lines (horizontal, vertical, diagonal, short/quick, pyramid, jagged, v-shaped, rounded, and circle) works of art in various 2D media. Students will demonstrate the mastery and skill of art elements to produce, review and revise original works of art. Students will explain ways in which artists use line for emphasis and to create movement. Students will identify the difference between positive and negative space. Students will write a reflection of their work with Students will create sketches and formal drawings by observing individual objects and still life. Students create formal drawings emphasizing the expressive qualities of different lines. Students engage in class-wide discussions identifying various shapes in their immediate environment as well as famous works of art. o Line; o o o Students- Create contour drawings of hands, shoes, or found objects. Create cover designs for their sketchbooks. Formative: Sketches Line and Shape worksheets Teacher Observation and Feedback Verbal discussion Teacher generated quiz Summative: Project and Rubric Written reflection on completed project Teacher Resources Teacher recommended supplies (i.e., drawing pencils, ink, pastels, acrylic paint, paper) Elements and Principles of Design Teacher created Handout on the elements and principles of art; subject; medium. Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (i.e., Design Synectics by Roukes, Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson, Crating and Understanding Drawings by Mittler and Howze, Drawing on the Right Side of the Brain by Edwards) Internet Elements and Principles of A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities B Determine and

8 Time Frame: Week 2-3 an awareness of the stylistic aspects of composition, using precise language and domainspecific vocabulary to manage the complexity of the topic of art, establishing and maintaining a formal style and objective tone while attending to the norms of the art world. Students will write with a sharp distinct focus identifying topic, task and audience. Create gesture drawings. Explore and discuss the use of organic and inorganic shapes in their own or famous artworks. Students will write a reflection of their own artwork. Design; Principles of Design) PA Holistic Writing Rubric apply criteria to a person s work and works of others in the arts C Apply systems of classification for interpreting works in the arts and forming a critical response. 1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content.

9 Time Frame: Week 3-5 Unit III Value and Form Enduring Understanding/Big Idea: Abrupt or gradual value changes can add greatly to the visual effect of various art forms. Essential Question: How can changes in value help an artist to express an idea?

10 Time Frame: Week 3-5 Students will be able to know, recognize, and use variations in pencil hardness (i.e., 6B, 2B, HB, 2H, and 6H) to produce, review and revise variations in darkness. Students will know, recognize and use the 6 ways to create value (e.g., hatching, cross-hatching, shading, stipple, smudging and erasing) with blending stumps, tortillions and kneaded erasers. Students will analyze the effects of light and how they see objects. Students will demonstrate implied textures in a drawing. Students will describe techniques for creating the illusion of depth. Students will practice comparing distance relationships and visual estimation by applying hatching, cross-hatching, shading, stipple, smudging and erasing to a worksheet and sketches. Students create a high contrast still life drawing through direct observation to create form including the following; Strong Light Sources (highlight, shadow, cast shadow and reflected light) Subjects/Objects in foreground, middle ground, and background. Students will verbalize and write a critique of their own works and the Formative: Sketches Value and form worksheets Value and form sketches and studies Teacher Observation and Feedback Verbal discussion Teacher generated quiz Summative: Project and Rubric Teacher generated critique sheet Teacher Resources Teacher recommended supplies (i.e., drawing pencils, ink, pastels, acrylic paint, paper) Elements and Principles of Design Teacher created Handout Value and form worksheets PA Holistic Writing Rubric Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson, Creating and Understanding Drawings by Mittler and Howze) Internet Elements and Principles of Design; Principles of Design) A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts D Demonstrate specific styles in combination through the production or performance of a unique work of art E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques G Analyze the effect of practice sessions H Incorporate the effective and safe use of

11 Time Frame: Week 3-5 Students will write an art critique with a sharp, distinct focus identifying task and audience. Students utilize the written art critique to demonstrate a grade appropriate command of the conventions of standard English grammar usage, capitalization, punctuation, and spelling. Students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for the specific purpose of critiquing personal artwork and artworks or others. Students present information, findings, and supporting evidence clearly, concisely, and logically and adapt speech to the appropriate context works of their peers. PA Holistic Writing Rubric materials, equipment and tools into the production of works in the arts such as; evaluate the use and applications of materials L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities such as; compare and contrast, analyze and interpret, form and evaluate and form judgments B Determine and apply criteria to a person s work and works of others in the arts C Apply systems of classification for interpreting works in the arts and forming a critical response. 1.4 Students will write for

12 Time Frame: Week 3-5 through class-wide verbal critiques of their artwork and the artworks of others. different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

13 Time Frame: Week 6-7 Unit IV Color Enduring Understanding/Big Idea: Understand how artists vary hue, value, color, and intensity to create different effects. Essential Question: How does color contribute to the unity of an artwork? Can you identify an object if you don t see the color?

14 Time Frame: Week 6-7 Students will be able to explain that we see color due to the absorption and reflection of colors in the light spectrum. Students will be able to recognize and select the appropriate colors to use in designing a work of art based on the expressive qualities of color. Students will be able to create rich, bold colors when working with color pencil or oil pastels through blending and shading of layers. Students will understand the concept of the computer as an advancing contemporary technological tool for making visual imagery. Students will analyze works of art influenced by Worksheet emphasizing tints, tones and shades. Creation of a color wheel emphasizing primary, secondary, intermediate, complementary, analogous, and monochromatic color schemes. Practice studies layering color pencil to produce rich colors. Creation a work of art with proper blending and shading techniques with color pencils. Students view and respond to works of art by famous artists known for their use of color (i.e., Georgia O Keefe, y Warhol, Lichtenstein) Use basic Adobe Photoshop techniques to Formative: Tints, tones and shades worksheet Color Wheel study Teacher Observation and Feedback Verbal discussion Teacher generated quiz Summative: Project and Rubric Teacher generated critique sheet Teacher Resources Teacher recommended supplies (i.e., color pencils, ink, oil pastels, acrylic paint, paper) Teacher created color worksheet PA Holistic Writing Rubric Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson, Creating and Understanding Drawings by Mittler and Howze) Internet Design; Principles of Design) PA Holistic Writing Rubric A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques G Analyze the effect of practice sessions H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts such as; evaluate the use and applications of materials.

15 Time Frame: Week 6-7 experiences or historical and cultural events as they engage in the planning and production of art. Students utilize the written art critique to demonstrate a grade appropriate command of the conventions of standard English grammar usage, capitalization, punctuation, and spelling. Students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for the specific purpose of critiquing personal artwork and artworks or others. Students present information, findings, and supporting evidence clearly, concisely, and logically and adapt speech to the appropriate context enhance a drawing of a subject. Students will verbalize and write a critique of their own works and the works of the class J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities such as; compare and contrast, analyze and interpret, form and evaluate and form judgments B Determine and apply criteria to a person s work and works of others in the arts C Apply systems of classification for interpreting works in the arts and forming a critical response.

16 Time Frame: Week 6-7 through class-wide verbal critiques of their artwork and the artworks of others. 1.4 Students will write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

17 Time Frame: Week 7 Unit V Texture Enduring Understanding/Big Idea: Students will perceive and create texture in the environment and in artworks. Essential Question: Does uniform use of textural pattern and intended texture results in relatively shallow space?

18 Time Frame: Week 7 Students will understand how we perceive texture through touch and vision. Students will manipulate materials, techniques, and processes through practice and perseverance to create an expressive work of textural art. Students will explain the difference between actual and implied texture. Students will be able to identify and create the focal point in a work of art. Students will write an art critique with a sharp, distinct focus identifying task and audience. Students utilize the written art critique to demonstrate a grade appropriate command of the conventions of standard Students complete worksheet emphasizing and exploring various textures. Students generate practice studies/sketches of texture using pencil/pen and ink. Students complete preliminary sketches in preparation the creation of a formal piece utilizing selfchosen textures. Students will critique their own projects and the work of the class through writing and class discussion. Formative: Texture worksheet Texture studies Observation of sketches Teacher generated quiz Verbal discussion Summative: Project and Rubric Teacher generated critique sheet PA Holistic Writing rubric Teacher Resources Teacher recommended supplies (i.e., color pencils, ink, oil pastels, acrylic paint, paper) Teacher created color worksheet PA Holistic Writing Rubric Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson) Internet Design; Principles of Design) PA Holistic Writing Rubric A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques G Analyze the effect of practice sessions H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts such as; evaluate the use and applications of materials.

19 Time Frame: Week 7 English grammar usage, capitalization, punctuation, and spelling. Students develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for the specific purpose of critiquing personal artwork and artworks or others. Students present information, findings, and supporting evidence clearly, concisely, and logically and adapt speech to the appropriate context through class-wide verbal critiques of their artwork and the artworks of others J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities such as; compare and contrast, analyze and interpret, form and evaluate and form judgments B Determine and apply criteria to a person s work and works of others in the arts C Apply systems of classification for interpreting works in the arts and forming a critical response.

20 Time Frame: Week Students will write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

21 Time Frame: Week 8, 9 Unit VI Space and Perspective Enduring Understanding/Big Idea: Identify and discuss ways artists create the appearance of space and depth in two-dimensional artworks by identifying horizon lines, vanishing points and converging lines. Essential Question: What is your view on perspective? How does the perspective provide a new way of seeing the subject matter?

22 Time Frame: Week 8, 9 Students will identify and discuss ways artists create the appearance of space and depth in twodimensional artworks by identifying horizon lines, vanishing points, and converging lines. Students will apply visual information and processes to complete the artistic process of creating an artwork emphasizing perspective. Students present information, findings, and supporting evidence clearly, concisely, and logically and adapt speech to the appropriate context through class-wide verbal critiques of their artwork and the artworks of others. Students will write a reflection of their work with an awareness of the Students will identify where the vanishing point is located in onepoint perspective artworks. Students will produce a one-point perspective drawing including: overlapping, high and low placement, and correct linear perspective. Students will critique (describe, analyze, interpret, and judge) their own projects and the work of the class verbally and or written. Students will research Formative: Teacher observation Verbal discussion Teacher generated quiz Summative: Project and Rubric Teacher generated critique sheet PA Holistic Writing rubric Teacher Resources Teacher recommended supplies (i.e., drawing pencils, ink, pastels, acrylic paint, paper) Teacher created space and perspective worksheet Supplemental: Art Magazines -- (i.e., Scholastic Art, Arts &, School Arts, Art & Man, Art: 21, Smithsonian) Art Books (Art in Focus by Miller, Art Talk by Ragans, History of Art series by Janson) Internet PA Holistic Writing Rubric A Know and use the elements and principles of each art form to create works in the arts and humanities B Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques G Analyze the effect of practice sessions H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts such as; evaluate the use and applications of materials.

23 Time Frame: Week 8, 9 stylistic aspects of composition, using precise language and domainspecific vocabulary to manage the complexity of the topic of art, establishing and maintaining a formal style and objective tone while attending to the norms of the art world. Students will write with a sharp distinct focus identifying topic, task and audience. Students will read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently regarding careers in the arts. and discuss careers related to the arts L Identify, explain, and analyze common themes, forms and techniques from works in the arts A Explain and apply the critical examination processes of works in the arts and humanities such as; compare and contrast, analyze and interpret, form and evaluate and form judgments B Determine and apply criteria to a person s work and works of others in the arts C Apply systems of classification for interpreting works in the arts and forming a critical response. 1.2 Students read, understand, and respond to informational text with emphasis on comprehension, making connections among ideas and between texts with

24 Time Frame: Week 8, 9 focus on textual evidence. 1.4 Students will write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.