Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
|
|
- Ezra Wiggins
- 6 years ago
- Views:
Transcription
1 *Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer Assessment TEKS/Standards: Art, Level I (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas for artworks form direct observation, experiences, and imagination: and (B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately. (2) Creative expression/ performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination: (B) create designs for practical applications: and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare and contrast historical and contemporary styles, identifying general themes and trends; (B) describe general characteristics in artworks from a variety of cultures; (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings. Activity & Time Student Objectives & Procedures: What Students Do I. WARM-UP/ Anticipatory Set title: Art Objective(s): Nouveau 1.) Students will sketch and critique an Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
2 historical work of art. pedagogical purpose: _guided practice 2.) Students will identify characteristics and descriptions that classify this particular style of art. 3.) Some students can choose to apply this style of art onto their upcoming project. Materials: Students: -pencil -eraser -sketchbook Teacher: -projector -Artist Vase power point -Klimt notes 5 minutes Student Procedures Students will get their sketchbooks and start drawing the image from the PowerPoint. Students will write down the name of the work the date and the information teacher will discuss with them. Students will raise their hand to volunteer to critique (explain what characteristics of the work of art that they like and do not like) the work of art. Teacher Procedures Have PowerPoint open onto Klimt image. Give students five minutes to draw in pencil (silence). On their sketchbook page, students should have the date, and the name of the slide show, Gustav Klimt. Underneath, they should complete a sketch that is about half the page. This drawing is to the best of their ability, including details, value, text, etc. Ask students if they like the piece. Why or why not? Can you see yourselves using this art technique? Give some very brief historical information about Klimt s style. What makes this work Art Nouveau? What makes this work unique? Give characteristics of this style: -inspiration from new
3 century architecture -use of swirls -use of new metals like silver and gold -emphasis to beauty in nature (Notes attached to back.) Call on students to share their comments on the piece. II. LESSON 1 st Activity title: Artist Vase: Painting large areas pedagogical purpose: Independent Study Materials: Students: -design from sketchbook -paper mache construction Teacher: - Artist Vase power point -two examples of artist vase (made by teacher) -acrylic paints (blue, white, red, yellow, black) STRUCTURE/ACTIVITIES Objective(s): 1) Students will identify and duplicate/recreate different artistic styles 2) Students will paint a famous work of art on their vase 3) Students will demonstrate correct painting techniques. 4) Students will create their own work of art demonstrating effective painting and composition skills Student Procedures: *Students will work at their seats for this activity. *Students will review class painting procedures.(see procedures listed in Teacher Procedures for this activity) *Students will be using acrylic paint for this assignment. Acrylic paint is permanent! If you get it on your clothes or in your hair, it will not come out. Take all purses and clothing items off of the tables, pull back hair, roll up sleeves, etc. *Students will obtain their paints and brushes and return to their seats. (If need be, number each paint brush with a number and assign each student with that number. This will make students properly clean off all paint from their brush.) Teacher Procedures Restate the painting procedures: -paints are located at the front of the classroom -students only need a dime-sized amount of paint -they will use the cardboard pallets to mix -the students will lay some newspaper on the table surfaces to keep them clean -the students will be using large brushes -remind mixing colors B+Y=G Y+R=O B+R=P -start with a light color and add dark little by little *Warn students that acrylic paint will not
4 -class brushes -cardboard palettes -newspaper 40 min *Students will paint the large areas of color onto their vase, following their vase design sketch in their sketchbook. They will follow painting procedures for mixing needed colors. *Once student has completed painting the large areas of their vase surface, they should start painting the smaller areas. come out of clothing or hair. Instruct them to put all belongings out of way, roll up sleeves, and pull back their hair. *Walk around to answer questions and make sure students are on task. Thirty percent of their sculpture should be painted. In other words, the large areas are complete. III. CLOSURE title: Clean up and Sharing of Ideas pedagogical purpose: Whole group instruction Materials: none 5 Min Objective(s): 1.) Students will summarize and share their own ideas for this project. 2.) They will restate the project expectations and due dates. Student Procedures Students are cleaning up. All brushes are washed. The palettes are returned to the counter. The tables are wiped off. Their sculpture is returned to their shelf. When they are finished, students are seated at their desks and answering teacher questions. Ask if students have questions. Tomorrow they will paint the smaller areas. Teacher Procedures Remind students that they need to come in during lunch or research at home if they were not able to finish. Dismiss student to start cleaning up. -If you re behind what should you do? -Who is remaking a famous work? -Who is copying a style? Have students share comments and ideas. Inform students that they will continue to paint tomorrow. It will
5 be due on Wed.!!!! Assessment(s): (attach copies of assessment documents, criteria and rubrics) The activity will be taken as a Daily grade. It will be graded based on completion. Student by the end of the period should have the large areas painted. ILL/504/SpEd accommodations: Modify due dates. All of the steps will be written on the boards for students to turn to. Lesson Overview / teacher notes: Gustav Klimt Adele Bloch-Bauer I 1907 Oil, silver, and gold on canvas Art Nouveau Adele Bloch-Bauer ( ), nee Bauer, came from a wealthy Austrian banking family. She married Ferdinand Bloch, a banker and industrialist, who was an important sponsor for Klimt and the Secession. Adele had an affair with Klimt that started in 1899 and lasted for several years. As a result, she was the only society lady whom Klimt painted twice, and she also served as a model for his two depictions of Judith. The Bloch-Bauers purchased 6 of the painter's works, including both portraits of Adele and four of Klimt's mood landscapes. In 1925, when Adele died, she requested that the paintings be given to the Austrian State Gallery. However, this was never done.
6 In 1938, when the Nazis invaded Austria, Adele's widowed husband Ferdinand had to flee abroad because of his Jewish roots, abandoning all his property, much of which was subsequently confiscated. Adele Bloch-Bauer's request that the paintings be donated to the Austrian State Gallery were seen as justification for this action. However, in his 1945 will, Ferdinand bequeathed his property to his nephews and nieces, having no children of his own, among them Maria Altmann. For a long time, long after the war had ended, attempts to get the paintings returned were futile. It was only in 2006 that an Austrian court finally agreed that the Maria Altmann and the other heirs were the rightful owners of the painting, after a decision to the same effect carried out by the Supreme Court of the United States. Only a short time after the decision, the first Portrait of Adele Bloch-Bauer was sold for a recordbreaking sum. Grading Scale for Artist Inspired Vase 20 pts Construction: Student has used correct papier mache techniques. The vase has three layers, and it is not sloppy. 30 pts Artist Inspiration: Student s vase clearly focuses on a specific artist/style. 20 pts Self-reflection: Student has completed self-reflection worksheet 30 pts Effort: Student took challenging risks. Student used time wisely during class. /100
Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer
More informationHomework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does
*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer
More informationShrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 2 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More information1.) Students will sketch and critique an
*Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer
More informationArt Nouveau Scratchboard Drawing: An Introduction
Art Nouveau Scratchboard Drawing: An Introduction to Gustav Klimt Elegant Art Nouveau Scratchboard project- 100pts Introduction Art Nouveau became an international style of art, architecture and applied
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 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 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 informationDrawing + Painting. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced.
Drawing + Painting. 1 The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. 9.1 A, B, C, E, G, H, J, K 1.Learn, study, refine and practice the elements
More informationTExES Art EC 12 Curriculum Crosswalk
TExES Art EC 12 Curriculum Crosswalk Domain I Creating Works of Art Competency 001: The teacher demonstrates knowledge of the elements and principles of art and analyzes their use in works of visual art.
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 informationPop Up Book Project. STEP THREE: EXPERIEMENT by selecting and then creating two Pop Up Templates to create as demos. (Diagnostic exercises)
Pop Up Book Project Name: STEP ONE: RESEARCH the Pop Up templates located on the school network: S://Mr.Arnett/AVI3M4M/Pop Up Templates. As you learn about them, think about how you may incorporate the
More informationTExES Art EC 12 (178) Test at a Glance
TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test
More informationPainting 2 Unit Plan
Painting 2 Unit Plan Value Scales Lesson 1 Author: Shea Brook Grade Level: 10-12 Time Span: 3 Classes 67 Minute Classes Essential Question: How does art expand and enhance our thinking? Provoking Questions:
More informationModule 3: Additional Teachers Notes: Sketching in the Gallery
Module 3: Additional Teachers Notes: Sketching in the Gallery These Teachers Notes are for use with Tate Tools Module 3 Sketching in the Gallery. You can print out these Teachers Notes to use alongside
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 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 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 informationLesson Title Art Form Grade Level. Media. Grade Level Theme Key Concept Link. Perception of Self Identity/Social Roles Watercolor Portraits
Lesson Title Art Form Grade Level Snapchat Self-Portrait Drawing, Painting, Multi- Media 2D Art Studio 2 (10th-12th) Grade Level Theme Key Concept Link Perception of Self Identity/Social Roles Watercolor
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 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 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 informationDelta RV Art I Revised-2012
Delta RV Art I Revised-2012 Art: Art I--9-12 Grades GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : knowledge of
More informationArt at Cox Green Curriculum Plan. Key Stage 4 Year 9 Term I Term 2 Term 3 Term 4 Term 5 Term 6
Term 6 (Early rotation) Introductory module 1. Drawing, painting and colour theory. Study Analysis and annotation. Research. Critical and contextual studies. The formal Observational drawing skills: Line,
More informationAcrylic Painting CURRICULUM. (Elective Course) Supports Academic Learning Expectation # 5
ART CURRICULUM (Elective Course) Supports Academic Learning Expectation # 5 Students and graduates of Ledyard High School will demonstrate critical thinking skills Approved by Instructional Council 4/28/08
More informationExpand on and use appropriate art vocabulary.
UNIT: The Elements of Art and Design PROJECTS: Texture GRADE: 7 LENGTH: 1 week ACADEMIC STANDARDS: Criticism: -7.3.3 Expand on and use appropriate art vocabulary. Production: - 7.8.1 Apply elements (line,
More informationDrawing Portfolio. Advanced Placement Studio Art. Drawing embodies a genuine and independent way of thinking. Phillip Rawson
Advanced Placement Studio Art Drawing Portfolio Drawing embodies a genuine and independent way of thinking. Phillip Rawson In this course you will investigate some of the practical, expressive and theoretical
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 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 informationthe advantages of formal analysis in areas other than art
Lesson Title: Listen to Your Art - Part Three Produced by: Katy Potts Grade: 3 rd - 5 th Main Idea: reflect upon their d abstract paintings and compose written statements that describe their work's appearance
More informationADVANCED PLACEMENT STUDIO ART
ADVANCED PLACEMENT STUDIO ART Description This is an extensive two period full year course designed to provide the student with the needed time and resources to create more advanced level work. Students
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 informationFINE ART ADVANCED ART COURSE SYLLABUS. Instructor: Ms. Martin. Course Description:
FINE ART ADVANCED ART COURSE SYLLABUS Instructor: Ms. Martin Course Description: The visual arts program offers students with many art experiences and detailed explorations in a variety of media such as
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 informationLesson Two MY EVERYDAY HERO COLLAGE
Lesson Two MY EVERYDAY HERO COLLAGE Lesson Overview: Being considered a hero doesn't necessarily mean you have to perform some extraordinary act of courage or make a sacrifice so uncommon it makes the
More informationART DEPARTMENT SEQUENCE. Course Title Length Meeting Time Grades. Clay and Sculpture Semester Daily Studio Art Semester Daily 11-12
ART DEPARTMENT SEQUENCE Course Title Length Meeting Time Grades Art 7 Semester Alt Days 7 Art 8 Semester Alt Days 8 Art 1 Foundations Semester Daily 9-12 ART 2 Drawing/ Semester Daily 9-12 Painting Art
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 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 informationAdvanced Drawing and Painting High School
VALLEY CENTRAL SCHOOL DISTRICT 944 STATE ROUTE 17K MONTGOMERY, NY 12549 Telephone Number: (845) 457-2400 ext. 18121 Fax Number: (845) 457-4254 Advanced Drawing and Painting High School Approved by the
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 informationSTUDIO ART 11 & 12 COURSE OUTLINE
STUDIO ART 11 & 12 COURSE OUTLINE Assessment Methods and Evaluation Process: 10% Art is a process. It is important that you check in with your teacher as you are completing the assignments below Here is
More informationAppropriation: Haystacks
Mr. Laskow Date: 9/7/12 Lesson Title: Appropriation: Haystacks Grade(s): 7 & 8 Rationale In their previous lesson, students had been introduced to the work of Impressionist founder and master Claude Monet.
More informationCREATIVE COMPUTER GRAPHICS I
CREATIVE COMPUTER GRAPHICS I Description This course provides experiences with a variety of computer technologies and Art related software programs, such as Photoshop and Painter. Assignments are based
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 informationLesson: Smartphone Macro Photography
Teacher: Analisa Shinn Date: Class: Art 1 Grades: 9-12 Lesson: Smartphone Macro Photography BIG IDEA: manipulation ESSENTIAL QUESTION: What are the rules of composition most important to photography? How
More informationLine, Tone, Form, Colour, Pattern, Composition, Mood, Media.
Writing about your work and the work of other artists is an important part of your GCSE. Use this guide to help you get used to the terminology. Don t be afraid to use your own thoughts and opinions. When
More informationContent Skills Assessments Lessons
Teacher: CORE Art Grade 4 Year: 2012-13 Course: Art Grade 4 Month: All Months S e p t e m b e r My story-pictures and symbols that tell about the many parts of myself Essential Questions Can drawing communicate
More informationStep 1: Do exercise one using the ppt. to create rubbings with a pencil and then recreate those textures with a pen.
Ink Project Lesson Inspired by Edward Gorey Focusing on texture using pen and ink skills Employing Visual Brainstorming methods To create Surreal Absurd Imagery Step 1: Do exercise one using the ppt. to
More informationUnit Plan Outline. Teacher Candidate: Katielynn O Toole. School: Brookland Cayce Grammar School #1. Grade Level for Unit: 3 rd
Unit Plan Outline Teacher Candidate: Katielynn O Toole School: Brookland Cayce Grammar School #1 Grade Level for Unit: 3 rd National Visual Arts Content Standards Addressed in this Unit X I. X II. X III.
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 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 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 informationOFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE
OFFICE OF CURRICULUM, INSTRUCTION & PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Visual/Performing Arts Course Title Architectural Design 1-2 Course Code 2601 Grade Level 10-12 Course
More informationShrewsbury Borough School District Art Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District Grade 5 2017 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and community, is
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 informationIntroducing Cubism with A Self Portrait
Introducing Cubism with A Self Portrait Author: Shea Brook Grade Level: 5th Grade Time Span: 5 Weeks Five 45 minute sessions Essential Question: What sparks the creative process? Provoking Questions: 1.
More informationCow Catherine Hall. Creating a Triptych
Cow Catherine Hall Creating a Triptych Overview: Students will collaborate in groups of three to create triptychs that convey a unified theme, color palette, style, dimension and design. They will join
More informationCharacter Evolution Sculpture
Character Evolution Sculpture Name: Character: the aggregate of features and traits that form the individual nature of some person or thing; representing a personality type, especially by emphasizing distinctive
More informationAP Studio Art: Drawing Portfolio Syllabus
AP Studio Art: Drawing Portfolio Syllabus Course Description: The AP Studio Drawing Portfolio course is designed for students who are seriously interested in the practical experience of art and wish to
More informationMon 11/11/13 AB1 & AB5 Painting II
Mon 11/11/13 AB1 & AB5 Painting II Warm up: What have you decided to paint for your choice painting? Today s Objective: Begin choice paints Look at different examples for inspiration Review the criteria
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 informationMSAD #54 Visual Arts Curriculum. Content Area: Computer Art I & II Grade: Grade 12 Unit: Disciplinary Literacy MLR Span: 9-12
Visual Arts Curriculum Content Area: Computer Art I & II Grade: Grade 12 Unit: Disciplinary Literacy MLR Span: 9-12 Disciplinary Literacy Artist s Purpose MLR Content Standard: A: Disciplinary Literacy
More informationADVANCED PLACEMENT STUDIO ART SUMMER ASSIGNMENTS
ADVANCED PLACEMENT STUDIO ART SUMMER ASSIGNMENTS 2018 The Advanced Placement Studio Art course is for highly motivated students who are seriously interested in the study of art. This program demands a
More informationMaterials. Overview. Graffiti Art-Inspired Self-Portraits. Time. enasco.com Objectives. Standards
Volume 96 Featuring Objectives Bee Paper Tracing Paper, 100 sheets, 9" x 12", 25 lb. (Cat. No. 9722946) Sally s Artists Graphite Paper, box of 12, 18" x 24" (Cat. No. 9731892) Ticonderoga Presharpened
More informationWednesday October 19, 2016
Wednesday October 19, 2016 and use elements and principles of design to organize the composition in his or her own artwork. (identify the 6 techniques to creating the illusion of space) Identify and experiment
More informationShrewsbury Borough School District ART Curriculum Guide Grade
Mission Statement: Shrewsbury Borough School District ART Curriculum Guide Grade 4 The mission of the Shrewsbury Borough School District, a system built on successful cooperation among family, school and
More informationUnit: Op Art Silhouettes TEKS Big Idea: Art that incorporates Math/Geometry
Subject: Art I Week 1 (4 th 9 Weeks) Unit: Op Art Silhouettes TEKS 1.Observation 2. Creative 3. Historical Cultural 4. Evaluation/ STAAR Focus: Perception Expression Relevance Response 117.302 Math A B
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 informationWonderful Wizard of Oz!
Wonderful Wizard of Oz! Multi-grade K-5 Thematic Unit Integrating Literature, Musical Theater and ART! Sit back, relax and enjoy the show! Kindergarten Lollipops for Munchkin land First Grade Dorothy s
More informationStratford School Academy Schemes of Work
Number of weeks Content of the unit Assumed prior learning (tested at the beginning of the unit) 24 weeks 15 weeks Externally set assignment Students will interpret and explore how ideas and meanings are
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 informationPlum Borough School District
Course Art II Grade 10th Unit/Lesson Drawing Techniques and 2D design Overview Students will use a variety of drawing techniques including stippling, crosshatching, and shading to render a series of objects.
More informationLearning Plan. My Story Portrait Inspired by the Art of Mary Cassatt. Schedule: , Grades K-5, one class period of approximately 60 min.
Learning Plan My Story Portrait Inspired by the Art of Mary Cassatt Mary Cassatt was an expert in showing the relationships and the stories of the real people in her paintings. Look at the details. What
More informationUnit 5: Choice Projects & End of Year Art III
Unit 5: Choice Projects & End of Year Art III 1 Grade: Time Allotted: 8th 9 weeks Unit Introduction: This unit focuses on students developing a style and purpose in their artwork. They will have freedom
More informationSubject/ Unit of Study. Time Frame. Essential Questions Topics/Content/Skills Assessment Standards/ Expectations. Full Year. Photography I Djordjevic
Time Frame Full Year Subject/ Unit of Study Photography I Djordjevic This class explores the basics of traditional black and white photographic printing. We will examine both the aesthetic and technical
More informationAP Studio Art Syllabi: Drawing and 2 D Design
AP Studio Art Syllabi: Drawing and 2 D Design Course Description: Through studio practice, application of design concepts, and informed decision making, students will assemble a body of artwork that demonstrates
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 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 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 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 informationAdvanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios. Course Description
Advanced Placement Studio Art Syllabi: Drawing and 2-D Design Portfolios Course Description Both Portfolios This course emphasizes the making of art as an ongoing process. Through studio practice, informed
More informationArt. Unit Plan: Knot Exploration. March / April Education Janice Rahn. Unit by: Jodi Joly. Unit Plan: Knot Exploration
Art Unit Plan: Knot Exploration Education 3601 - Janice Rahn Unit by: Jodi Joly March / April 2000 Unit Plan: Knot Exploration Diagnosis of Students The age level of the students is pre-high school. At
More informationAbstract Expressionism Action Painting - Day 1
Abstract Expressionism Action Painting - Day 1 Kansas State Standard VA:Proficient:1.4.2 Standard 1: Understanding and applying media techniques and processes. Benchmark 4: The student analyzes media,
More informationAZTEC INDIAN PORTRAITS SPEARMAN HIGH SCHOOL SPEARMAN, TEXAS ART STUDENTS GRADES 9-12
AZTEC INDIAN PORTRAITS SPEARMAN HIGH SCHOOL SPEARMAN, TEXAS ART STUDENTS GRADES 9-12 Elizabeth White, Art Teacher Spearman High School Art Lesson Plan 2011-12 How to Use Colored Pencils
More informationLivingston American School Trimester Lesson Plan
Livingston American School Trimester Lesson Plan Week 1 Week 2 Week 3 Week 4 Concept / Topic To Teach: Symmetrical Drawing Symmetrical Drawing Adding color with oil pastel Pattern Medium: Tempera paint
More informationDiscovering the Story: A City and Its Culture
Discovering the Story: A City and Its Culture Song Paintings An Arts Enrichment Activity for Grades 4-8 Based on The Underground Railroad, 1893 by Charles T. Webber Charles T. Webber (1825-1911) United
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 informationArt Whole School Unit Overview and Key Skills Checklist. Essential Learning Objectives:
Art Whole School Unit Overview and Key Skills Checklist Must: COMPLETE PORTRAITS TWICE A YEAR Plan a sequence of lessons e.g. 1) Observe artist 2) skills 3)Draw + painting 4)Main skills e.g. textiles 5)
More informationMurrieta Valley Unified School District High School Course Outline December Course Title: Graphic Design III (Advanced Graphic Design)
I. Goals: Department: Visual and Performing Arts Murrieta Valley Unified School District High School Course Outline December 2013 Course Title: Graphic Design III (Advanced Graphic Design) Course Number:
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 informationUnit Assessment Plan: Introduction to the Basics of Drawing
Unit Assessment Plan 9 th - 10 th Grade Art 1 Carly Seyferth 8/3/10 ED 337 9 th -10 th Grade Art (Estimation) Lesson: Introduction to the Basics of Drawing Unit Assessment Plan: Introduction to the Basics
More informationGrade 9 Pre-AP Studio Art - Course Syllabus
Instructor- Ms. Racioppo COURSE DESCRIPTION Grade 9 Pre-AP Studio Art - Course Syllabus The goal of the grade 9 Pre-AP Studio Art class is to provide a solid foundation in the creative, technical and historical
More informationAP Studio Art: Drawing Portfolio 2-D Design Portfolio 3-D Design Portfolio
AP Studio Art: Drawing Portfolio 2-D Design Portfolio 3-D Design Portfolio Course Description The AP Studio Art course gives highly motivated high school students the opportunity to do college level artwork.
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 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 informationIB Visual Arts Summer Assignment:
IB Visual Arts Summer Assignment: Objective: After Reading Persepolis students will create a Self Portrait inspired by a theme from the graphic memoir. This is the prompt that you selected from your English
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 informationHow the Light Bulb Gets Switched On The Evolution of Ideas
How the Light Bulb Gets Switched On The Evolution of Ideas Developed By Suggested Length Suggested Grade Level(s) Subject Areas Gweneth Branch-Rice Lesson 1: Two 80 minute classes Lesson 2: Two 80 minute
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 information