Delta RV Art II Revised-2012
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1 Delta RV Art II Revised-2012 Art: Art II 9-12 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems FA 1: knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Drawing create a range of 7 smoothly graduated values through varied pressure. blend values/colors to create new values/colors. combine a change in value/color. create a range of 4 graduated values using hatching, crosshatching, and stippling techniques. use an eraser as a tool to change a value. FA Students will do required reading/research, view appropriate slides/videos based on information pertaining to drawing. The students will create light, medium and dark values to give depth and form to a series of predawn images of plastic geometric shapes; a variety of materials (ebony pencil, charcoal, scratch board, kneaded eraser, etc.) might be selected by the instructor for use at any given time; students will be expected to use various shading, modeling, and textural techniques (hatching, crosshatching, stippling, and blending). SELF-ASSESSMENT & WRITTEN REFLECTION: A typewritten self-evaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be applied (description, analysis, interpretation, and judgment). TEACHER ASSESSMENT: The instructor may use a scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 1
2 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Drawing use blending tools such as stumps and tortillons to modify values. demonstrate proficiency using 3 drawing media (examples pencil, charcoal, conte crayon, pastel, oil pastel, marker, pen and ink, colored pencils, scratchboard). create artwork that effectively uses the elements of art and the principles of design. use appropriate criteria to self-evaluate drawings. define and correctly use vocabulary terms relating to drawing and shading. FA The students will create a finished drawing based on direct observation of a specific subject; medium will be selected by the instructor. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: a) written responses b) hands-on demonstration of techniques and proper use of materials. TEACHER ASSESSMENT: The instructor may use a scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 2
3 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Painting B Students will: mix tempera/acrylic paints to match observed hues. demonstrate the following watercolor techniques: continuous wash, graduated wash. apply watercolor to create simulated and invented textures. select and use appropriate sizes and types of brushes (examples natural, synthetic, flat, round, bright, small-large sizes). discuss personal responses and complete the process of art criticism. FA Students will do required research, view appropriate slides/videos/internet information pertaining to specified artists and/or historical art periods or movements. The students will create a nonobjective watercolor sampler incorporating the following techniques: wet-on-wet, wet-ondry, flat and graded washes, textural effects, resists and glazing. The students will draw an object of their choice from direct observation, proceed to abstract the form in the style of Cubism (such as Pablo Picasso), then render the final composition in tempera paint; students should be encouraged to use a selected color scheme and should also use a variety of tints, tones, shades, and intensities in the painting. SELF-ASSESSMENT & WRITTEN REFLECTION: A typewritten self-evaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be applied (description, analysis, interpretation, and judgment). TEACHER ASSESSMENT: The instructor may use a scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 3
4 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Painting B Students will: compare and contrast representational and abstract use of color. define arbitrary color as color chosen for visual rather than realistic effect define expressive color as the meaning associated with the subject. FA Students will be required to properly mount, sign, and title all major painting assignments, making them acceptable for public display. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: c) written responses d) hands-on demonstration of techniques and proper use of materials. C Digital/Computer create or modify an image using art software (art software refers to a program such as Adobe Photoshop). FA Acquire, compose, and edit images using a variety of computer software. s and tasks will be experienced, assessed, and evaluated by students and the instructor. 4
5 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Other Media D Students will: demonstrate one printmaking process (examples monoprint, collagraph, stamp, reduction relief black, lithograph, etching, serigraph). FA Students will develop rough drafts on paper, then choose the most effective drawing to be used as a design that will be transferred to a linoleum block. Appropriate tools will be used to cut away the negative areas in that design (relief technique). Students will then create an edition of prints using varied placement and repetition of their single motif. Students should be encouraged to create rhythm and movement in each print. TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 5
6 GLE 2: : Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems FA 1: knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Sculpture create a sculpture using carving techniques ( subtractive method). Possible media choices could include, but are not limited to the following: clay, wax, soap, plaster, foamboard, styrofoam, carving blocks. identify and explain characteristics of Ancient Egyptian, Greek/Roman, Renaissance, and Modern Sculpture. identify media and techniques used in sculpture. define and correctly use vocabulary relating to sculpture. FA 1 Students will develop ideas for, then create an original freestanding or suspended sculpture Maquette out of foamboard (Maquette=a small scale model that might be used as a guide for a larger, finished sculpture). The students will take a two part comprehensive exam at the end of the course which will include references to this strand: a) written responses b) hands-on demonstration of techniques and proper use of materials. TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 6
7 GLE 3: Communicate ideas about subject matter and themes in artworks created for various purposes FA 1: knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Subject Matter: Fine Art communicate ideas through the creation of a/an: a) portrait b) still life c) landscape d) non-objective e) architecture. FA 1 Students will do required reading/research, view appropriate slides/videos, and complete worksheets/study guides pertaining to specified artists and/or historical art periods or movements. Students will create a twodimensional non-objective picture. The artwork may incorporate elements of portraiture, landscape, and still life. Students may apply techniques of exaggerated proportion; emphasize a full range of values and textures using the medium/media prescribed by the instructor. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: a) written responses b) hands-on demonstration of techniques and proper use of materials. TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. SELF-ASSESSMENT & WRITTEN REFLECTION: A type-written selfevaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be applied (description, analysis, interpretation, and judgment). 7
8 GLE 3: Communicate ideas about subject matter and themes in artworks created for various purposes Theme C Students will: create original artwork that communicates ideas through the following themes (examples cultural identity, social commentary, ceremony/ritual, myth/legend, reflection/transparency). FA 1 Students will do required reading/research, view appropriate slides/videos, and complete worksheets/study guides pertaining to specified artists and/or historical art periods or movements. Students will create a personal mask based loosely on the art of ancient Meso-American societies (examples Central and South America, including the Aztec, Inca, and Maya cultures. Plastic face forms, plastercraft, and selected found/scrap materials can be used. Students will be required to properly mount/hang and title their masks, making them acceptable for public display. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: c) written responses d) hands-on demonstration of techniques and proper use of materials. TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. SELF-ASSESSMENT & WRITTEN REFLECTION: A type-written selfevaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be applied (description, analysis, interpretation, and judgment). 8
9 Elements and Principles of Art GLE 1: Select and use elements of art for their effecting communicating ideas through artwork FA 2: knowledge of the principles and elements of different art forms Elements of Art identify and use the elements of art: a) line b) shape c) form d) value e) form f) texture g) space. FA2 2.4 Identify and use hatching, crosshatching, stippling, and calligraphic lines. Identify and use complex shapes. Identify and use for in-the-round. Identify and demonstrate the illusion of complex form in a twodimensional artwork. Identify and create simulated textures from observation. Identify and use color theory, including color intensity and splitcomplementary color scheme. Performance assessments (rubrics) on major assignment/projects Oral questioning Identify and use local color. 9
10 Elements and Principles of Art GLE 1: Select and use elements of art for their effect in communicating ideas through artwork Elements of Art identify and use the elements of art: a) line b) shape c) form d) value e) color f) texture g) space. FA Identify and use a range of values to create the elusion of complex forms. Identify and use positive and negative space in three-dimensional work. Identify and use perspective techniques to create the illusion of space (two-point linear perspective, overlapping, and change of size, detail, placement, value, contrast, color). Performance assessments (rubrics) on major assignment/projects Oral questioning 10
11 Elements and Principles of Art GLE 2: Select and use principles of art for their effect in communicating ideas through artwork FA 2: knowledge of the principles and elements of different art forms identify and use the principles of design: a) balance b) emphasis Instructional Strategies/Student Use elements to create compositional balance. Identify and use emphasis (focal point) through isolation and location. Performance assessments (rubrics) on major assignment/projects Oral questioning Principles of Design c) contrast d) rhythm/repetition e) unity f) proportion. FA Identify and vary elements in the same work to create contrast (examples different values and different textures). Identify and use elements to create progressive rhythm. Identify and create unity through elements and principles. Identify and use realistic figure proportions. 11
12 Artistic Perceptions GLE 1: Investigate the nature of art and discuss responses to artwork FA 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts Aesthetics effectively use the four steps of art criticism (description, analysis, interpretation, judgment) to understand the meaning of their own art and art created by others. discuss how perceptions in art reflect community and/or cultural beliefs and values. compare how responses to works of art differ based on whether the viewer is a member of the culture in which the cart was created. FA Students will do required reading/research, view appropriate slides/videos, and complete worksheets/study guides pertaining to specified artists and/or historical art periods or movements. Students will discuss or respond in writing to personal response (feeling or idea) to artworks selected by the instructor. Responses are based upon individual students life experiences. Students will compare and contrast the similarities and differences they detect between one of their own pieces of artwork and the work of a classmate, regardless of whether the artworks being evaluated portray realistic, abstract, or non-objective subject matter. Performance assessments (rubrics) on major assignment/projects Oral questioning 12
13 Artistic Perceptions GLE 2: Analyze and evaluate art using art vocabulary FA 3: knowledge of the vocabulary to explain perceptions about and evaluation of works in dance, music, theatre, and visual arts Art Criticism with one artwork: 1) describe the artwork. 2) analyze the use of elements and principles in the work. 3) interpret the meaning of the work (subject, theme, symbolism, message communicated). 4) Judge the work from various perspectives: showing a real or idealized image of life (imitationalism); expressing feelings (emotionalism/expression ism); emphasis on elements and principles (formalism); serving a purpose in the society or culture (functionalism). FA Instructional Strategies/Student Students will discuss a response (feeling or idea) to piece of artwork selected by the instructor. Responses are based upon in individual students life experiences. Students will compare and contrast the similarities and differences they detect between one of their own pieces of artwork and the work of a classmate, regardless of whether the artworks being evaluated portray realistic, abstract, or non-objective subject matter. Performance assessments (rubrics) on major assignment/projects Oral questioning Written reflection 13
14 Historical and Cultural Contexts GLE 1: Compare and contrast artworks from different historical time periods and/or cultures FA 5: knowledge of visual and performing arts in historical and cultural contexts Historical Period or Culture identify artworks from the following periods or movements: a) Cubism b) Surrealism c) Abstract Expressionism d) American Regionalism e) Native American f) African American g) Latino h) Asia. FA 5 In writing explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Identify artworks from the following cultures or historical art movements: Cubism, Surrealism, Abstract Expressionism, American Regionalism, Native American, Latino, Asia, African American. Discuss personal responses and define similarities/differences to art from various periods and cultures. Oral questioning Written reflection 14
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