PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS A COURSE OF STUDY FOR ART735 MULTI ART

Transcription

1 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS A COURSE OF STUDY FOR ART735 MULTI ART APPROVED BY THE BOARD OF EDUCATION January 24,2013 Approved: 1995 Revised January 2013

2 ART RATIONALE High School The high school art program is a continuation of the philosophy, concepts, and skills learned in the kindergarten through eighth 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 indicate when 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 NJSLS for visual and performing arts (See Appendix). In addition, computer technology, and interdisciplinary skills are integrated. Multi Art Multi Art is a full year course designed to introduce students to a wide range of art making experiences. Students are not required to have any previous art classes before taking this course. Students will work with a variety of art making processes including drawing, painting, printmaking, graphic design, and sculpture. This course is designed to give the students a basic knowledge of many different art-making processes in order to foster future interest in specific areas of art. This course will incorporate group learning, authentic assessment methods, and the use of technology as a learning tool throughout the year. Real world problem solving techniques will be used in the creation of art projects.

3 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.

4 K-12 GENERAL ART GOALS All students will: 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. based on these studies, develop skills in the production of art projects utilizing a wide variety of media and techniques. 5. recognize ethnic diversity through the study of art history and artifacts of diverse cultures. 6. understand that the complex history of a civilization is reflected in the visual and verbal expressions of selected time periods. 7. be introduced to aesthetic inquiry. 8. utilize specific artifacts or artists from diverse time periods and cultures to present and implement art projects. 9. integrate technology into the art curriculum. 10. exhibit proficiency in the terminology and techniques related to areas of art study. 11. develop skills in the safe use of art supplies and equipment. 12. explore careers in the field of art. *Elements and Principles of Art Color Line Value Composition Balance Texture Symmetry & Asymmetry Contrast Dominance Repetition Rhythm Theme & Variation

5 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES COURSE: ART 735 TITLE: MULTI ART IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY CORE CURRICULUM CONTENT STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. The student will: 1. understand and demonstrate the following use of line: a. Tonal variation b. Width variation c. Mark variation d. Directional variation 2. create drawings using the following variety of tools and media: a. Pen and ink b. Pastel c. Charcoal d. Pencil e. Nontraditional tools f. Variation in size 3. demonstrate the following skills and techniques of drawing: a. Crosshatch b. Stippling c. Blending d. Gradeation e. Consistency of tone f. Surface sensitivity

6 COURSE PROFICIENCIES continued 4. utilize techniques to produce varied surface textures, form, space, and focal points with the following: a. Overlapping b. Divergent lines c. Values (lights and darks) d. Shapes rather then symbols e. Positive and negative space f. Edges rather then outlines g. Proportional relationships h. Geometric perspective 5. visually interpret an object which has the following traits. a. Value b. Accuracy and perception of what is being drawn c. Surface texture simulation d. Detail 6. understand and demonstrate the following relationships between the elements and principles of art in drawing: a. Overlapping and space b. Form and value c. Line and texture d. Shape and rhythm e. Emphasis and color f. Effects of directional lines 7. evaluate the quality of drawings by self and others with the following criteria: a. Originality b. Effort and level of difficulty c. Individual style d. Craftsmanship 8. utilize a variety of materials, methods, and techniques used in sculpture:

7 COURSE PROFICIENCIES continued 9. safely and creatively utilize the following equipment and tools in producing sculpture: a. Glues b. Tapes c. Knife d. Wire cutters e. Wire f. Plaster g. Cardboard 10. create sculpture that is widely varied according to the following: a. Shape b. Form c. Texture d. Rhythm 11. produce paintings using watercolor, tempera, acrylic, and mixed media which show the effective use of the following: a. Elements of art, with a focus on color b. Composition using the principles of art c. Surface quality d. Paint quality e. Mixing and application f. Color correctness g. Textural qualities h. Stroke direction i. Light source 12. produce quality paintings using watercolor, acrylic, tempera, and mixed media which show the effective use of techniques: a. Glazing b. Scrubbing c. Wash d. Dry brush e. Transparencies f. Wet and wet g. Graduated Wash h. Tinting and Shading

8 COURSE PROFICIENCIES continued 13. produce quality paintings using watercolor, acrylic, tempera, and mixed media which evoke particular emotions: a. Color, line, form, and shape b. Choice of subject matter c. Light source d. Illusion of space 14. demonstrate the following uses of composition: a. Axial b. Radial 15. demonstrate the following principles of color: a. Primary b. Secondary c. Intermediate d. Complementary e. Split-complement 16. demonstrate the qualities of color: a. Value b. Hue c. Tint d. Shade e. Warm 17. demonstrate the following uses in print making: a. Reduction prints b. Preplanning c. Color separation d. Inking and printing 18. safely and creatively use the following equipment and tools in printmaking: a. Printing media. b. Cutters c. Ink brayers d. Printing press 19. introduce and be able to appreciate a variety of art and become aware of a variety of artists: 20. identify artist from examples of their work. 21. replicate the work of master artists.

9 ASSESSMENT PROCEDURES Students grades are based on the following: Performance: 80% Meets/Exceeds personal ability Demonstrates mastery of skills Stays on task Ensures all criteria have been met for assignment Concept Analysis: 20% Shows evidence of planning Participates in oral and/or written critiques of individual and peer work Expresses ideas through class discussions Comprehends individual progress and strives for improvement Final Grade: Marking Periods: 1, 2, 3, 4 88% Final Exam 12% Final Grade Full Year Course Full Year Course Each marking period shall count as 20% of the final grade (80% total). The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

10 Multi Art Essential Questions o o o o o o o o o o What is art? How can art be used for personal expression? How does art reflect human culture? How is art used in everyday life? Why is art necessary? How do people express themselves through art today? How can I use my knowledge of art skills and vocabulary to create art? Why is it important to understand the elements of art and principles of design? How can the use of value affect an image? How can the use of color affect an image? Enduring Understandings o o o o o o Art is a visual language. Art reflects and contributes to culture. Art is individual expression. Artists of different cultures express meanings and ideas in different ways. Art media, techniques, and processes should be used in a safe and responsible manner. Understanding the elements of art and principles of design provide the tools for visual expression.

11 MULTI ART PROFICIENCIES/ OBJECTIVES The student will: 1. understand and demonstrate the following use of line. a. Tonal variation b. Width variation c. Mark variation d. Directional variation 2. create drawings using the following variety of tools and media. a. Pen and ink b. Pastel c. Charcoal d. Pencil e. Nontraditional tools f. Variation in size STANDARDS D D D D D D D A.3 SUGGESTED ACTIVITIES Students will: create a value scale with tonal variation pencil/charcoal. create a composition using various types of line width. create a composition showing motion through the use of various types of marks. create a composition that controls eye movement. create a variation of value scales using stippling, crosshatching, and wash using pen and ink. create an intensity scale with gradation change and apply it to a still life composition using pastel. create value scales using charcoal. experiment with various types of pencils showing an understanding of various values. EVALUATIONS/ ASSESSMENTS Teacher observation Class presentation and critique Teacher observation Classroom observation Individual discussion with teacher TEACHER NOTES Color Drawing, Doyle Drawing on the Artist Within, Edwards

12 MULTI ART continued PROFICIENCIES/ OBJECTIVES STANDARDS SUGGESTED ACTIVITIES The student will: Students will: 2. continued experiment with creating various types of line using found objects. learn how to use appropriate tools of particular sizes to create both a large and small scale composition. 3. demonstrate the following skills and techniques of drawing. a. Crosshatch b. Stippling c. Blending d. Gradation e. Consistency of tone f. Surface sensitivity D A D D E.1 create a value scale and apply to a composition using various media, including computer graphics. create a value scale and apply to a composition using various media. create a smooth value scale using various blending tools such as tortillions. create a value scale. create a still life drawing showing accurate value. using the same media, experiment with various types of paper and how it interacts differently with the material used. EVALUATIONS/ ASSESSMENTS Teacher observation Critique following a rubric of skills Class discussion and presentation TEACHER NOTES Corel Draw Photo Shop

13 MULTI ART continued PROFICIENCIES/ OBJECTIVES The student will: 4. utilize techniques to produce varied surface textures, form, space, and focal points with the following. a. Overlapping b. Divergent lines c. Values (lights and darks) d. Shapes rather than symbols e. Positive and negative space f. Edges rather than outlines g. Proportional relationships h. Geometric perspective STANDARDS D A D D E.1 SUGGESTED ACTIVITIES Students will: using Bryce create a composition of various objects using overlapping to show foreground, middle ground, and background. create a cityscape showing depth using perspective. add value to cityscape showing light. create an abstract composition using various shapes. create a chiaroscuro drawing, erasing negative space. experiment with abrupt change or gradual change in an observational drawing. create a figure drawing or portrait using proportion formulas. design a room using one and two point perspective. EVALUATIONS/ ASSESSMENTS Teacher observation Student self-assessment and peer assessment Group critique Class discussion and presentation TEACHER NOTES Bryce

14 MULTI ART continued PROFICIENCIES/ OBJECTIVES The student will: 5. visually interpret an object which has the following traits. a. Value b. Accuracy and perception Of what is being drawn c. Surface texture simulation d. Detail 6. understand and demonstrate the following relationships between the elements and principles of art in drawing. a. Overlapping and space b. Form and value c. Line and texture d. Shape and rhythm e. Emphasis and color f. Effects of directional lines STANDARDS 1.4.A D D D D A D D C E.1 SUGGESTED ACTIVITIES Students will: sketch an object with a strong light source showing highlights, midtones, and shadows. sketch a geometric still life showing objects in relationship with each other. create a rubbing using various textured surfaces. create a pen and ink drawing of a object enlarged. use various shapes and values that overlap to show light, medium, and dark value using Photoshop. create a study of material showing the form that wrinkles, create using value. translating various textures using a variety of line. repeating shapes to cause an optical illusion. create emphasis in a still life using warm and cool colors. EVALUATIONS/ ASSESSMENTS Teacher observation Student self-assessment Peer assessment Teacher observation Class presentation and critique TEACHER NOTES Photoshop

15 MULTI ART continued PROFICIENCIES/ OBJECTIVES STANDARDS SUGGESTED ACTIVITIES The student will: Students will: 6. continued create a portrait, still life, or landscape using only vertical pen or pencil lines. 7. evaluate the quality of drawings by self and others with the following criteria. a. Originality b. Effort and level of difficulty c. Individual style d. Craftsmanship 8. utilize a variety of materials, methods, and techniques used in sculpture. 9. safely and creatively utilize the following equipment and tools in producing sculpture. a. Glues b. Tapes c. Knife d. Wire cutters e. Wire f. Plaster g. Cardboard D A D A A B B D A D A P.D D.2 select a number of art works in the same medium for evaluation. create a rubric incorporating each of these categories. reflect upon their work and the work of peers utilizing a rubric. create various types of sculptures utilizing various techniques. engage in creating various sculptures using glue for mosaics, tape for body forms, knives for cutting various materials to be used in various sculptures, wire cutters, and wire to create contour sculptures, and plaster to create organic forms. EVALUATIONS/ ASSESSMENTS Student self-assessment Peer assessment Teacher observation Teacher observation Class presentation and critique Student self-assessment Class presentation and critique Teacher observation TEACHER NOTES

16 MULTI ART continued PROFICIENCIES/ OBJECTIVES The student will: 10. create sculpture that is widely varied. a. Shape b. Form c. Texture d. Rhythm 11. produce paintings using watercolor, tempera, acrylic, and mixed media which show the effective use of the following. a. Elements of art, with a focus on color b. Composition using the principles of art c. Surface quality d. Paint quality e. Mixing and application f. Color correctness g. Textural qualities h. Stroke direction i. Light source STANDARDS D A D D A D D.2 SUGGESTED ACTIVITIES Students will: create a cardboard sculpture using various cut shapes combined. create a wire sculpture that defines a specific form. create a plaster relief sculpture. create a tile sculpture repeating various shapes with different themes. create color wheel and apply various types of color to a final composition. create a composition using a balance of all the principles of art combined together. create a painting using a palette knife. create an impressionistic landscape painting with a variation of water or oil paint based off of a researched reference picture. EVALUATIONS/ ASSESSMENTS Teacher observation Class presentation and critique Student self-assessment Class presentation and critique TEACHER NOTES Paper Sculpture, Johnson Art Fundamentals, Garchik

17 MULTI ART continued PROFICIENCIES/ OBJECTIVES STANDARDS SUGGESTED ACTIVITIES The student will: Students will: 11. continued utilize only the primary colors to create secondary and tertiary colors. replicate a master painting with the goal to match color accurately. create a variety of observational paintings of natural objects showing their textural quality visually. replicate a Vincent van Gogh painting showing the movement of the sky through the use of paint strokes. create an observational drawing showing a strong light source. 12. produce quality paintings using watercolor, acrylic, tempera, and mixed media which show the effective use of techniques. a. Glazing: b. Scrubbing D A D D.2 apply the proper glaze to a painting. create an abstract utilizing a brush or sponge to create a scrubbing technique with a focus on EVALUATIONS/ ASSESSMENTS Teacher observation Student self-assessment Peer assessment TEACHER NOTES The Art of Watercolor Painting, Brooks

18 c. Wash d. Dry brush e. Transparencies f. Wet and wet g. Graduated wash h. Tinting and shading texture. utilize water colors to create a wash background to a painting.

19 ART 735 MULTI ART continued PROFICIENCIES/ OBJECTIVES STANDARDS SUGGESTED ACTIVITIES The student will: Students will: 12. continued create a dry brush still life using water colors. create a watercolor composition of overlapping objects showing transparencies by diluting the watercolor. create a landscape painting using wet paper and masking. create a tonal change from dark to light in a background of a watercolor piece using a graduated wash. create a monochromatic painting using black and white paint. 13. produce quality paintings using watercolor, acrylic, tempera, and mixed media which evoke particular emotions. a. Color, line, form, and shape b. Choice of subject matter c. Light source d. Illusion of space D A D D.2 create an abstract painting that is based on the emotion from a selected song using these elements. select objects that convey a selected emotion and create a final painting of the objects. EVALUATIONS/ ASSESSMENTS Student self-assessment Class presentation and critique TEACHER NOTES Lessons in Art, Henks

20 ART 735 MULTI ART continued PROFICIENCIES/ OBJECTIVES STANDARDS SUGGESTED ACTIVITIES The student will: Students will: 13. continued create a chiaroscuro painting to evoke a dark emotion. create a painting depicting the feeling of solitude, isolation, or congestion through the use of space. 14. demonstrate the following uses of composition. a. Axial b. Radial 15. demonstrate the following principles of color. a. Primary b. Secondary c. Intermediate d. Complimentary c. Split-complement 16. demonstrate the qualities of color. a. Value b. Hue c. Tint d. Shade e. Warm A D D A D D D D A D D D D.2 create a Mandela depicting a personality sketch using designs and symbols of their individual interests. design one composition using various shapes and repeat it several times utilizing a different color principle in each composition. create various compositions demonstrating the use of each quality of color. EVALUATIONS/ ASSESSMENTS Teacher observation Student self-assessment Peer assessment Class presentation and critique Teacher observation Student self-assessment Teacher observation TEACHER NOTES Mainstreams of Modern Art, Canaday

21 ART 735 MULTI ART continued PROFICIENCIES/ OBJECTIVES The student will: 17. demonstrate the following uses in print making. a. Reduction prints b. Preplanning c. Color separation d. Inking and printing STANDARDS D D D D D C E.1 SUGGESTED ACTIVITIES Students will: create a print where image emerges through the use of separate layers on Photoshop. create thumbnail sketches of prints that will be approved by instructor. create a print with various colors used on separate blocks. EVALUATIONS/ ASSESSMENTS Class presentation and critique Teacher observation TEACHER NOTES Photoshop 18. safely and creatively use the following equipment and tools in printmaking, a. Printing media b. Cutters c. Ink brayers d. Printing press 19. appreciate a variety of art and become aware of a variety of artists. 1.2.D D A A D D A A.2 review safety procedures and implement a quiz based on procedures used in printmaking. execute various projects utilizing tools appropriately. study a specific artist s work as it relates to current project. Class presentation and critique Teacher observation Class participation Teacher observation Art Fundamentals, Garchik 20. identify artist from examples of their work A A D D A.1 discuss the relationship between the artist s work and student work. write a reaction to the work of master artists as

22 A B.2 it relates to current project. 21. replicate the work of master artists A D.5 replicate an impressionistic painting using a collage technique. Teacher observation Class critique

23 BIBLIOGRAPHY Teacher/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, NY. Weston Walch, Brommer, Gerald. Wire Sculpture. Worcester, MA. Davis Publication, Inc., The Art of Collage. Worcester, MA. Davis Publication, Inc., Brommer, Gerald and Joseph A. Gatto. Careers in Art, An illustrated Guide. Worcester, MA. Davis Publication, Inc., Brooks, Walter. The Art of Watercolor Painting. New York, NY. Western Publishing, Canaday, John. Mainstreams of Modern Art. New York, NY. Simon and Schuster, Doyle, Michael E. Color Drawing. New York, NY. Van Nostrand Reinhold, Edwards, Betty. Drawing on the Artist Within. New York, NY. Simon and Schuster, Encyclopedia of Art. Volumes 1-5. New York, NY. Praeger Publishers, Faulkner, Ray and Edwin Ziegfeld. Art Today. New York, NY. Holt, Reinhardt and Winston, Garchik, Morton. Art Fundamentals. New York, NY. Stravon Educational Press, Gilbert, Creighton. Michelangelo. New York, NY. 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, Johnson, Mary Grace. Paper Sculpture. Worcester, MA. Davis Publications, Inc., Lansing, Kenneth. Art, Artists and Art Education. New York, NY. McGraw Hill, Lipman, Jean. Calder s Universe. New York, NY. Viking Press, Loretta, Santini. Michelangelo. Florence, Italy, Malcolm, Dorothea. Design Elements and Principles. Worcester, MA. Davis Publications, Inc., Parramon, José. The Big Book of Watercolor. New York, NY. Watson-Guptill Publications, 1985.

24 BIBLIOGRAPHY- Teacher/Student Resources (continued) Penrose, Roland. Sculpture of Picasso. New York, NY. Museum of Modern Art, Raboff, Ernest. Art For Children, Series New York, NY. Harper Trophy, Reeve, James K. The Showing of Art. New York, NY. 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, NY. 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., CD-ROM/Software: Art Explosion 125,000 Images. Calabosas, CA. Nova Development Corp. Art of Imperial China. New York, NY. Metropolitan Museum. Bouton and Kubieck. Photoshop 3 Filters and Effects. New Riders Publishers, Coburm and McCormick. Corel Draw 8. McGraw-Hill, Corel Draw Special Effects. New Riders Publishers, Dayton and Davis. Photoshop 5.5 Macintosh Edition. Peachpit Press, Egypt. Brooklyn, NY. Brooklyn Museum. Fun With Architecture. New York, NY. Metropolitan Museum. The Louvre Museum. Paris, France. Voyager. Time Traveler. Pound Ridge, NY. New Media Schoolhouse. Treasures of Art. Museum of Natural History. New York, NY. Voyager. Twentieth Century Art. New York, NY. Metropolitan Museum. *Bryce, Poser, Fantographer, Painter, Flash and others to be cataloged shortly.

25 BIBLIOGRAPHY- Film/Video/Slides (continued) Film/Video/Slides: Bass, Saul. Why Man Creates. Sanat Monica, CA. Pyramid, (FILM) Brady, Sharon. Artists of the Southwest. (VIDEO) Chesek, Carol. Design and Techniques in Pottery Making. (SLIDES) Introduction to Figure Drawing. Stamford, CT. Educational Dimensions. (SLIDES) Lettering. Educational Dimensions. (SLIDES) Perspective Drawing. Stamford, CT. Educational Dimensions. (SLIDES) Survey of World Art. Weymuth, MA. Universal Color Slides Co., ND. (SLIDES) All sources are available in the Art Room or within the school.

26 APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

27 SAMPLE AUTHENTIC ASSESSMENT TASK: A local homeless shelter requests a mural 8 x 20 to be painted on the front of their building. The image should not reflect a specific time period and evoke a feeling of security and safety in homeless victims towards the center. Acrylic paint must be used for durability. The slogan and logo must be incorporated into the design. They have reached out and asked you to work in a group, to design, and implement this piece. The client needs the work to fit several criteria and asks to see samples. FOR TEACHER USE: (Can students follow these procedures independently?) 1. Must be 8 x 20 in size 2. Must be done using acrylic paint 3. Must show racial diversity 4. Must evoke a feeling of safety and security 5. Must have a warm color scheme 6. Must incorporate the name of the shelter 7. Must include a slogan and logo 8. Must be clean and concise 9. Image used must not reflect a specific time period 10. Must contain people of all ages

28 SAMPLE AUTHENTIC ASSESSMENT RUBRIC NAME: PROJECT: CATEGORY EXEMPLARY DEVELOPING BEGINNING PORTRAYAL OF EMOTION Emotion is clear and understandable Color, subject, shape, and form all strongly portray a sense of safety and security Emotion is somewhat clear One or more elements somewhat portray a sense of safety and/or security Emotion is unclear None of the elements of the piece portray a sense of neither safety nor security Overall image is extremely understandable and inviting to a viewer Excellent use of space Average use of space Poor use of space COMPOSITION Design perfectly fits the entire allotted space Shows diversity, slogan, and logo Warm colors used throughout. More planning needed for the fit of the design in the allotted space Little planning shown Student did not take the allotted space into consideration. Excellent movement expressed throughout the entire piece Movement of piece needs improvement No movement in piece Time period not addressed USE OF MATERIALS Neat, clean, and complete Shows excellent control of materials, as well as technique using acrylics High skill level shown Complete but needs to be cleaned up Shows some control of material and technique Average skill level shown Incomplete and messy Shows little control of material and poor technique Poor skill level

29 . APPENDIX B WORK FOLDER AND PORTFOLIO DATA SHEET

30 WORK FOLDER AND PORTFOLIO DATA SHEET ART NAME _ Grade Subject Teacher Room STUDENT ASSESSMENT PERFORMANCE LEVELS GRADES Completed Projects Works Independently Works in Groups Shows Creativity Shows Talent in this Area Develops Critiquing Skills Develops Appropriate Art Vocabulary Follows Directions Total Performance TESTS TESTS P R O J E C T S DRAWING DESIGN COLOR CONSTRUCTION CERAMICS GRAPHICS: LETTERING PRINTMAKING COMPUTER GRAPHICS LEVELS OF PERFORMANCE: 4 = EXCELLENT 3 = GOOD 2 = FAIR 1 = IMPROVEMENT NEEDED 0 = INCOMPLETE

31 APPENDIX C SAMPLE STUDENT CRITIQUE

32 SAMPLE STUDENT CRITIQUE NAME: GRADE: PERIOD: GRAPHIC AD COVER CRITIQUE 1. What was the format that you used on your journal cover? 2. How did you use repetition in your composition? Give examples of how you used shape, pattern, color, and lettering style in a repeat manner? 3. What area of your composition was the focal point? How did you make it stand out? 4. How does your journal cover show the use of unity? 5. What were two of the most important things that you learned from this lesson?

33 APPENDIX D SAMPLE STUDENT SELF-ASSESSMENT

34 NAME: GRADE: PERIOD: SAMPLE SELF-ASSESSMENT SELF-ASSESSMENT FOR PERSPECTIVE DRAWING 1. What is perspective? 2. Where do all lines go? 3. What is the horizon line? 4. Objects look when they are close up. 5. Objects look when they are far away. 6. All vertical lines are. 7. All horizontal lines are. 8. The three things that I learned about perspective are

35 APPENDIX E N EW J ERSEY S TUDENT L EARNING STANDARDS 1 - Visual and Performing Arts 8 - Technology 9-21st Century Life and Careers

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37 APPENDIX F CURRICULUM MODIFICATIONS & ADAPTATIONS

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