ELA600 ART: EXPLORE! IMAGINE! DISCOVER! A Course Outline for Visual and Performing Arts

Transcription

1 ELA600: Explore! Imagine! Discover! Page 1 Parsippany Troy Hills School District ELA600 ART: EXPLORE! IMAGINE! DISCOVER! A Course Outline for Visual and Performing Arts Developed: October 2015 Revised: Approved by the Board of Education October 22, 2015

2 ELA600: Explore! Imagine! Discover! Page 2 Table of Contents STATEMENT OF PURPOSE... 3 THE LIVING CURRICULUM... 4 AFFIRMATIVE ACTION... 4 GRADE 6 GENERAL GOALS... 5 ASSESSMENT PROCEDURES... 6 COURSE PROFICIENCIES... 7 BIBLIOGRAPHY APPENDIX A SAMPLE ART VOCABULARY LIST APPENDIX B SAMPLE AUTHENTIC ASSESSMENT APPENDIX C SAMPLE AUTHENTIC ASSESSMENT RUBRIC APPENDIX D SUGGESTED STUDENT EVALUATION SCORING GUIDE FOR PROJECTS APPENDIX E SAMPLE STUDENT CRITIQUE APPENDIX C SAMPLE STUDENT SELF-ASSESSMENT APPENDIX G NEW JERSEY STUDENT LEARNING STANDARDS APPENDIX H NEW JERSEY STUDENT CURRICULUM MODIFICATIONS AND ADAPTATIONS... 34

3 ELA600: Explore! Imagine! Discover! Page 3 STATEMENT OF PURPOSE MIDDLE SCHOOL The Middle School Art Program is a continuation of the philosophy, concepts, and skills learned in the kindergarten through fifth grade art curriculum. These concepts and skills have been outlined and sequenced according to the levels of complexity appropriate for students at each grade level. Students will understand the historical and social contexts associated with the skills in the production of art. The students will be familiar with the disciplines of art criticism, art history, philosophy of art, and studio production. The proficiencies listed at each grade level are objectives indicating that the concept is formally introduced. The art curriculum promotes the use of a variety of evaluative procedures. Emphasis is placed on the development of art critiquing skills and self-assessment techniques. This course of study has been revised to reflect the integration of the New Jersey Student Learning Standards (NJSLS) for Visual and Performing Arts, and the NJSLS for Technology. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 6 through 8 are administered once per quarter Explore! Imagine! Discover! This Art course is designed specifically so Middle School students can become familiar with the many aspects of Art. This one semester course offers a rigorous investigation into art and design materials, techniques, and ideas. Interests in drawing, painting, fashion, digital design, animation, architecture, or sculpture will be addressed in this course as well as the basic elements of art and design. Additionally, it is designed to broaden students' education so they can be successful creative thinkers and makers in high school and beyond. This is a one-semester course.

4 ELA600: Explore! Imagine! Discover! Page 4 THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed. AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course. MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.

5 ELA600: Explore! Imagine! Discover! Page 5 The students will: GRADE 6 GENERAL GOALS 1. understand the principles of drawing, using the elements of art. (*see list) 2. understand the principles of two-dimensional design, using the elements of art.* 3. understand the principles of three-dimensional design, using the elements of art.* 4. utilize the principles of three-dimensional design to create 3-D sculptures and ceramic artwork. 5. based on these studies, develop skills in the production of art projects, utilizing a wide variety of media and techniques. 6. be introduced to aesthetic inquiry. 7. utilize specific artifacts or artists from diverse time periods and cultures to present, and implement art projects. 8. integrate technology into the art curriculum. 9. exhibit proficiency in the terminology and techniques related to areas of art study. 10. develop skills in the safe use of art supplies and equipment. 11. explore careers in the field of art. 12. learn how to analyze and critique artworks base on the knowledge of the art elements, principles of design. 13. exhibit proficiency in the terminology and techniques related to areas of art study. 14. develop skills in the safe use of art supplies and equipment. *Elements of Art and Principles of Design Color Dominance Line Repetition Value Rhythm Composition Theme and Variation Balance Texture Symmetry & Asymmetry Contrast Dominance Repetition Rhythm Theme & Variation

6 ELA600: Explore! Imagine! Discover! Page 6 Students grades are based on the following: Performance: ASSESSMENT PROCEDURES Meets/Exceeds personal ability Demonstrates mastery of skills Stays on task Ensures all criteria have been met for assignment Concept Analysis: Shows evidence of planning Completion of homework assignments (if applicable) Participates in oral and/or written critiques of individual and peer work Expresses ideas through class discussions Comprehends individual progress and strives for improvement Middle School Pass (P-ES) Pass (P-MS) Fail Exceeds Standards (Letter Grade Equivalent, A: ) Meets Standards (Letter Grade Equivalents, B, C, D: 60-89) Not Meeting Standards (Letter Grade Equivalent, F) Learner demonstrates a full/in-depth understanding of the concepts/skills and can consistently apply them in a variety of ways, including explaining to others. Work could serve as a model/example for others. Learner demonstrates an understanding of some of the concepts/skills, and can usually apply them. Learner demonstrates little or no understanding of the concepts/skills and can minimally apply them.

7 ELA600: Explore! Imagine! Discover! Page 7 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES Course: ART600 Title: EXPLORE! IMAGINE! DISCOVER! In accordance with district policy as mandated by the New Jersey Administrative Code and the New Jersey Student Learning Standards, the following are proficiencies required for the successful completion of the above named course. The student will: 1. use the elements and principles of design in art projects. 2. depict the dimension of depth on a two-dimensional surface. 3. create ceramic pieces that utilize the different types of hand building techniques. 4..use line to create form and movement. 5..create direction by using line and shape. 6. create and understand that line can achieve repetition and show depth. 7. critique a selected piece of art work. 8. use technology in the development of art work. 9. understand that line creates pattern. 10. demonstrate the ability to mix colors and work with different painting techniques. 11. demonstrate the manipulation of tools, techniques, and materials. 12. create a sculpture, using the additive method. 13. create positive and negative space within a sculpture. 14. using hand building techniques to create ceramic art work.

8 ELA600: Explore! Imagine! Discover! Page 8 Essential Questions: 1. What is art? 2. Who is an artist? 3. How does art represent personal expression, exploration, and/or insight? 4. What can we learn about a culture through its art forms? 5. How do people express themselves through art today? 6. How do artists choose tools, techniques, and material to express their ideas? 7. What skills and vocabulary do I need to appreciate visual art? 8. How do I use my knowledge of art skills & vocabulary to create art? 9. How is art a vital part of our everyday lives? Enduring Understandings: 1. Art reflects and contributes to culture. 2. Art reflects the time period, culture, geography, and status of a region s inhabitants. 3. Artists of different cultures express meanings and ideas in different ways. 4. Using visual arts terminology allows us to communicate our personal response to artwork. 5. The process of sharing and reflecting enables one to better understand and appreciate art. 6. Art provides a framework for viewing my world. 7. Artists connect knowledge and skills in art to other areas, such as the humanities, sciences, social studies and technology 8. Through visual creation I can express myself. 9. Artists express ideas visually that cannot be expressed by words alone.

9 ELA600: Explore! Imagine! Discover! Page 9 PROFICIENCIES/ OBJECTIVES The student will: 1. understand the elements of art, and how they can relate to each principle of design. 2. depict the dimension of depth on a two-dimensional surface. SUGGESTED STANDARDS ACTIVITIES Students will: D.1 create a composition using mid-ground, foreground, and background. use line, color, balance, and value in a landscape composition. design a wall or fabric pattern using symmetrical or asymmetrical patterns; include using contrast, dominance, and repetition. create a stamp pattern, which shows an historic theme, to produce rhythm and variation D.1 design a still life with a D.1 background containing a cultural motif or pattern. create a landscape that show depth in space. use Photoshop to design an image that is constructed by using multiple images overlapping in a manner that creates depth in space. EVALUATIONS/ ASSESSMENTS Teacher observation Teacher observation Class critique Teacher assessment Teacher observation Teacher assessment Class critique Student self-assessment TEACHER NOTES

10 ELA600: Explore! Imagine! Discover! Page 10 PROFICIENCIES/ OBJECTIVES The student will: 3. use line to create form and movement. STANDARDS D A D.1 SUGGESTED ACTIVITIES Students will: create a linear drawing of an interior or exterior of a building. use contour line to create a positive shape. use line drawing techniques to create value within a shape with direction. create a drawing, using line to add value. develop a drawing that uses crosshatching to show form. EVALUATIONS/ ASSESSMENTS Teacher observation and assessment Class participation Self assessment Class critique TEACHER NOTES 4. create movement, direction and balance using various types of lines and form D A D A.5 create a composition, using line and form to show movement and direction. interpret the use of movement and rhythm supported by reference to subject matter, sensory elements, formal qualities, and technical features in various art work. Teacher observation Student class participation Self assessment Class critique

11 ELA600: Explore! Imagine! Discover! Page 11 PROFICIENCIES/ OBJECTIVES The student will: 5. create and understand that contour line can achieve repetition, show movement and create balance. 6. demonstrate that line can create value and depth. STANDARDS D D D A D A.7 SUGGESTED ACTIVITIES Students will: create a ceramic piece that is carved or incised to show repetition and balance. use line to create a visual illusion, using organic shapes found in nature. create a line drawing that camouflages an object. using crosshatching to create a drawing that displays balance. create a radial design print that shows balance and analyze and critique your work to the class on line design. create a painting that show value and shading within each form. create a cut paper collage that uses different thicknesses of line to show value. EVALUATIONS/ ASSESSMENTS Teacher observation Self Assessment Class Critique Class participation Class discussion Student critique Student quizzes TEACHER NOTES

12 ELA600: Explore! Imagine! Discover! Page 12 PROFICIENCIES/ OBJECTIVES The student will: 7. identify the connection to different mathematic topics that are involved in all types of perspective. STANDARDS D A.3 SUGGESTED ACTIVITIES Students will: explain the difference between one and two-point perspective. respond to paintings, which contain perspective, and determine how they are able to achieve the specific type of perspective they are using. EVALUATIONS/ ASSESSMENTS Writing response Student self assessment TEACHER NOTES 8. use technology in the development of art work D A A.7 identify and compare expressive qualities within different styles of art. understand that each artist uses a style that is specific to them. compare and contrast various types of art movements and artistic styles. Teacher observation Class participation Class participation Written response

13 ELA600: Explore! Imagine! Discover! Page 13 PROFICIENCIES/ OBJECTIVES The student will: 9. understand that art is relative to all cultures. 10. demonstrate the ability to mix colors while understanding tints and shades. Work with different painting techniques to learn more about different types of painting styles. STANDARDS D A D D D.1 SUGGESTED ACTIVITIES Students will: analyze and locate a repetitive pattern inherent in the culture of the student s choice. locate and study a building from another culture then determine the use of motif and design, then recreate the structure in the art media/mediums of their choice. design your own city by using different types of architecture to inspire your designs then translate your ideas into two point perspective. create a pop art sculpture that shows how pop art can be related to any and all cultures/time periods. within small groups, discover and notice different types of compositions then discuss how the elements of art achieve balance, while discussing the use of color theory and how it also relates to balance. create an abstract painting that focuses on one type of color scheme to create balance. EVALUATIONS/ ASSESSMENTS Class discussion Written response Self Assessment Teacher observation Teacher observation Class Discussion Class Critique Self Assessment TEACHER NOTES

14 ELA600: Explore! Imagine! Discover! Page 14 PROFICIENCIES/ OBJECTIVES The student will: 11. demonstrate the manipulation of tools, and materials to show and create texture. STANDARDS D D.1 SUGGESTED ACTIVITIES Students will: view various compositions in small groups and discuss the tools and materials of art, and how they are used. create a collage of found objects that shows how different types of textures can interact with one another. create a ceramic piece that uses specific types of tools to create texture. EVALUATIONS/ ASSESSMENTS Teacher observation and rubric Teacher observation TEACHER NOTES 12. critique then create an original piece of art inspired by ancient cultures D A D A.7 select and study movement in a selected number of art works, then determine the type of media/mediums that will be used to create a piece inspired by your movement. Class discussion Class participation Self reflection

15 ELA600: Explore! Imagine! Discover! Page 15 PROFICIENCIES/ OBJECTIVES The student will: 13. explore various types of portraiture by discovering different artistic styles used by different artists. 14. create a sculpture using the additive method. STANDARDS D D D D D D A.2 SUGGESTED ACTIVITIES Students will: understand how an artist can create their own personal style of portraiture by using different types of techniques. create 2 portrait paintings that are inspired by 2 completely different artists, using each artists specific art style. participate in class discussion about how portraits can show an artists style that is unique to them. use various media, construct a collage of textural shapes to create a pattern. design a pattern that exhibits texture, using the additive method. examine a series of textures on sculptures and apply a word for each. compare and contrast textures found in nature to your sculpture. EVALUATIONS/ ASSESSMENTS Teacher observation Self reflection Class discussion Class Participation Student self assessment Teacher assessment Writing response Student/class participation TEACHER NOTES

16 ELA600: Explore! Imagine! Discover! Page 16 BIBLIOGRAPHY TEACHER AND STUDENT RESOURCES Art and Man Magazine. Jefferson City, MO: Scholastic, Inc. Artist s Magazine. Cincinnati, OH: Jeffry Lopen Publisher. Barker, Phyllis. Short Lessons in Art History. New York: Weston Walch, Bass, Saul. Why Man Creates. Sanat Monica, CA: Pyramid, (FILM) Brady, Sharon. Artists of the Southwest. (VIDEO) Brommer, Gerald. Wire Sculpture. Worcester, MA: Davis Publication, Inc., The Art of Collage. Worcester, MA: Davis Publication, Inc., Canaday, John. Mainstreams of Modern Art. New York: Simon and Schuster, Chesek, Carol. Design and Techniques in Pottery Making. (SLIDES) Doyle, Michael E. Color Drawing. New York: Van Nostrand Reinhold, Edwards, Betty. Drawing on the Artist Within. New York: Simon and Schuster, Encyclopedia of Art. Volumes 1-5. New York: Praeger Publishers, Faulkner, Ray and Edwin Ziegfeld. Art Today. New York: Holt, Reinhardt and Winston, Garchik, Morton. Art Fundamentals. New York: Stravon Educational Press, Gilbert, Creighton. Michelangelo. New York: McGraw Hill, Glory of the Page. London, England: Harvey Miller Publishers, Henkes, Robert. 300 Lessons in Art. Portland, ME: J. Weston Walch, Hubbard, Guy and Mary J. Rouse. Art, Choosing and Creating. Westchester, IL: Benefic Press, Art, Choosing and Expressing. Westchester, IL: Benefic Press, Introduction to Figure Drawing. Stamford, CT: Educational Dimensions. (SLIDES) Johnson, Mary Grace. Paper Sculpture. Worcester, MA: Davis Publications, Inc., Lansing, Kenneth. Art, Artists and Art Education. New York: McGraw Hill, Lettering. Educational Dimensions. (SLIDES) Lipman, Jean. Calder s Universe. New York: Viking Press, Loretta, Santini. Michelangelo. Florence, Italy, 1997.

17 ELA600: Explore! Imagine! Discover! Page 17 BIBLIOGRAPHY (continued) TEACHER AND STUDENT RESOURCES (continued) Malcolm, Dorothea. Design Elements and Principles. Worcester, MA: Davis Publications, Inc., Parramon, José. The Big Book of Watercolor. New York: Watson-Guptill Publications, Penrose, Roland. Sculpture of Picasso. New York: Museum of Modern Art, Perspective Drawing. Stamford, CT: Educational Dimensions. (SLIDES) Raboff, Ernest. Art For Children, Series New York: Harper Trophy, Reeve, James K. The Showing of Art. New York: Consultant Press, Reid, William. Studio Projects in Art History. Portland, ME: J. Weston Walch Publications, Reinhold Visuals. New York: Van Nostrand Reinhold Co., ND. Renaissance Maker of Modern Man. Washington, DC: National Geographic Society, Rossol, Monona. The Artist s Complete Guide of Health and Safety. New York: Allworth Press, Santini, Loretta. Rome, The Eternal City. Rome, Italy: McGraw-Hill, Sarnoff, Robert. Paper Mache. Portland, ME: J. Weston Walch Publisher, Scholastic Art Magazine. Jefferson City, MO. Schuman, Jo Miles. Art From Many Hands, Multicultural Art Projects. Worcester, MA: Davis Publications, Inc., Shorewood Prints. Sandy Hook, CT: Shorewood Publishers, Inc., ND. Speedball Textbook. Philadelphia, PA: Hunt Manufacturing Co., Survey of World Art. Weymuth, MA: Universal Color Slides Co., ND. (SLIDES) SOFTWARE/MEDIA Art Explosion 125,000 Images. Calabosas, CA: Nova Development Corp. Art of Imperial China. New York: Metropolitan Museum. Bouton and Kubieck. Photoshop 3 Filters and Effects. New Riders Publishers, Coburm and McCormick. Dayton and Davis. Photoshop 5.5 Macintosh Edition. Peachpit Press, Egypt. New York: Brooklyn Museum. Fun With Architecture. New York: Metropolitan Museum. The Louvre Museum. Paris, France: Voyager. Time Traveler. Pound Ridge, NY: New Media Schoolhouse.

18 ELA600: Explore! Imagine! Discover! Page 18 BIBLIOGRAPHY (continued) SOFTWARE/MEDIA (continued) Treasures of Art. Museum of Natural History. New York: Voyager. Twentieth Century Art. New York: Metropolitan Museum WEBSITES

19 ART600: Explore! Imagine! Discover! Page 19 APPENDIX A SAMPLE ART VOCABULARY LIST

20 ART600: Explore! Imagine! Discover! Page 20 ART VOCABULARY LIST Reproduction Hue Illusion Illustration Reproduction Romanticism Asymmetrical Balance Seascape Background Incise Line Secondary Colors Balance Intensity Sfumato Bleed Kiln Shade Brush Stroke Landscape Shallow Space Carving Tools Light Source Shape Line Slip Clay Medium Space Clay Boards Middle Ground Stain Collage Mood Stamps Color Mosaic Still Life Color Wheel Motif Stilts Complementary Colors Movement/Energy Style of Artist Composition Needle Tools Subject Matter Cool Colors Objects Surface Cubism Surrealism Dark and Light Overlapping Symbol Deep Space Symmetrical Balance Design Pattern System Perspective Tactile Texture Elements Pigment Technique Pointillism Texture Tools Expressionism Portrait Theme Posts Tint Tone Focal Point Primary Colors Utility Foreground Proximity Value Push-out Line Variation Genre Radial Balance Visual Texture Glaze Realism Warm Colors Glue Gun Repetition Wire Brush Wire Cutter Woodblock Print

21 ART600: Explore! Imagine! Discover! Page 21 APPENDIX B SAMPLE AUTHENTIC ASSESSMENT

22 ART600: Explore! Imagine! Discover! Page 22 TASK: The Parsippany Troy-Hills School District is looking for students to create a series of posters, addressing the effects of cyber harassment/bullying. The posters will be displayed as part of a program to help young people learn how to use technology positively and appropriately. In groups of three students, create a series of posters based on the following criteria. TEACHER NOTES : Must have at least two posters from each group. Poster must be at least 18 x24 or larger. Must submit preliminary drawings and text for approval. Each group must contribute equally. Posters must be based on positive messages that are against cyber harassment/bullying. Posters must be consistent in each group. All posters should contain facts about internet safety. Posters must have students names and class the work is completed in. All work must look neat and presentable for the library, schools, and shopping areas.

23 ART600: Explore! Imagine! Discover! Page 23 APPENDIX C SAMPLE AUTHENTIC ASSESSMENT RUBRIC

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25 ART600: Explore! Imagine! Discover! Page 25 APPENDIX D SUGGESTED STUDENT EVALUATION SCORING GUIDE FOR PROJECTS

26 ART600: Explore! Imagine! Discover! Page 26 Landscape reflection prints Feedback/guidance Control of Media/Materials Pop art design plate has been Pop art design plate has been printed successfully; Ink has printed somewhat successfully; been properly applied to the Ink has been mostly applied plate evenly. Even pressure has properly to the plate evenly. been used when rolling over the Mostly Even pressure has been top of the plate while printing. used when rolling over the top of the plate while printing. Pop art design plate could have been printed more successfully. Ink has not been applied evenly while pressure could have been applied more evenly while printing. More focus needed when applying ink & pressure evenly while printing to ensure print comes out more successfully. Effort/Neatness Student has clearly pushed themselves to the best of their creative abilities. Finished work is very clean. No visible smudges or unnecessary marks left. Student has put in a good effort but could have pushed themselves to be a bit more creative. Very few smudges/marks left on final product. Student has put in mediocre effort and has not pushed themselves to the best of their creative abilities, Multiple smudges/marks left of final product. More effort needed in the future. Student has not pushed themselves creatively, project looks unfinished and rushed. Color/Texture Ink applied evenly and thoroughly on entire print. Solid color on finished project. Ink applied evenly in most areas with a few white marks. Color could be more solid. Several white areas are visible throughout piece. Many areas are uneven, more Ink/ less ink has been applied to more than one print. Ink application needs work. Many areas are uneven, more Ink/ less ink has been applied to more than one print.

27 ART600: Explore! Imagine! Discover! Page 27 APPENDIX E SAMPLE STUDENT CRITIQUE

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29 ART600: Explore! Imagine! Discover! Page 29 APPENDIX C SAMPLE STUDENT SELF-ASSESSMENT

30 ART600: Explore! Imagine! Discover! Page 30 Name: Project: Period: Artist Self Assessment: How well did you do? Three things I did well on this project were What is something you could have done better? You can do this by:

31 ART600: Explore! Imagine! Discover! Page 31 My favorite part of this project was: My least favorite part of this project was: This is what I learned from this project:

32 ART600: Explore! Imagine! Discover! Page 32 APPENDIX G NEW JERSEY STUDENT LEARNING STANDARDS 1 - Visual and Performing Arts 8 - Technology 9-21st Century Life and Careers

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