Content Area: Visual and Performing Arts Subject: Visual Art Course: Studio 2-D Design

Transcription

1 SHORE REGIONAL HIGH SCHOOL DISTRICT West Long Branch, New Jersey Content Area: Visual and Performing Arts Subject: Visual Art Course: Mr. Leonard Schnappauf, Superintendent/Principal Dr. Robert McGarry, Director of Curriculum and Instruction BOARD OF EDUCATION Anthony F. Moro, Jr., President Tadeusz Ted Szczurek, Vice President Nancy DeScenza David Baker Elizabeth Garrigal Diane Merla Russell T. Olivadotti Ronald O Neill Frank J. Pingitore Paul Rolleri Date of Last Revision/Board Adoption: 8/27/2009

2 Visual and Performing Arts AKNOWLEDGMENTS Monroe Township Schools 2

3 Visual and Performing Arts Program Mission Statement The mission of Shore Regional High School s Visual and Performing Arts program is to empower students to create and fully participate in personal and cultural environments while developing a wide range of skills significant to many aspects of life and work. Course Description and Big Ideas Students explore the relationship between art, culture, history, artists, and themselves. The course provides experiences in art history, criticism, aesthetics, and studio work. Students are encouraged to express themselves creatively. As with all courses in the arts, this course re-introduces and reinforces the big ideas of Aesthetics, Design, Exploration, Critique, Culture/History and Self Expression Essential Questions Throughout this course and in the sequence of courses in this content area, students are consistently guided to consider the following essential questions: 1. Aesthetics a. Why do people have different opinions about artwork? b. What is aesthetically pleasing? c. What value does artwork have? 2. Design a. How does design relate to your daily life? b. How do elements and principles of design shape artwork? 3. Exploration a. How does art medium effect emotions? b. What medium is the most effective? What style is the most effective? c. How do certain colors make you feel? 4. Critique a. How do you determine the success of a piece of art? b. How do people know what your artwork is saying? 5. Culture/History 3

4 a. How does culture shape art? b. How does art shape culture? c. How have artists of the past influenced contemporary artists? 6. Self Expression a. What would life be like without self expression? b. How does artwork gain a voice? c. How can you create something self expressive? The course also reinforces learning of other Standards and CPI s already mastered and contributes to the development of mastery of other standards in the areas of language arts, the visual and performing arts, technology and careers. New Jersey State Department of Education Core Curriculum Content Standards A note about Visual Arts Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Visual Arts were revised in The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found at: New Jersey State Department of Education Core Curriculum Content Standards A note about Visual Arts Standards and Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Visual Arts were revised in The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Visual Arts may also be found at: 4

5 I. ELEMENTS OF DESIGN (review from Drawing I) a. The student will be able to apply the Elements of Design to construct and organize their drawings and understand the vocabulary to use when discussing art and the visual environment. Scope and Sequence Quarter I II. PRINCIPLES OF DESIGN a. The student will be able to apply the Principles of Design to construct and organize their drawings and understand the vocabulary to use when discussing art and the visual environment. III. DRAWING ANIMALS a. The student will be able to examine animal anatomy and expression in order to compose a complete finished, powerful animal drawing. IV. DRAWING THE BUILT ENVIRONMENT a. The student will be able to apply one-point and two-point perspective by way of drawing the built environment. V. DRAWING THE PORTRAIT a. The student will be able to learn about the artist-model relationship and the portrait poses; how to draw the planes of the face; then how to focus on and draw the individual features of the face and relate the features according to the most common facial proportions. Quarter II VI. FIGURE DRAWING a. The student will be able to observe human anatomy and the way a body poses and moves; apply that knowledge into figure drawings; prepare to draw the figure in full value; to infuse drawings of the figure with real feelings and emotions. 5

6 Grade Level/Subject: Topic: ELEMENTS OF DESIGN (review from Drawing I) Goal 1: The student will be able to apply the Elements of Design to construct and organize their drawings and to understand the vocabulary that is used when discussing art and the visual environment. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: Identify how line, shape, form, value, color, texture, and space are used in artwork Discuss and write about art focusing on the Elements of Design Apply the Elements of Design in their artwork. Essential Questions Sample Conceptual Understandings What elements of design can you identify in a particular work of art? Which seem most important? How can an artist use the Elements of Design to create artwork? Why are the Elements of Design important in art? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Visuals: Elements of Design Posters Write a critical analysis about an artwork, referring to the how the artist used the Elements of Design. (analysis) Select any artwork that you think best exemplifies two of the elements of design. Evaluate and discuss why you feel your selection is an effective example of those elements of design. (evaluation) 6

7 Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 2.1. Identify how contrast, emphasis, pattern, rhythm, balance, movement, and unity are used in artwork Discuss and write about art focusing on the Elements of Design Apply the Principles of Design in an artwork. Topic: THE PRINCIPLES OF DESIGN Goal 2: The student will be able to apply the Principles of Design to construct and organize their drawings and to understand the vocabulary that is used when discussing art and the visual environment. Essential Questions Sample Conceptual Understandings What Principles of design can you identify in a particular work of art? Which seem most important? How can an artist use the Principles of Design to create an artwork? Why are the Principles of Design important in art? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Visuals: Principles of Design Posters Write a critical analysis about an artwork, referring to the how the artist used the Elements of Design. (analysis, evaluation) Lightly divide a drawing into thirds both horizontally and vertically. The places where the lines meet are the best places to create emphasis. Develop a drawing that applies these compositional guidelines and creates emphasis on the main subject matter. (application) Look for patterns around you. How do they change the appearance of objects and surfaces? Find examples of planned and random patterns in the drawings from art books provided in the classroom. Develop a drawing that illustrates a patterned piece of drapery. (application) 7

8 Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 3.1. Draw using various drawing mediums: graphite, charcoal, pastel, color pencil, and ink Understand basic shapes and animal anatomy Observe animals to develop memory skills Draw animals in motion Draw animals with a message. Topic: DRAWING ANIMALS Goal 3: The student will be able to examine animal anatomy and expression in order to compose and design an animal drawing. Essential Questions Sample Conceptual Understandings What does understanding animal anatomy allow the artist to do? How do artists use animals to convey powerful emotional and social messages? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Create a study drawing from a famous drawing of an animal (A Young Hare, Albrecht Durer), making sure to establish the basic shapes of the animal s structure. Complete a study the structure of an animal. Animal Value Study Select an animal that you can observe and photograph often, filling in many sketchbook pages with your studies in line, shapes, value, texture, and color. Using your sketchbook as a reference, create a finished drawing in colored pencil. Compose the page carefully. (synthesis) Visit a local zoo. Fill sketchbook pages with a series of quick gesture drawings and then longer full drawings of the animals. (synthesis) Practice movement drawings by drawing from life, sketching from photos, and drawing from videos. Fill several pages with drawings of animals in motion. (synthesis) Complete one half of a drawing as a self-portrait and the other half as your symbolic animal self. (synthesis) Animal Drawing from Observation. (synthesis) 8

9 Grade Level/Subject: Topic: DRAWING THE BUILT ENVIRONMENT Goal 4: The student will be able to apply one-point and two-point perspective to landscape/cityscape drawings. Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 4.1. Draw using various drawing mediums: graphite, charcoal, pastel, color pencil, and ink Use one-point perspective to draw objects and buildings in space Demonstrate knowledge of two-point perspective and identify the horizon line, sight lines, and vanishing point(s) Understand how artists combine expressive and observational techniques in a drawing of the built environment. Essential Questions Sample Conceptual Understandings How does one-point perspective help artists draw objects and buildings in space? What makes an architectural drawing appear successful? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Synthesize : How might artists combine expressive and observational techniques in a drawing of the built environment? Cite two examples from the art books provided in the classroom and explain your reasons for choosing the drawings. (evaluation) Draw an accurate drawing of a simple chair. List purposes or functions a chair could have-ceremonial or decorative. Consider materials, decoration, and structure. Use the structure of your simple chair as a skeleton or base for creating a drawing of a special chair for a particular purpose. (synthesis, knowledge) Apply one-and two-point perspective to draw a full view of your house s exterior or other visually appealing building. Using the principles of casual perspective, place your house within its natural landscape. (synthesis) 9

10 Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 5.1. Draw using various drawing mediums: graphite, charcoal, pastel, color pencil, and ink Understand the purpose of portraits: portraits as documents, portraits as illustration and exploration Understand the relationship between the artist and a model Identify and draw the three basic portrait poses: frontal, profile, and three-quarters Understand and identify the anatomy of the portrait Practice contour portrait drawing Draw and focus on facial features such as the mouth, eyes, nose, and hair Understand the importance of facial expression. Topic: DRAWING PORTRAITS Goal 5: The student will be able to learn about the artist-model relationship and the portrait poses; how to draw the planes of the face; how to focus on and draw the individual features of the face and relate the features according to the most common facial proportions. Essential Questions Sample Conceptual Understandings What makes a portrait successful? Is a successful portrait an exact likeness of a person? Is it more important to express the qualities that set the person apart from other people? Why draw portraits? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Portrait from a Live Model : Create a realistic portrait from a live model. (synthesis) Practice Drawing portraits in casual situations at school, home, or in public. Elaborate on some of your observed sketches later. Locate an illustration of a human skull in a science or anatomy book. Use tracing paper to lightly copy the major areas. Next, look in a mirror to use yourself as a model and try drawing a portrait over the skull. (synthesis) Experiment with weighted line contour drawing to develop your technique. The pencil should respond to increased hand pressure to create very light to very dark values in a single line. Pose a model with strong directional light. Lightly place the shape of the head and the features. (synthesis) Draw an in depth study of an eye. (application) Work with classmates as models to draw three different upper eyelids. (application) 10

11 Grade Level/Subject: Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to: 6.1. Identify the purposes of figure drawing Understand what the ideal figure is and define the vocabulary term, canon: the rule that a culture uses for proportions and structure of a figure considered to be ideal Understand figure anatomy How to draw a foreshortened figure Draw the figure using a gesture drawing technique Work with a live model Draw the figure in contour and value Draw a figure that illustrates expression. Topic: FIGURE DRAWING Goal 6: The student will be able to understand human anatomy and how bodies pose and move; draw parts of the body and begin to infuse drawings of the figure with feeling and emotion. Essential Questions Sample Conceptual Understandings What did the concept of humanism emphasize? What is foreshortening? Why draw figures? What role(s) can representing the figure in art have? Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model Textbook: Discovering Drawing, by Ted Rose and Sallye Mahan-Cox Draw hands and feet: ask classmates, friends, and family members to pose their hands or feet and draw them from life. (application) Use a pen or marker to draw the essence of gesture of classmates walking and performing simple activities. Then attend a ball game, dance, or performance and draw the gestures of the participants in your sketchbook. (application, synthesis) Have a classmate stand in front of a door or wall. Focusing on negative shapes, draw the shapes around the figure. Cut out and glue on contrasting paper. (application) Use a felt-tip pen or marker to draw the contours of the figure. Using a pre-drawn simple figure drawing, add value to add volume to the figure. (application) Use the side of a crayon, do a study of the drawing in figure 8-27 of the textbook. Using the same technique, complete a drawing of a classmate. (synthesis) Figure Drawing from a Live Model. (synthesis) 11

12 COURSE BENCHMARKS 1. The student will be able to apply the Elements of Design to construct and organize their drawings and to understand the vocabulary that is used when discussing art and the visual environment. 2. The student will be able to apply the Principles of Design to construct and organize their drawings and to understand the vocabulary that is used when discussing art and the visual environment. 3. The student will be able to examine animal anatomy and expression in order to compose a complete finished, powerful animal drawing. 4. The student will be able to apply one-point and two-point perspective to landscape/cityscape drawings. 5. The student will be able to learn about the artist-model relationship and the portrait poses; how to draw the planes of the face; how to focus on and draw the individual features of the face and relate the features according to the most common facial proportions. 6. The student will be able to understand human anatomy and how bodies pose and move; draw parts of the body and begin to infuse drawings of the figure with feeling and emotion. 12