MASSAPEQUA PUBLIC SCHOOLS

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1 MASSAPEQUA PUBLIC SCHOOLS Studio in Art I (Revision) Summer 2016 COMMITTEE MEMBERS Beth Adler Coordinating Chairperson of Art k 12 BOARD OF EDUCATION Maryanne Fisher President Jane Ryan Vice President Gary Baldinger Secretary Joseph LaBella Trustee Timothy Taylor Trustee ADMINISTRATION Lucille F. Iconis, Superintendent Alan C. Adcock, Deputy Superintendent Thomas Fasano, Ed.D., Assistant to the Superintendent for Curriculum & Instruction Robert Schilling, Executive Director Assessment, Student Data and Technology Services Diana Haanraadts, Asst. to the Superintendent for Instructional Support & General Administration Michael Gargiulo, Executive Director for Human Resources & General Administration Jean Castelli, Executive Director of Special Education and Student Support Services 1

2 Course Description/Rationale The Studio in Art I course is for students who desire breadth of learning in the visual arts as part of their general education and for students who plan to elect further courses/studies in order to develop their art where they will transform depth of learning. Students will engage in and synthesize a variety of experiences while making meaning based upon the acquisition and understanding of skills and processes and the application of that knowledge using the formal Elements of Art and Principles of Design as a framework. In order for there to be a balance of learning in both 2 and 3 dimensional processes and techniques, students will explore a variety of materials and techniques specific to their intent that will function as scaffolding. Students will also acquire responsibilities for the caring of supplies and equipment during the process of making art. We will underscore the relevance and usefulness of observational drawing and how it relates to other disciplines. We learn to draw to document our imagination, whether our purpose is to design the first artificial heart valve or draw one s bookbag as a still life. Drawing will be reintroduced throughout the course. The results of the dramatic changes to the content of Studio in Art II: supplanting architectural studies with new digital media, presents an opportunity to revise the content of Studio in Art I with the intent of embedding creative design habits of mind and model making that translates into original student outcomes with real life applications. Students will produce meaning as opposed to reproducing meaning. Creativity and art making possess the original mindset of the maker process/philosophy that enables students to transform intent and a choice of materials into an innovative product that represents the map of imagination and is a result of problem solving while considering aesthetics. Creative thinking has many components and possible constructs. For example, when Calder invented the mobile, his intent was to imbue a sculpture with the delicate movement of air. Calder s problem would translate well into an essential question that would cause students to reflect and interpret rather than comply with directions, How can we include movement in an object/sculpture? Calder s original sculptures were made in miniatures that had a base that rested on a surface. Calder extended his thinking/learning to include a way to hang his art while increasing it in scale. In response to the rationale, teachers will need to emphasize the essential question as a way of enforcing the purpose of the learning and to extend the learning. This is how our revisions to Studio in Art I will function. Another component of the revision is for students to learn to design a built structure to scale while considering multiple objectives for personal use. At the same time, students will learn that proportion is central to design. The most effective way for students to learn proportion and ratio is to observe and understand the human body for it s own qualities and properties (art) and what relationship the human body has with objects and the built and natural environment (art, design and architecture). For example, how large should a cell phone be in order to comfortably fit into a human hand? How do we decide on the dimensions for a doorway into our bedroom, into a living room or the school library to comfortably allow for 1 or 2 people to enter? In the original writing of the Studio in Art I curriculum, many sound lesson ideas and processes were included. Teachers can use any of those lessons and add the shift in mindset of the Revised version; adding essential questions, purpose of lesson/unit, calendar map, technology component and original outcomes driven by 2

3 student choices with differentiation for all students. Differentiation will be given to gifted and talented students who exhibit exemplary skills and the ability to synthesize intent and creativity. Art is a readable language. Students will be encourage to find one s voice, not just copy someone else s artwork or photograph from the internet. Visual plagiary must be avoided. To that end as Jasper Johns remarked, Take an object. Do something to it. Do something else to it. Of course you can apply this thinking to an image as well. This is a full year course. The State Education Department recommends this course to meet the Art/Music requirement for the high school diploma. Key Words for Curriki Studio Art, model making, design, drawing, architecture, built structure, art, sculpture, object 3

4 Table of Contents Course Description/Rationale Page 2 3 Key Words for Curriki Page 3 Table of Contents Page 4 Core State Standards, Learning Standards, Key Ideas & Performance Indicators For Content Area Standard 1 Visual Arts Page 5 Performance Indicators Page 5 Elementary Page 5 Intermediate Page 5 Commencement Page 5 Commencement Major Sequence Page 6 Standard 2 Knowing and Using Arts Materials and Resources Page 7 Standard 3 Responding To and Analyzing Works of Art Page 7 Standard 4 Understanding The Cultural Dimensions and Contributions of The Arts Page 7 Curriculum Aligned with Common Core State Standards, Key Ideas & Performance Indicators Page 8 11 Unit 1 Observational Drawing Page Unit 2 Color Theory, Composition and Analysis of One s Own Work Using Elements of Art (E/A) and Principles of Design (P/D) Page Unit 3 The Selfie (Self Portrait) Page Essential Questions Page 19 Selfie Rubric Page Unit 4 Fusing Self and Animal Page Rubric Page 25 Unit 5 Human Body Proportion and Movement Page 27 Unit 6 Original Treehouse Design Page Unit 7 Public Art Page 33 Unit 8 Parks Planning Page 35 Unit 9 Painting Choice of Content and Materials Page 37 Unit 10 Other Page 38 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 4

5 Core State Standards, Learning Standards, Key Ideas & Performance Indicators For Content Area Standard 1 Visual Arts Key idea: Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works. Performance Indicators Elementary Students will: experiment and create art works, in a variety of mediums (drawing, painting, sculpture, ceramics, printmaking, video, and computer graphics), based on a range of individual and collective experiences (a) develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events (b) understand and use the elements and principles of art (line, color, texture, shape) in order to communicate their ideas (c) reveal through their own art work understanding of how art mediums and techniques influence their creative decisions (d) identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works (e) Intermediate Students will: produce a collection of art works, in a variety of mediums, based on a range of individual and collective experiences (a) know and use a variety of sources for developing and conveying ideas, images, themes, symbols, and events in their creation of art (b) use the elements and principles of art to communicate specific meanings to others in their art work (c) during the creative process, reflect on the effectiveness of selected mediums or techniques to convey intended meanings (d) identify and use, in individual and group experiences, some of the roles and means for designing, producing, and exhibiting art works and discuss ways to improve them (e) Commencement Students will: create a collection of art work, in a variety of mediums, based on instructional assignments and individual and collective experiences to explore perceptions, ideas, and viewpoints (a) create art works in which they use and evaluate different kinds of mediums, subjects, themes, symbols, metaphors, and images (b) demonstrate an increasing level of competence in using the elements and principles of art to create art 5

6 works for public exhibition (c) reflect on their developing work to determine the effectiveness of selected mediums and techniques for conveying meaning and adjust their decisions accordingly (d) Commencement Major Sequence produce comprehensive and well organized commencement portfolios of their work (a) reveal through their work a broad investigation of a variety of individual ideas and at least one theme explored imaginatively and in depth (b) give evidence that they have developed an emerging personal style (c) use selected mediums and techniques and select the most appropriate mediums and techniques to communicate their ideas (d) Standard 2 Knowing and Using Arts Materials and Resources Students will be knowledgeable about and make use of the materials and resources available for participation in arts in various roles. Key idea: Students will know and use a variety of visual arts materials, techniques, and processes. Students will know about resources and opportunities for participation in visual arts in the community (exhibitions, libraries, museums, galleries) and use appropriate materials (art reproductions, slides, print materials, electronic media). Students will be aware of vocational options available in the visual arts. Standard 3 Responding To and Analyzing Works of Art Students will respond critically to a variety of works in the arts, connecting the individual work to other works and to other aspects of human endeavor and thought. Key idea: Students will reflect on, interpret, and evaluate works of art, using the language of art criticism. Students will analyze the visual characteristics of the natural and built environment and explain the social, cultural, psychological, and environmental dimensions of the visual arts. Students will compare the ways in which a variety of ideas, themes, and concepts are expressed through the visual arts with the ways they are expressed in other disciplines. Standard 4 Understanding The Cultural Dimensions and Contributions of The Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. See for Standards for students with severe disabilities. 6

7 Curriculum Aligned with Common Core State Standards, Key Ideas & Performance Indicators Unit CCLS Key Ideas Performance Indicators 1 Observational Drawing Students will comprehend as well as critique. Students value evidence. Students will draw a 3D object onto a 2D picture plane while studying the Elements of Art (E/A). They will learn contour line drawing, increasing scale, value shading, depth and orientation and how our senses play a role in observation. Drawing Analyzing drawing using E/A and P/D Increase in scale, Create the illusion of volume and depth. Understand characteristics of graphite and different weights. How to hold paper to add to meaning. Student work will be exhibited. 2 Color Theory, Composition, and Landscape Students build strong content knowledge. Students will analyze and compare and contrast using evidence from a text. Students value evidence. Students will learn about the color wheel, complementary, primary, secondary, tertiary, analogous, complementary, cool and warm colors and the rationale of the placement of colors. They will study Edgar Degas work while being introduced to color value and color layering to create the illusion of volume and depth. Students create value scales of colors and create studies of colors layered. Students will synthesize all learning into a landscape of their choice using color layering. Students will analyze their own work using Color layering technique. Building on prior learning in use of materials and processes. Analyze artist s work looking for metaphor and symbolism. Learning process of using color to create the illusion of volume and light. Student will exhibit their work. Students will compare and contrast their work and others. Students will add to their portfolio. 7

8 the E/A and P/D as a framework, then analyze another student s work. 3 The Selfie with Emotion (Expression) Students build strong content knowledge. Students will analyze and compare and contrast using evidence from a text. Students value evidence. Students will learn the structure of facial anatomy and how it functions through readings and demonstrations involving touch. Students will discuss emotions and how they control our facial expressions. Students will observe their faces using a phone, Chromebook, photo, mirror or all of the above in order to learn proportion, placement and how facial features reveal our emotions in order to create an original work of art. They will build on observational drawing skills for showing how lights and darks create the illusion of volume. Students will research self portraits painted by Van Gogh and others to understand posing and symbolism and what that tells us about a person. Student will learn how art is composed of other disciplines. Students will learn that art is a mirror of the culture; they will learn the relevance of selfies. Students will use appropriate technology to achieve learning. Students will learn that there is a connection between art of the past and the present. Students will use metaphor and symbolism in their work to transform meaning. 4 Fusing Self and Animal Students build strong content knowledge. Students will comprehend as well as critique. Students will learn that our facial muscles show emotion we feel known as expression. Students will learn that the texture and pattern of animal skin/fur is important in creating realism in a portrait using an animal. Students will learn that composition/close up and environment adds to the mood of a portrait. Students will learn that leaving negative space when using watercolor paints creates lights needed to value shade, creating the illusion of Students will deepen knowledge of anatomy and materials used. Students will exhibit their work. Students will choose artwork to be exhibited from their collection. Students will understand the meaning in the inclusion and use of E/A and P/D included in their work. 8

9 volume/realism. Students will learn that color can be realistic or unrealistic to set a mood. Students will learn properties of watercolor paint. Students will learn to integrate features from both animal and self into a cohesive composition. 5 Human Body Proportion and Movement Students build strong content knowledge. Students will comprehend as well as critique. Students will use observation, contour line, value shading, gesture, proportion, scale, color, shape, pattern and repetition to build on prior learning in order how to render a human in proportion. Students will research and study art of the past to see the different ways artists have dealt with the body in art. Students will model for each other. Students will transfer a 3D form into a 2D work of art. Students will deepen knowledge of anatomy, proportion and scale while learning gesture drawing to show movement. Students will add to their portfolio and repertoire of knowledge and exhibit their work. 6 Original Treehouse Design 2D and 3D Students build strong content knowledge. Students value evidence. Students will learn to design an original treehouse while rendering it into a plan view and elevation view to scale based on the dimensions of the classroom. They will learn to apply knowledge of standard symbols for windows, doors and other elements of architecture for their original treehouse design. Students will learn to dimension their floorplan. Students will choose a theme. Students will transform their floor plan into an elevation view of their favored side Students will gain new knowledge of drawing for purpose. They will understand the design philosophy Form Follows Function when designing the built structure for people. 9

10 adding a roof of choice. Students will build a model of their design using mostly natural and found objects. They will employ the help of a family member at home to complete this at home assignment. 7 Public Art Students build strong content knowledge. Students value evidence. Students will learn that public art (p/a) is a democratic way for people of various economic levels to view art. They will research p/a through different decades and present their findings to the class. They will design an original p/a using metaphor. Students will create a model of a piece of public art that incorporates an important message and metaphor in its form. Students will choose 2D or 3D public art. Students will deal with texture, form, shape, color,emphasis, repetition, value, line, composition and choose materials. 8 Parks Planning Students build strong content knowledge. Students value evidence. Students will learn that a successful public space incorporates access and circulation, visibility, lighting, diverse activities, signage encourage sociability and comfort. Students will create a 2D plan and 3D model of a design of their choice with a theme of their choice. Students will incorporate their public art model into this model. 9 Painting Choice of Content and Materials Students build strong content knowledge. Students value evidence. Students will explore tempera and acrylic paints on canvas board to learn the characteristics. They will research two artists and the period in which they created to gain insight and ideas into the culture using a template. They will make changes to the styles they choose. Students will add to their portfolio and repertoire of knowledge. They will also exhibit. They will create 2 paintings with content choice and choice of materials (minimum 2) while analyzing their work using the E/A and P/D. Emphasis on composition will be explored. Other Students will have time to work on projects; posters, and other opportunities that arise in partnership with the 10

11 community. Students will spend time learning how to matte work in preparation for their end of year exhibit in art. Days will be set aside for review for testing. 11

12 Unit 1 Observational Drawing Essential Questions How can we use our senses to imbue meaning into a piece of art? How can we draw a contour line (outline) of a 3 dimensional object onto a 2 dimensional picture plane using graphite, charcoal, pen? How can we observe light reflecting off an object? How can we transform light into a drawing? How can we create the illusion of volume (realism) onto a 2 dimensional picture plane using graphite? How can we show the illusion of depth in a still life drawing using any material? How can we use grayscale in a drawing? How can we transform color into grayscale in a drawing? Content map/calendar Unit 1 September Description Time Frame CCLS Connection NYS Standards for Art Observational Drawing Students will draw a 3D object onto a 2D picture plane while studying the Elements of Art (E/A). They will learn contour line drawing, increasing scale, value shading, depth and orientation and how our senses play a role in observation. 10 classes Students will comprehend as well as critique. Students value evidence. 1,2,3,4 See page 4 Technology Component Elmo document camera and SMART board to show images of prior student work Assessment 2 dimensional drawing of 3 dimensional object. Formative assessment in the form of feedback from teacher and a written rubric authored by students and teacher to compare one s work to. 12

13 Summative assessment consists of student grading one s own work, then a conversation with the teacher using the rubric and student work to give reason to the grade. Value Shading Rubric Exemplary Satisfactory Developing Below Standard Full range of values throughout image to create the illusion of volume, no contour lines defining edges. Values show accurate light source(s). All details are drawn accurately. Accurate values are used throughout. Accurate values are used for shadows. Looks extremely life like. Values do not extend over edges. Full range of values throughout image to create the illusion of volume, minimal contour lines defining edges. Values mostly show accurate light sources(s). Most details are drawn accurately. Most values used are accurate, including the shadows. Looks life like. Values do not extend over edges. Did not use full range of values throughout, many contour lines are evident. Image is drawn flatly without creating the illusion of volume, though resembles the 3D object. Values hardly show accurate light sources. Values are barely accurate including shadows. Image does not look life like. Values extend over the edges. Did not use full range of values throughout, relying on contour lines to define edges. Drawing looks flat and does not create the illusion of volume. Values are extended past edges and look cartoon like. Drawing does not resemble the 3D object. Light sources are not drawn properly. Shadows are not drawn properly. Image does not look life like. Work Ethic Student worked diligently during class period and stayed on task. Student worked well most of the class period and stayed on task. Student did not make the most of the class time or stay on task. Poor use of class time and did not stay on task or use time outside of class to complete project on time. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. 13

14 Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 14

15 Unit 2 Color Theory, Composition and Landscape Essential Questions How can we use color to create the illusion of volume? How can we transform light into color? What effects do primary, secondary, tertiary, complementary colors, analogous colors, cool and warm colors have on a work of art, images in the work of art and the viewer s analysis of the art? What is the scientific understanding of the color wheel? How do our eyes see color? How can we create art that is aesthetically pleasing (beautiful to the senses)? What was Edgar Degas process when using color? What effect does composition have on the meaning of the work of art? How can we show the illusion of depth layering colors in a still life using colored pencils? Content map/calendar Unit 2 September Early October Description Time Frame CCLS Connection NYS Standards for Art Color Theory Studies and Landscape Students will learn about the color wheel, complementary, primary, secondary, tertiary, analogous, complementary, cool and warm colors and the rationale of the placement of colors. They will study Edgar Degas work while being introduced to color value and color layering to create the illusion of volume and depth. Students create value scales of colors and create studies of colors layered. They will synthesize all learning into a landscape of their choice 15 classes Students build strong content knowledge. Students will analyze and compare and contrast using evidence from a text. Students value evidence. 1,2,3,4 See page 4 15

16 using color layering. Students will analyze their own work using the E/A and P/D as a framework, then analyze another student s work. Technology Component Elmo document camera and SMART board to show images of Edgar Degas work, compositions and prior student work. Students will use their Chromebooks to research Degas work. Assessment Study in color values, study in color layers, complete drawing of a still life Formative assessment in the form of feedback from teacher and a written rubric authored by students and teacher to compare one s work to. Summative assessment consists of student grading one s own work, then a conversation with the teacher using the rubric and student work to give reason to the grade. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 16

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18 Unit 3 The Selfie (Self Portrait) Essential Questions What are emotions? How can we read what someone is feeling? What happens to one s face when someone is feeling an emotion? How can we create imagery based on our identity and expression? What are the characteristics and function of the eye, nose and mouth and the bones underneath them? What do we literally feel when we touch our face? How can we synthesize knowledge of anatomy of the face with emotion in a drawing? Content map/calendar Unit 3 October Early November Description Time Frame CCLS Connection NYS Standards for Art The Selfie Students will learn the structure of facial anatomy and how it functions through readings and demonstrations involving touch. Students will discuss emotions and how they control our facial expressions. Students will observe their faces using a phone, Chromebook, photo, mirror or all of the above in order to learn proportion, placement and how facial features reveal our emotions in order to create an original work of art. They will build on observational drawing skills for showing how lights and darks create the illusion of volume. Students will research self portraits painted by Van Gogh and others to understand posing and symbolism classes Students build strong content knowledge. Students will comprehend as well as critique. 1,2,3,4 See page 4 18

19 and what that tells us about a person. Technology Component Use of Chromebooks, phones/cameras, mirrors, SMARTboard and ELMO document camera. Models of skulls. Lightbox. Templates for geometric shapes. Assessment Selfie drawing with emotion (expression) choice of color, graphite or both Formative assessment in the form of feedback from teacher and a written rubric authored by students and teacher to compare one s work to. Summative assessment consists of student grading one s own work, then a conversation with the teacher using the rubric and student work to give reason to the grade. Selfie Rubric Exemplary 100 % 90% Satisfactory 89% 80% Developing 79% 70% Below Standard 69% 60% Facial features and proportion are accurately drawn leading the viewer to immediately recognize the student. Composition visually and obviously expresses ideas and feelings through the successful use of 4 Elements of Art or Principles of Design. Work of art shows a high degree of control and skill for the media and techniques used. Student transforms lights and darks in an innovative way using natural or unnatural colors. There are a minimum of 8 shades in the drawing showing subtle variations to create the illusion of realism and 3 dimensionality. Artist Facial features and proportion are accurately drawn showing a strong resemblance to the student. Composition visually and mostly expressed ideas and feelings through the use of 4 Elements of Art or Principles of Design. Work of art shows a satisfactory degree of control and skill for the media and techniques used. Student transforms lights and darks in a satisfactory way using natural or unnatural colors. There are less than 8 shades in the drawing showing some variation to create the illusion of realism and 3 dimensionality. Artist executes some originality and sensitivity to convey Facial features and proportion are not accurately drawn making recognition of the student difficult. Composition doesn t visually express ideas and/or feelings through the use of 4 Elements of Art or Principles of Design. Work of art shows some degree of control and skill for the media and techniques used. Student partially transforms lights and darks into unnatural colors. There are less than 6 shades in the drawing showing some variation to create the illusion of Work is poorly executed or not at all. 19

20 executes maximum originality and sensitivity to convey meaning. Artist demonstrates maximum care and effort in creating artwork and care of materials. meaning. Artist demonstrates care and effort in creating artwork and care of materials. realism and 3 dimensionality. Artist s work is not original or sensitive lacking meaning. Artist shows little care or effort in the creation of art or the care of materials. Student/artist worked diligently during class period and stayed on task. Student/artist worked well most of the class period and stayed on task. Student/artist did not make the most of the class time or stay on task. Poor use of class time and work was either incomplete or not done at all. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 20

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22 Unit 4 Fusing Self and Animal Essential Questions How can we build on prior knowledge of facial anatomy to include an animal we identify with? What form would it take (composition)? How can we show evidence of mastery of value shading to show realism and understand how expression is created through emotion, while creating an imaginary self portrait fusing self and animal? How can we draw/paint the texture of animal fur or skin using materials already learned plus watercolor paint? How can we show negative space using watercolors on paper? How do we use watercolor paint to show values? What type of environment will we include in our work for our self/animal? What can we study to understand an animal s characteristics and movement? How can we control/not control watercolor paint to get the effect we want and find new effects? Content map/calendar Unit 4 Mid Nov Early December Description Time Frame CCLS Connection NYS Standards for Art Fusing Animal and Self Students will learn that our facial muscles show emotion we feel known as expression. Students will learn that the texture and pattern of animal skin/fur is important in creating realism in a portrait using an animal. Students will learn that composition/close up and environment adds to the mood of a portrait. Students will learn that leaving negative space when using watercolor paints creates lights needed to value shade, creating the illusion of volume/realism. Students will learn that color can be realistic or unrealistic to set a mood. Students will learn properties of watercolor paint. Students will learn to integrate features from both animal and self into a 15 classes Students build strong content knowledge. Students will comprehend as well as critique. 1,2,3,4 See page 4 22

23 cohesive composition. Technology Component Student researches choice of animal on Chromebook. I use SMARTboard to analyze images of prior student work with students using ELMO document camera. Skeleton models of animals. Assessment Painting/drawing of a fantasy self, choice of animal fused with self. Studies in watercolor painting, writing an analysis of chosen animal in sketchbook, 2 thumbnail sketches of compositions in sketchbook. Formative assessment in the form of feedback from teacher and a written rubric authored by students and teacher to compare one s work to. Summative assessment consists of student grading one s own work, then a conversation with the teacher using the rubric and student work to give reason to the grade. Fusing Animal and Self Rubric Exemplary 100 % 90% Satisfactory 89% 80% Developing 79% 70% Below Standard 69% 60% Facial features and proportion are accurately drawn showing a strong resemblance to the student. Composition visually and obviously expresses ideas and feelings through the successful use of 4 Elements of Art or Principles of Design, especially pattern and texture. Work of art shows a high degree of control and skill for the media, including a minimum of 2 watercolor techniques. Student transforms lights and darks in an innovative way using natural or unnatural colors. There are a minimum of 8 shades in the drawing showing subtle variations to Facial features and proportion are accurately drawn showing a resemblance to the student. Composition visually and mostly expresses ideas and feelings through the use of 4 Elements of Art or Principles of Design, especially pattern and texture. Work of art shows a satisfactory degree of control and skill for the media, including a minimum of 2 watercolor techniques. Student transforms lights and darks in a satisfactory way using natural or unnatural colors. There are less than 8 shades in the drawing showing some variation to create the illusion of realism and 3 dimensionality. Artist Facial features and proportion are inaccurately drawn making recognition of the student difficult. Composition doesn t visually express ideas and/or feelings through the use of 4 Elements of Art or Principles of Design and omits pattern and texture. Work of art shows some degree of control and skill for the media and 1 watercolor technique. Student partially transforms lights and darks into natural or unnatural colors. There are less than 6 shades in the drawing showing some variation to create the illusion of realism and 3 dimensionality. Work is poorly executed or not at all. 23

24 create the illusion of realism and 3 dimensionality. Artist executes maximum originality and sensitivity to convey meaning. Environment supports the new being in both content and skill. Artist demonstrates maximum care and effort in creating artwork and care of materials. executes some originality and sensitivity to convey meaning. Environment partially supports the new being in both content and skill. Artist demonstrates care and effort in creating artwork and care of materials. Artist s work is not original or sensitive lacking meaning. The environment barely supports the content or skill. Artist does not show care or effort in the creation of art or the care of materials. Student/artist worked diligently during class period and stayed on task. Student/artist worked well most of the class period and stayed on task. Student/artist did not make the most of the class time or stay on task. Poor use of class time and work was either incomplete or not done at all. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 24

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26 Unit 5 Human Body Proportion and Movement Essential Questions How can we capture the body at rest or in motion in a drawing or painting? What skills can we build on to obtain mastery in drawing? How can use a variety of pencil weights and materials to show movement? What types of drawing can we use to show movement? How can we understand proportion by studying the human body? How can we employ knowledge of the anatomy to draw the human body? Content map/calendar Unit 5 Mid December Early January Description Time Frame CCLS Connection NYS Standards for Art 5 Human Body Proportion and Movement Students will use observation, contour line, value shading, gesture, proportion, scale, color, shape, pattern and repetition to build on prior learning in order how to render a human in proportion. Students will research and study art of the past to see the different ways artists have dealt with the body in art. Students will model for each other. Students will transfer a 3D form into a 2D work of art classes Students build strong content knowledge. 1,2,3,4 See page 4 Technology Component Assessment Drawings and paintings of students posed in a variety of positions representing movement and at rest. Students will design their own rubric building on previous ones. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. 26

27 Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 27

28 Unit 6 Original Treehouse Design 2D and 3D Essential Questions How can we transform imagination, personal meaning and dimensioning into a 2 dimensional floor plan, elevation view and a 3 dimensional model design? How can we synthesize learning about the human body and proportion with dimensioning of an original treehouse design? What does Frank Lloyd Wright s comment, Form Follows Function mean and how can we use it to create a built structure with personal meaning? Content map/calendar Unit 6 Mid January Mid February Description Time Frame CCLS Connection NYS Standards for Art Students will learn to design an original treehouse while rendering it into a plan view and elevation view to scale based on the dimensions of the classroom. They will learn to apply knowledge of standard symbols for windows, doors and other elements of architecture for their original treehouse design. Students will learn to dimension their floorplan. Students will choose a theme. Students will transform their floor plan into an aesthetically pleasing elevation view of their favored side adding a roof of choice. Students will build a model of their design using natural and found objects. They will employ the help of a family member or friend to complete this at home assignment. This unit will help student conceive what a real life application involves when designing a built structure. 12 classes Students build strong content knowledge. 1,2,3,4 28

29 Technology Component Students will use their Chromebooks for research as an image bank to help them view others ideas after an initial visualization of their own ideas. They will use Haiku for responding to a writing prompt. Ruler and templates for shapes in order to draw accurate dimensions. Assessment Original sketches and writing prompts of the design process. Completed floor plan for original design with accurate dimensioning and symbols for architectural elements. Elevation view and 3 D model of design. Treehouse Design and Model/Criteria Floorplan (Aerial) View: Floorplan is skillfully executed. Includes trees, windows, doors and all details in the design. Proper floorplan symbols are used to identify elements of the treehouse. Proper dimensioning is used for all lengths, heights and widths of all built areas of the treehouse as if it were built in real life size not model size. Accurate scale is used. Ruler is used for straight lines.design is original/imaginative. Drawing is neat and easy to read. Theme is posted. Elevation View: Height of elevation is accurate. Roof is included. All architectural elements are aligned from floor plan. Drawing is aesthetically pleasing and includes color. All dimensions are accurate. Theme is posted. 29

30 3 Dimensional Model of Treehouse: Inventive use of natural materials. Securely made and balanced. Model resembles 2 dimensional design. The model is aesthetically pleasing. Writing Prompt: Explain how you balanced your treehouse model, the challenges you encountered and how you resolved the problems, be specific. Minimum 8 sentences, typed. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nunc ac neque placerat lorem dictum pulvinar. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Etiam eget dui lacus. Nulla pellentesque adipiscing turpis, id ullamcorper nunc eleifend sit amet. Praesent sit amet turpis id orci dictum elementum ut ac ligula. Praesent et velit ultrices metus lacinia rhoncus in nec metus. Mauris iaculis consequat pulvinar. Nunc ultrices dui vel mi tristique quis molestie dolor dignissim. Integer justo diam, semper eu luctus quis, dictum nec enim. Aliquam et consequat nibh. Nunc eu urna in turpis faucibus vestibulum. Duis a lacus nunc, nec viverra lorem. Mauris id massa et metus laoreet feugiat. Integer sed nisi congue nibh tempor pellentesque quis id lacus. Integer convallis vulputate lectus ut hendrerit. Nulla ut feugiat enim. Morbi id ligula nec orci ultricies gravida in vel sem. Integer at posuere tortor. Vestibulum 30

31 sodales bibendum sagittis. Quisque venenatis, sem et volutpat pharetra, nulla nunc condimentum diam, vel viverra metus mauris a turpis. Pellentesque rhoncus neque sed erat euismod ultrices sed et nisi. Integer hendrerit ultricies turpis id venenatis. Donec ut ante sed odio ornare feugiat. Cras adipiscing metus vel massa ultrices varius. Suspendisse ut mauris velit. Vivamus auctor sollicitudin augue non ullamcorper. Maecenas egestas quam ac velit elementum sed dictum mauris rutrum. Donec vestibulum mauris sit amet lectus fermentum volutpat. Suspendisse potenti. Vestibulum lacinia, arcu a pulvinar feugiat, diam libero pulvinar dui, et mollis nulla nulla eget libero. Pellentesque molestie, ligula at rhoncus auctor, lectus velit porttitor justo, a tincidunt ipsum orci nec lacus. Donec mi dui, mollis ut elementum a, congue viverra dui. Fusce nisl lectus, dictum pellentesque luctus et, malesuada in eros. Morbi non ligula dolor. Sed pellentesque, nibh id adipiscing gravida, massa massa consequat lacus, a consectetur lacus risus in sapien. 31