Delta RV Art I Revised-2012
|
|
- Alisha Mary Eaton
- 5 years ago
- Views:
Transcription
1 Delta RV Art I Revised-2012 Art: Art I Grades GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Drawing create smooth, continuous value through even pressure. create a range of graded values through varied pressure or angle. define edge through variations in pressure or angle. use media in various ways to create simulated or implied textures. demonstrate proficiency using a variety of drawing media. 2.1 The students will create value scales using a variety of materials (ebony pencil, charcoal, scratch board, etc). The students will create a finished drawing based on direct observation of a specific subject. The students will create a Non- drawing based on the use of geometric/freeform shapes and various types of lines. Students will be required to properly mount, sign, and title all major drawing assignments, making them acceptable for public display. SELF-ASSESSMENT AND 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 apply (description, analysis, interpretation, and judgment). 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. 1
2 GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Drawing use a ruler to create parallel, perpendicular, and converging lines or to create a grid. 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. The students will create value scales using a variety of materials (ebony pencil, charcoal, scratch board, etc.). The students will create a finished drawing based on direct observation of a specific subject. The students will create a Non- drawing based on the use of geometric/freeform shapes and various types of lines. 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. 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 paints to create different hues. mix paints to create a range of values levels of intensity. apply paint to create a solid areas of color with no visible brushstrokes. blend one color/value smoothly into another. demonstrate proper use and cleaning of brushes and palettes. select and use appropriate sizes and types of brushes. 2.1 The students will create a series of value (tints/shades) and intensity scales using tempera paint. The students will create a 12-color color wheel using the 3 primary colors. The students will create a nonobjective tempera painting based on geometric/freeform shapes and various types of lines. They must choose a particular color scheme to complete the painting (monochromatic, analogous, triadic, etc.). SELF-ASSESSMENT AND 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 apply (description, analysis, interpretation, and judgment). 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. 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: discuss personal responses and complete the process of art criticism. 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. 2.1 The student 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. C Digital/Computer create or modify an image using general software (refers to program like Microsoft Word, which has paint tools). critique, analyze, and judge digital media using media specific considerations. 2.7 Use paint/draw software to create several variations of an image by applying design principles. s and tasks will be experienced and evaluated by students and the instructor. 4
5 GLE 2: Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : 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 the additive construction method) by layering and adhering material or objects (examples natural or manufactured clays, paper, board, plastercraft, papier mache, assemblage). Students will create a inch tall Figurative Sculpture portraying a human character in action. The figure is fashioned with wire, plastercraft, acrylic paints, and possibly found or scrap materials. The form should show evidence of natural head-to-body proportions, a sense of movement, and appropriate textural effects. 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. 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, and b) hands-on demonstration of techniques and proper use of materials. 5
6 GLE 3: Communicate ideas about subject matter and themes in artworks created for various purposes : 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 create original artworks using the following as subject matter: a) portrait b) still life c) landscape d) non-objective e) architecture. Students will create an original picture of self or other person. Students will create an architectural floor plan. TEACHER ASSESSMENT: Teacher will use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 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. 6
7 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 themes (examples identify, power, time, nature, illusion). Each student will compose a stilllife arrangement comprised of five or more small objects; this collection of objects should symbolize and express something about the student (identity, hobbies, etc.). Students will draw still-life arrangement and complete the image using prescribed materials. SELF-ASSESSMENT AND 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). 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. 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, and b) hands-on demonstration of techniques and proper use of materials. 7
8 Elements and Principles of Art GLE 1: Select and use elements 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 elements of art: a) line b) shape c) form Identify and use weighted contour, parallel, and perpendicular lines. Differentiate between and use geometric and organ (freeform) shapes. Identify and use illusion of form: sphere, cube, cone, and cylinder. Performance assessments (rubrics) Oral Questioning Elements of Art d) value e) color f) texture g) space. FA Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows). Identify and use color theory including color value and color schemes. Identify and use real, invented, and simulated textures. Identify and use positive and negative space in two-dimensional work: identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value, and contrast). 8
9 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 c) contrast Differentiate among and use symmetrical (formal), asymmetrical (informal), and radial balance. Identify and create emphasis (focal point) through contrast and convergence. Performance assessments (rubrics) Oral Questioning Principles of Design d) rhythm/ repetition e) unity f) proportion. FA Identify and use variation within a single element to create contrast (example different values), asymmetrical (informal), and radial balance. Identify and use elements to create regular rhythm. Explain how elements and principles create unity in artworks. Identify and use realistic facial proportions. 9
10 Artistic Perceptions GLE 1: Investigate the nature of art and discuss responses to artworks FA 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts Aesthetics use the four steps of art criticism (description, analysis, interpretation, judgment) to understand the meaning of their own art and art created by others. be able to explain how elements and principles create unity in artworks. discuss personal beliefs about the nature of art. define aesthetics as the branch of philosophy that deals with the nature and value of art. FA Students will discuss or respond in writing to response (feeling or idea) to an artwork 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) Oral questioning Written reflection discuss and develop answers to questions about art, such as: a) What is art? b) Why do responses vary? c) Who decides what makes an artwork special, valuable or good? 10
11 Artistic Perceptions GLE 2: Analyze and evaluate art using art vocabulary FA 3: knowledge of the vocabulary to explain perceptions about and evaluations 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/expres -sionism); emphasis on elements and principles (formalism); serving a purpose in the society or culture (functionalism). FA Students will discuss or respond in writing to response (feeling or idea) to an artwork 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) Oral questioning Written reflection 11
12 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) Ancient Egyptian b) Ancient Greece/Rome c) Renaissance d) Impressionism e) Post- Impressionism f) Fauvism g) Pop Art h) Op Art i) Regionalism 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: Ancient Egyptian, Ancient Greek/Roman, and the Renaissance. Oral questioning Written reflection 12
Delta RV Art II Revised-2012
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
More informationReport Text Selectable Course Curriculum
Page 1 of 8 Course Curriculum Text Report Grade: Undefined Grade Course: Art Fundamentals Discipline: Fine Arts Board Approval Date: Selected Objective Curriculum Items: Objective used to evaluate students
More informationHigh School Design and Drawing Curriculum
High School Design and Drawing Curriculum Course Description: Provides a basic foundation of both design and realistic drawing. Basic techniques are presented to encourage personal creativity and a successful
More informationLEVEL: 2 CREDITS: 5.00 GRADE: PREREQUISITE: None
DESIGN #588 LEVEL: 2 CREDITS: 5.00 GRADE: 10-11 PREREQUISITE: None This course will familiarize the beginning art student with the elements and principles of design. Students will learn how to construct
More informationEssential Academic Learning Requirements (EALRS) in the Arts
1. The student understands and applies arts knowledge and skills. 1.1.1. Understands arts concepts and vocabulary: Elements: line shape/form texture color space value Understands and types of lines (e.g.,
More informationSummit Public Schools--Summit, New Jersey. Grade 8 Art Cycle. Length of Course: 45 Days. Curriculum
Summit Public Schools--Summit, New Jersey Grade 8 Art Cycle Length of Course: 45 Days Curriculum Course Description: The focus of the eighth grade curriculum is the development of skills that will enable
More informationUMASD Curriculum Guide Grades D Exploration
Time Frame: Week 1 UMASD Curriculum Guide Grades 11-12 2 D Exploration Enduring Understandings / Big Ideas: 1. Explore why artists create and introduce vocabulary and art historical periods. 2. Active
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
7 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationCOURSE DESCRIPTION Advanced 2D Art
COURSE DESCRIPTION Advanced 2D Art COURSE DESCRIPTION The Advanced 2D Art course is designed to give students additional experiences in creative thinking and problem solving using 2D art media. In this
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
8 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationVisual Arts I Curriculum Map
Visual Arts I Curriculum Map Tara Maikranz Ohio County High School Time Frame Day 1-3 Topics Objectives Activities/Assessments Vocab Resources Connections? Classroom procedures and safety -Know the proper
More informationThe student performing at the mastery level identifies differences in art forms
Grade 4 General Art Students in Grade 4 learn to identify and use tints and shades. They create additive and subtractive sculpture. They develop creativity in the use of realistic, abstract, and/or non-objective
More informationScott Foresman Art. Grades K-8. Arkansas Fine Arts Curriculum Framework - Visual Art Grades K-8
Grades K-8 C O R R E L A T E D T O Arkansas Fine Arts Curriculum Framework - Visual Art Grades K-8 Introduction This document demonstrates the high degree of success students will achieve when using Scott
More informationART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS
ART DEPARTMENT ART COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: All students have a need for, and a right to, education in the Visual Arts as a part of their life-long learning experience.
More informationMIDDLE SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT Department Art MIDDLE SCHOOL COURSE OUTLINE Course Title Intermediate Art 7/8 Course Code 1055 Abbreviation Art Intermed 7-8 Grade Level 7/8
More informationFINE ARTS COURSE SYLLABUS
FINE ARTS COURSE SYLLABUS Course Title: Studio 3 Department: Art Primary Course Materials: Color and 2-d Design 1. Colored pencils 2. Colored paper 3. Chaulk Pastels/Oil crayon 4. Tissue paper 5. Watercolors
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
4 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More information5th Grade Art Scope and Sequence
5th Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationVISUAL ARTS STANDARDS. Archdiocese of San Antonio Catholic Schools, 2018
VISUAL ARTS STANDARDS, 2018 OBJECTIVES BY DOMAIN KINDERGARTEN 2 ND GRADE Domain I Art Literacy Students can use the vocabulary of art to communicate through art and about art. 1. Learn and use vocabulary.
More informationCURRICULUM ART DRAWING I
CURRICULUM ART DRAWING I (Elective Course) Supports Academic Learning Expectation # 5 Students and graduates of Ledyard High School will demonstrate critical thinking skills Approved by Instructional Council
More informationGrade D Drawing 2. Commercial Art 3. Elements of Design 4. Modeling and Sculpture 5. Painting 6. Principles of Design 7.
Grade 6 1. 2-D Drawing 2. Commercial Art 3. Elements of Design 4. Modeling and Sculpture 5. Painting 6. Principles of Design 7. Printmaking UNIT: DRAWING 7.3 Critical Response to the Arts Recognize the
More informationCurriculum Map for Visual Arts. St. Cyril School Teacher: Quinta Peterson
Curriculum Map for Visual Arts St. Cyril School 2015-2016 Teacher: Quinta Peterson Note: Students in Kindergarten attend art classes once a week for 40 minutes and students in Intermediate (3 rd & 4 th
More informationNON-NEGOTIBLE EVALUATION CRITERIA
PUBLISHER: SUBJECT: SPECIFIC GRADE: COURSE: TITLE COPYRIGHT: SE ISBN: TE ISBN: NON-NEGOTIBLE EVALUATION CRITERIA 2016-2022 Group III - Visual Arts Grade 4 Equity, Accessibility and Format Yes No N/A CRITERIA
More informationSubject Area. Content Area: Visual Art. Course Primary Resource: A variety of Internet and print resources Grade Level: 3
Content Area: Visual Art Subject Area Course Primary Resource: A variety of Internet and print resources Grade Level: 3 Unit Plan 1: Artists Express Themselves through Design Balance Harmony Unity Emphasis,
More informationGreenwich Visual Arts Objectives Introduction to Drawing High School
Media, Techniques and Processes 1. Uses a pencil to create a value scale depicting a range of values (e.g. from the darkest dark to the lightest light) (*1a) 2. Experiments with different types of drawing
More information6 th Grade I can... Critical Vocabulary Formative Assessment/Resourcces. I can analyze or explain the elements of art in the works of art.
Structures in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and
More informationFinal Product: Poster 9/30/2012 Oral presentation to class 9/30/2012 Teacher Observations 9/30/2012
Teacher: CORE Art Grade 7 Year: 2012-13 Course: Art Grade 7 Month: All Months S e p t e m b e r Elements and Principles of Design Poster Project Essential Questions If Art is a language, what is our vocabulary
More informationArchdiocese of Washington Catholic Schools Academic Standards Art
6 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationChelmsford Public Schools Fine and Performing Arts Department
Standard 1: Methods, Materials, and Techniques By the end of each grade level, students will be able to demonstrate knowledge the methods, materials, and techniques unique to the visual arts. Methods,
More informationSubject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010
Grade: 12 th Subject: Humanities Teacher: Ms. Jennifer Johnston Date: August 4, 2010 Unit # 2/Title: Developing a Visual Vocabulary Time Frame (calendar and # of weeks): 15 class meetings Standard(s):
More informationFine Arts II Honors Curriculum Maps
Fine Arts II Curriculum Maps Unit of Study: Chuck Close, Gridding, Value and Portraiture and a Monumental Scale Unit of Study: Compositional Space Using Value Unit of Study: ISMS Unit of Study: Nine Theories
More informationCOURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio
COURSE DESCRIPTION - ADVANCED PLACEMENT ART AP Drawing Portfolio, AP 2D Design Portfolio, AP 3D Design Portfolio COURSE DESCRIPTION This course offers art students a concentrated Art program, which qualifies
More informationVocabulary Glossary Visual Arts K-4
Vocabulary Glossary Visual Arts K-4 1. abstract- Artwork in which little or no attempt is made to represent images realistically and where objects are often simplified or distorted. 2. abstraction- The
More informationChetek-Weyerhaeuser High School/Middle School
Chetek-Weyerhaeuser High School/Middle School Unit 1 Elements of Art Painting I Units and s s 1. I can generate and apply multiple types of examples of each of the elements of art to produce a visual vocabulary
More informationAfter your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A, or 8A.
ART 6A/7A/8A Art, First Semester #7035, 7056, 7067 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A,
More informationDesign and create an original mixed media (i.e. marker, crayon) poster that conveys a message about a social issue.
Fourth Grade Curriculum Map for Bemidji District Visual Arts K-12 Scope and Sequence: 2016 Semester 1 Brief Description of Content Standard See k-third grade and add use of: digital cameras, drawing, figurative,
More informationCentral Valley School District (Middle School Fine Arts) Curriculum Map (Grade 8) Week 1
Week 1 Core skills Art based safety practices Pointillism: Value and Pen and Ink Techniques Introduce the key elements/principles: line, value, scale, shape/form, composition. Introduce value through discussion
More informationThis Sketchbook Belongs to
This Sketchbook Belongs to Class Period: Grade: If Lost, Please Return to Student Background Questionnaire (10 pts) Name: Nickname/Preferred Name:. 1. How long have you been making art? 2. Have you done
More informationVISUAL ARTS TECHNOLOGIES: GRADES 1 THROUGH 8: A COMPREHENSIVE LIST AREA #1: PRODUCTION, PERFORMANCE AND EXHIBITION (Introduction, Review & Reinforce,
A. Know and use the elements and principles to create original works in the visual arts field. ELEMENTS Color Primary Secondary Intermediate Warm/Cool Complimentary Analogous Tertiary Form/Shape Geometric
More informationHalifax Area School District Course Plan Art 1
Halifax Area School District Course Plan Art 1 Course Name: ART 1 1 Credit Unit: 4 quarters Time Line: Ongoing throughout full year Mandatory prerequisite for all other art electives. The beginning course
More informationGRADES K-5. Form Introduce form as an element of design.
MATERIALS, METHODS, AND TECHNIQUES Drawing Draw using a variety of materials. (pencils, crayons, water-based markers, oil crayons and chalk) Draw from memory, imagination, or observation. Express individual
More informationThe student performing at the mastery level identifies selected media, techniques, technologies, and. processes to create twodimensional
Grade 6 General Art At the sixth grade level, students experiment with a variety of media, techniques, technologies, and processes, using the elements of art and principles of design in self-directed art
More information8th Grade Art. Concepts Competencies Vocabulary. Students will be able to:
Unit: Color and Design Durations: 15-20 Sessions 8th Grade Art Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities
More informationArt Vocabulary Assessment
Art Vocabulary Assessment Name: Date: Abstract Artwork in which the subject matter is stated in a brief, simplified manner; little or no attempt is made to represent images realistically, and objects are
More informationCriticism: Analyze the artist s use of sensory, formal, technical, and expressive properties in a work of art.
UNIT: The Elements of Art and Design PROJECT: Rhythm and Movement GRADE: 7 LENGTH: 1 week ACADEMIC STANDARDS: Criticism: - 7.3.1 Analyze the artist s use of sensory, formal, technical, and expressive properties
More information2011 Austin Independent School District Page 1 of 4 updated 5/15/11
Course: M.S. Beginning Art yearlong Austin ISD Yearly Itinerary 1 st There s a specific vocabulary for Art. Elements of Art are building blocks for creating original works. How do the art elements interrelate
More informationNewport Public Schools Curriculum Framework Art
Newport Public Schools Curriculum Framework Art Subject: Fine Arts 1 (semester course -.5 cr.) Grade Level: 9-12 (no pre-requisite) Content Standard Performance Standards Benchmarks Suggested Resources/
More informationArt Approved: May 2008 Geneva-Fairmont Alignment: Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009
A Curriculum Guide for Fillmore Central Public Schools Grades K-12 Approved: May 2008 Geneva-Fairmont Alignment: 1999-2000 Fillmore Central Update: 2003 Revision: May 2008 Revision: June 2009 Curriculum
More information3rd Grade Art Scope and Sequence
3rd Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationArt Glossary Studio Art Course
Art Glossary Studio Art Course Abstract: not realistic, though often based on an actual subject. Accent: a distinctive feature, such as a color or shape, added to bring interest to a composition. Advertisement:
More informationElements & Principles of Art
Elements & Principles of Art in a recipe Elements of Art The elements are components or parts which can be isolated and defined in any visual design or work of art. They are the structure of the work,
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 4 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit 1: Intensity, Texture, Emphasis and
More informationGreenwich Visual Arts Objectives The History of Art (Shapers) High School
The (Shapers) Media, Techniques and Processes 1. Uses pencils with a variety of techniques that show a range of values (*1a) 2. Uses slab construction to build a Greek vase out of clay (*1a, 4b, 4c) 3.
More information5 th Grade I can... Critical Vocabulary Formative Assessment/Resources
Structures in the Arts Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and
More informationArt 8 th Grade Pre-AP Curriculum. 8P.1.1 (1st 9 Weeks 1st 4-1/2 weeks) Students will be able to:
The purpose of this course is to provide students with basic skills and knowledge to understand and apply the Elements and Principles of Art in their daily lives. The course will also help students better
More informationThird Grade Visual Arts Curriculum Overview
Third Grade Visual Arts Curriculum Overview Students will continue to build on, expand and apply the above through the creation of original artworks. Using their powers of observation, abstraction, invention,
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 3
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 3 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit 1: Intensity, Texture, Emphasis and
More informationYear at a Glance Pacing Guide Art- Grade Kindergarten
Year at a Glance Pacing Guide 2018-2019 Art- Grade Kindergarten 5001010 All Four Quarters: marker, pencil, tempera paint Concepts: real and imaginary subject matter, abstract and realistic, knowing the
More informationReview Questions for Design Final Exam Correct answers are highlighted in RED
Review Questions for Design Final Exam Correct answers are highlighted in RED 1. What type of art is this image? a. Abstract b. Non-Objective c. Realistic 2. What type of art is this image? a. Abstract
More informationMiddle School 7th/8th Grade Art Curriculum
Middle School 7th/8th Grade Art Curriculum Course Description: A sixteen-week exploratory class designed to help improve students basic art skills; drawing, painting and sculpting, design artwork using
More information9/1/2015 Elements and Principles of Design. Color and value
Color and value Colors are light waves reflected and absorbed by objects. Hues are the names of colors. Primary hues are red, yellow and blue. Secondary hues are green, orange, and violet. Tertiary hues
More informationName: Period: THE ELEMENTS OF ART
Name: Period: THE ELEMENTS OF ART Name: Period: An element of art that is used to define shape, contours, and outlines, also to suggest mass and volume. It may be a continuous mark made on a surface with
More informationChetek-Weyerhaeuser High School/Middle School
Chetek-Weyerhaeuser High School/Middle School Unit 1 Elements of Art Drawing I Units and s s 1. I can generate and apply multiple types of examples of each of the elements of art to produce a visual vocabulary
More informationLake Mills School District Year at a Glance Scope and Sequence for Art
Overarching Goal of the Curricular Area: able to communicate Kindergarten Unit Theme Other (Collage) able to demonstrate beginning motor skills in drawing, painting, gluing, folding, cutting, bending,
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
1 st Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationStandard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson 6 Jim Dine: Pop Art, Value, Shading, Hearts How does the study of value and shading create dimension in objects such as Jim Dine s hearts? LESSON OVERVIEW/OBJECTIVES This lesson introduces art techniques
More informationART CRITICISM: elements//principles
ART CRITICISM: elements//principles ELEMENTS OF DESIGN LINE SHAPE FORM SPACE TEXTURE COLOR PRINCIPLES OF DESIGN RHYTHM MOVEMENT BALANCE EMPHASIS VARIETY UNITY PROPORTION ELEMENTS building blocks of art
More informationArt, Middle School 1, Adopted 2013.
117.202. Art, Middle School 1, Adopted 2013. (a) General requirements. Students in Grades 6, 7, or 8 enrolled in the first year of art may select Art, Middle School 1. (b) Introduction. (1) The fine arts
More informationRUTHERFORD PUBLIC SCHOOLS GRADE 6 ART CURRICULUM. Revision to Remove CCSS and Replace with NJSLS Approved by the RBOE:
RUTHERFORD PUBLIC SCHOOLS GRADE 6 ART CURRICULUM 2016 Revision to Remove CCSS and Replace with NJSLS Approved by the RBOE: Art Gr. 6 2 1. INTRODUCTION/OVERVIEW/PHILOSOPHY The Rutherford Grade 6 art curriculum
More informationMichael Brown. Pierce Middle School
Michael Brown Pierce Middle School 7 th Grade Visual Arts Curriculum RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political,
More informationGOALS: Students will... CONTENT TOPICS: Knowledge/Skills/Values RESOURCES/ACTIVITIES/ASSESSMENTS: Revised: August, 2016
SUBJECT: GRADE: Art Kindergarten 1. Identify the elements of design: line, shape, color, texture 2. Use geometric and organic shapes in creating art. 3. Draw what is part of their environment. 4. Know
More informationArt 7 th Grade Curriculum (1st 9 Weeks 1st 4-1/2 weeks) Students will be able to: 4. Space a. Linear Perspective 1) One point 2) Two Point
The purpose of this course is to provide students with basic skills and knowledge to understand and apply the Elements and Principles of rt in their daily lives. The course will also help students better
More informationOur Savior Christian Academy
Our Savior Christian Academy Framework for: Art 5 Our Savior Christian Academy s Framework for Art is designed as a tool that will follow the same format for all grades K-4. Each grade level will have
More information#1 Title: Furnished Room Grade Level: Emerging Concept: Drawing-Line
#1 Title: Furnished Room Grade Level: Emerging Concept: Drawing-Line #2 Title: Lines of Common Objects Grade Level: Proficient Concept: Drawing-Line #3 Title: Still Life Value Drawing Grade Level: Advanced
More informationCourse Outcome Summary
Course Information: Description: Instruction Level: 5 Course Art 5 th grade Students will explore the elements and principles of art using a variety of art techniques and methods. We will be learning about
More informationGanado Unified School District (ART/6 th -8th)
Ganado Unified School District (ART/6 th -8th) PACING Guide SY 2014-2015 Timeline & Unit 1: Portfolio 1 week Copy of Pablo Picasso s Guernica Video about Pablo Picasso Presentation AZ Visual Art s: Strand
More informationWhat is the difference in a work of art that is called two-dimensional and a work that is called threedimensional?
Name Art Appreciation Spring 2011 Exam #2 Study Guide Chapters 5-9 You will receive 5 points extra credit on your exam if you complete this guide and submit before the test. You should also study slide
More informationKINDERGARTEN VISUAL ARTS PACING GUIDE:
KINDERGARTEN VISUAL ARTS PACING GUIDE: Art Production A Brief Overview of IPS Elementary Level Visual Arts Curriculum The IPS Visual Arts Curriculum is a standards-driven program, based in the current
More informationElements of Art. Define: Line. Shape. Value. Texture. Color. Form. Space
Elements of Art Line Shape Value Texture Color Form Space Directions: When we talk about the parts that make up a picture or work of art, we refer to them as elements. In the space below, draw a picture
More informationExpressive Arts Curriculum Map
Expressive Arts Curriculum Map Art Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 Year 7 Baseline Lettering and perspective Portraiture and mark-making Continuous line portraits. Matisse Keith Haring Formal
More informationCentral Valley School District Art 5 th Grade August September Standards September Standards
Central Valley School District Art 5 th Grade August September Standards September Standards Discuss cultural context of African textiles Tie-dyeing techniques (e.g., rubber banding, sewing, folding, etc.)
More informationCOURSE SLO REPORT - FINE ARTS DIVISION
COURSE SLO REPORT - FINE ARTS DIVISION COURSE SLO STATEMENTS - ART Course ID Course Name Course SLO Name Course SLO 101 Art and Visual Culture in Modern Life SLO #01 Art or Visual Culture Students will
More informationArt Timeline Grade: 3
Art Timeline Grade: 3 Month Year Long (Enduring Questions) Topics/Essential Questions How can I be a responsible citizen within my art community? Skills & Strategies Assessment Resources & Links Listening
More informationExpansion of grade 5 Metamorphosis Collage/assemblage Two-point perspective/landscape
Standard 1: Methods, Materials, and Techniques By the end of each grade level, students will be able to demonstrate knowledge the methods, materials, and techniques unique to the visual arts. Methods and
More informationElementary Visual Art Portfolio Collection. Exemplar. Perform Domain Grade 3
Elementary Visual Art Portfolio Collection Perform Domain Grade 3 Perform Justification Standard 2.0 Structures and Functions The students will use knowledge of structures and functions. Objectives Pre
More informationelements of design worksheet
elements of design worksheet Line Line: An element of art that is used to define shape, contours, and outlines, also to suggest mass and volume. It may be a continuous mark made on a surface with a pointed
More informationSpears Art Studio High School and Adult Beginners Painting with Oil and/oracrylic. Can You Answer? Brushy Creek
Spears Art Studio High School and Adult Beginners Painting with Oil and/oracrylic Can You Answer? Brushy Creek Brushy Creek reference photo and painting D. S. Spears oil on canvas image size: 40"x30" Spears
More informationCOURSE TITLE: ART GRADE 7 LENGTH: FULL YEAR SCHOOLS: PIERREPONT SCHOOL UNION SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: ART GRADE 7 LENGTH: FULL YEAR SCHOOLS: PIERREPONT SCHOOL UNION SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 Art Gr. 7-2 Pierrepont School & Union School Rutherford, NJ ART GRADE 7 Spring
More informationDrawing and Watercolor. Grades: 10-12
Drawing and Watercolor Grades: 10-12 Credits: 2.5 ABSTRACT Drawing and Watercolor provides the student with an intensive study of drawing as well as the development of technical skill with watercolor.
More information1 st Grade Art Scope and Sequence
1 st Grade Art Scope and Sequence THEME TOTAL CUMULATIVE TOTAL Color Line 7 days -- 7 days 14 days Shape Elements and Principles of Design CATEGORY TOTALS 8 days 8 days 30 days 22 days 30 days Notes: There
More informationOffice of Curriculum, Instruction & Professional Development VISUAL ARTS (562) FAX (562) VISUAL ARTS
Office of Curriculum, Instruction & Professional Development VISUAL ARTS (562) 997-8316 FAX (562) 997-8301 VISUAL ARTS Content Standards Poster for the Classroom Grade Three Developed by the Visual Arts
More informationCOURSE OF STUDY GUIDE
COURSE OF STUDY GUIDE LOWER CAPE MAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: Art III & IV GRADE: 11-12 DATE REVISED 12/20/14 I. COURSE ORGANIZATION: Length: 3 Credits: 5 II. COURSE DESCRIPTION: This
More informationVisual Art K-5 Pacing Guide Quarter 1
Pacing Guide Quarter 1 QUARTER 1 Line Line Line Basic Shapes - Types - Characteristics - Directions Feelings, Moods, and Shapes Objects and shapes Mark-making Basic Geometric Forms - Types - Characteristics
More informationLEVEL: 2 CREDITS: 5 GRADE: PREREQUISITE: None
DRAWING 1 #580 LEVEL: 2 CREDITS: 5 GRADE: 9-1 2 PREREQUISITE: None COURSE DESCRIPTION: This course will follow a series of drawing activities that will teach fundamentals of drawing along with a diversity
More informationMSD Curriculum Map Course: Painting 1 Grades: 9-12
MSD Curriculum Map Course: Painting 1 Grades: 9-12 Time Frame Assignment Outcomes/Skills Assessment NJC CS 1. Analyze a work of art and explain how it reflects the heritages, traditions, attitudes and
More information(A) consider concepts and ideas from direct observation, original sources, experiences, and imagination for original artwork;
117.302. Art, Level I (One Credit), Adopted 2013. (a) General requirements. Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following
More informationEast Penn School District Elementary Curriculum
East Penn School District Elementary Curriculum A Planned Course Statement for Grade 5 - Art Length of Period (mins.) 40 Periods per Week 1 Length of Course (yrs.) 1 Adopted 4/23/07 Developed by: Carol
More informationArt Foundations Curriculum Map
Art Foundations Curriculum Map Essential Questions 1. What is art? 2. Why make art or be involved in the creative process? 3. How do artists choose and apply techniques, tools, and materials to express
More informationSPRING GROVE AREA SCHOOL DISTRICT. Course Description. Instructional Strategies, Learning Practices, Activities, and Experiences.
SPRING GROVE AREA SCHOOL DISTRICT PLANNED COURSE OVERVIEW Course Title: Art Grade Level(s): 1 Units of Credit: N/A Classification: Required Length of Course: 30 cycles Periods Per Cycle: 1 Length of Period:
More informationTeacher Resource Packet
Art 101 Teacher Resource Packet This Teacher Resource Packet contains ideas and suggestions for preparing your students to visit the Museum of Texas Tech University. Completing the activities is highly
More information