Halifax Area School District Course Plan Art 1

Transcription

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 will provide students with an introductory knowledge of the following disciplines: AESTHETICS, ART CRITICISM, ART HISTORY, and ART PRODUCTION and how they relate to the creation of art work. Students will research a Master Artist for a Power-Point Presentation. REQUIRED: Portfolio and sketchbook. BIG Ideas- To develop visual thinkers and to encourage creative problem solvers When is it art? Why do we create art? How do we create art? How do we respond to art? Students will Analyze how artists use the ELELMENTS OF ART and the PRINCIPLES OF DESIGN in the creation of art work and be able to apply this knowledge to their own art production and to the critical evaluation of art. Who sees the human face correctly: the photographer, the mirror, or the painter? Pablo Picasso Essential Content/ Essential Questions Performance Objectives Assessment Teacher Resources Standards AESTHETICS Understanding the formal creation of art When is it art? Why do we create art? How do we create art? How do we respond to art? Students will: PORTFOLIO of Work Students will keep a PORTFOLIO of work in progress and of finished work. Sketchbook / Journal for assigned drawings, notes and collection of photos and ideas Rough drafts - Thumbnail and preliminary studies and research for all drawings and paintings Finished art work signed, matted or PORTFOLIO ASSESSMENT INFORMAL (ORAL PRESENTATIONS) Artist statement or personal response to the work Able to explain and justify use of elements and principles in discussing own work in relation to master artworks Connects biographical and anecdotal information about the life and work of RESOURCES High School Art Web Page on Halifax High School website The Visual Experience text by Jack Hobbs and Richard Salome Internet web sites for virtual tours of art museums and research information ART IN AMERICA magazines Scholastic Art Magazines Arts & Humanities 9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Art A B C D E F G H I J

2 Understand and use the Formal ELEMENTS OF ART SPACE, COLOR, VALUE, FORM/SHAPE, LINE, TEXTURE Understand and use the Formal PRINCIPLES OF DESIGN BALANCE/UNITY, EMPHASIS, CONTRAST, MOVEMENT/RHYTHM, REPETITION/PATTERN Create artwork exhibiting their understanding of the elements and principles of art. Develop the skills of initiating an idea, experimenting with various media and techniques to express that idea, and then evaluate their product. Collect, Photograph and/or sketch objects, images, figures for a portfolio or journal of ideas for creating art Maintain a sketchbook with observation drawings and figure studies assigned each week framed for presentation or for art contests Analyze art work with the appropriate vocabulary and in historical and social contexts an artist with critiques of major pieces of art work Understands and uses art vocabulary Analyzing art with the appropriate vocabulary and in historical and social contexts FORMAL (WRITTEN) Written Critique Analyzes and justifies the creation and interpretation of personal or other paintings and performances with formal criteria and appropriate vocabulary INFORMAL (PERFORMANCE) Uses Critical Thinking skills in analyzing and interpreting the connections between the art forms Shows an understanding of the basic art skills by the ability to recognize design elements, discriminate visual characteristics, recognize varying cultural themes, analyze the creative process and use this knowledge in producing art. Develops and improves technical skill and craftsmanship in creating art and using art media to express ideas. Posters, prints, slides and videos in the art room collection Art books from school and area libraries Hand-outs and study sheets American Visions,text by Robert Hughes Video series, Time Magazine production of "American Visions" narrated by Robert Hughes TEACHING STRATEGIES Encourage student observation of prints, posters, slides, and student examples Lecture and/or guided discussions with slides, posters, prints. Teacher demonstration of materials and techniques Production of sketches, studies and final project Continual portfolio evaluation as informal critiques as the work progresses and as a formal oral and written critique when completed Show Videos on artists Encourage Student Teamwork for brainstorming ideas for production and performance K 9.2 Historical and Cultural Contexts A B C D E F G H I J 9.3 Critical Response A B C D E F G 9.4 Aesthetic Response A B C D

3 Halifax Area School District Course Plan Art 1 Course Name: ART 1 1 Credit Unit: Drawing Time Line: Quarter 1 BIG Ideas- To develop visual thinkers and to encourage creative problem solvers Students will use a variety of drawing techniques and media to create 2-Dimensional works. Essential Content/ Essential Questions Performance Objectives Assessment Teacher Resources Standards DRAWING UNIT Develop value, proportion, scale and perspective in a drawing Use a viewer to scale proportions Use graphing and grids to draw and enlarge images from magazines or photographic Create tonal values with a variety of drawing materials Use vanishing points and horizon lines to develop one and 2-point perspective Sketch accurately from a still life Draw the proportions of a face ART PRODUCTION Implementation of drawing skills in a variety of projects Weekly sketches in sketchbooks from observation of actual objects with emphasis on detail and shading techniques Create 2-Dimensional Drawings using a variety of drawing and painting materials: cray-pas, pastel, charcoal, drawing pencils CHOICE OF PROJECTS 3-views of a soda can: fullside, top, crushed Contour line drawing of striped fabric or a flag Grid drawing of a portrait PORTFOLIOS WILL BE ASSESSED AT THE MID-QUARTER AND END OF EACH QUARTER Rubric for portfolio/sketchbooks Initial pre-test - Teacher assessment of student ability and understanding of line, shading, proportion, detail Portfolio assessment will be by Rubrics and/or critical written or verbal analysis based on understanding of the ELEMENTS and PRINCIPLES, originality, technical skill, and problem solving techniques. Basic Art Skills 1. Aesthetic perception: visual and tactile. 2. Creative expression: artistic knowledge and skills. 3. Visual arts heritage; historical and SAME AS ABOVE Feature artists such as: Rembrandt, Chuck Close, Picasso, Durer, Gustave Dore, Robert Bateman, John James Audubon, Ned Smith, Andrew Wyeth, Grant Wood, M.C.ESCHER, Ben Shahn, Paul Klee, Miro, Kandinsky 9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts A B C D E F H J K 9.2 Historical and Cultural Contexts A C F G H J 9.3 Critical Response A B E G

4 Analyze drawings of master artists for drawing techniques and styles Develop and use Chiaroscuro Create different types of line; expressive, implied, contour, etc. Abstract collage of faces Perspective drawing of a room Poster or an ad with a social message Geometric design using folk art technique of quilting patterns cultural. 4. Aesthetic valuing: analysis, interpretation, and judgment SPECIFIC ART SKILLS 1. Competency in the use a variety of drawing materials 9.4 Aesthetic Response A B C Use line, texture, shading, negative and positive space Student will critique own work using the formal CRITICAL METHOD 2. Competency in the use of a variety of drawing and enlarging techniques Compositional techniques and focal points 3. Understand and use value to create perspective in drawing Use of a storyboard Use pattern and rhythm to create geometric forms for designs 4. Develop observational drawing skills 5. Use formal critical analysis to interpret and critique historical works using aesthetic standards and appropriate art vocabulary 6.Model student work from knowledge of drawing styles and techniques of master artists 7. Use formal critical analysis when critiquing their own work

5 Halifax Area School District Course Plan Art 1 Course Name: ART 1 1 Credit Unit: Color Time Line: Quarter 2 BIG Ideas - To develop visual thinkers and to encourage creative problem solvers Students will use a variety of drawing and painting materials and techniques to study color. Essential Content/ Essential Questions Performance Objectives Assessment Teacher Resources Standards COLOR UNIT Understand and use art vocabulary in describing color: hue, value, intensity, triad, analogous, monochromatic, complementary Analyze the paintings of master artists for painting techniques and styles Use the properties of color expressively to create mood within a work Be able to create the effect of Chiaroscuro using a variety of media Mix and blend colors using a variety of art materials and techniques Experiment with the various painting media, pastels, tempera, watercolor, acrylic ART PRODUCTION Implementation of drawing & painting skills in a variety of projects Weekly sketches in sketchbooks from observation of actual objects with emphasis on detail and shading techniques CHOICE OF PROJECTS Color studies for mixing paint Paint an accurate color wheel color using only primary colors Paint an accurate gray Paint an accurate value chart for at least one set of complementary colors using only the primary colors Color studies based on drawing from PORTFOLIOS WILL BE ASSESSED AT THE MID-QUARTER AND END OF EACH QUARTER Rubric for portfolio/sketchbooks Portfolio assessment will be by Rubrics and/or critical written or verbal analysis based on understanding of the ELEMENTS and PRINCIPLES, originality, technical skill, and problem solving techniques. Demonstrate ability to use formal art concepts and improvement of skills. Personal response as creative expression in sketchbooks and in production of final projects Basic Art Skills 1. Aesthetic perception: visual and tactile. 2. Creative expression: artistic knowledge and skills. SAME AS ABOVE Feature artists and styles Impressionism, Expressionist, Fauve and Modern artists such as Van Gogh, O Keefe, Miro, Kandinsky, Marc, Klee, Winslow Homer, Vlaminck, Turner 9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Art A B C D E H J K 9.2 Historical and Cultural Contexts A B C D E F G H I J

6 Mix and blend tempera, acrylic paint, pastel, craypas to change value and hue of a color Create texture and movement with color Use color to create artworks by developing the Formal ELEMENTS OF ART SPACE, COLOR, VALUE, FORM/SHAPE, LINE, TEXTURE Use color to create artworks by developing the Formal PRINCIPLES OF DESIGN BALANCE/UNITY, EMPHASIS, CONTRAST, MOVEMENT/RHYTHM, REPETITION/PATTERN a still life Develop study of color by drawing from observation using pastels or cray-pas Thumbnail painting based on a master painting Model color, line, perspective and other techniques through observation of master artists works Grid a section of a master painting Create a monochromatic painting of that section Recreate that section using one set of complementary colors Painting/drawing based on original photograph or color image 3. Visual arts heritage; historical and cultural. 4. Aesthetic valuing: analysis, interpretation, and judgment SPECIFIC ART SKILLS 1. Acquire technical skill to mix and use color in paint and/or pastels to develop expressive drawings or paintings. 2. Model student work from knowledge of painting styles and techniques of master artists. 3. Competency in the proper use and techniques of painting and drawing materials. 4. Develop a storyboard as a model for a drawing or painting 5. Use formal critical analysis to interpret and critique historical works using aesthetic standards and appropriate art vocabulary 9.3 Critical Response A B D E F G 9.4 Aesthetic Response A B C D Create thumbnail sketches and a storyboard as the model for an acrylic painting 6. Use formal critical analysis when critiquing their own work Accurately mix color to original model Student will critique own work using the formal CRITICAL METHOD

7 Halifax Area School District Course Plan Art 1 Course Name: ART 1 1 Credit Unit: Art History Time Line: Quarter 3 BIG Ideas- Understand and appreciate the role of the artist as a visual historian and the creator of new and original modes of perception Art is and always will be the means by which each culture records, expresses and interprets the world around it. Students will study master artists, with an emphasis on Pennsylvania artists, as a basis for their own work. Essential Content/ Essential Questions Performance Objectives Assessment Teacher Resources Standards ARTIST RESEARCH UNIT Observe and research art work from the major art styles of the 20 th century Bauhaus, Impressionism and Post-Impressionism, Fauvism, Expressionism, Surrealism, Dada, Abstract, Modern, Pop, Fantasy, Super-Realism, and performance arts as a basis for a formal piece of work POWER-POINT PRESENTATION What are the historical and cultural impacts of art on society? What are the major art periods and artists? What is the significant impact of a particular artist s work? PAINTING UNIT ART PRODUCTION Implementation of research and painting skills in a variety of projects Weekly sketches in sketchbooks from observation of actual objects with emphasis on detail and shading techniques Honors Field trip to the National Gallery of Art in Washington, DC ARTIST RESEARCH Student will research and study a major artist and his/her impact on culture and art style Student will create a power-point presentation based on that artist Oral Power-point presentation -Student will present the work orally PORTFOLIOS WILL BE ASSESSED AT THE MID-QUARTER AND END OF EACH QUARTER Rubric for portfolio/sketchbooks Portfolio assessment will be by Rubrics and/or critical written or verbal analysis based on understanding of the ELEMENTS and PRINCIPLES, originality, technical skill, and problem solving techniques. Oral and Visual Rubric for Powerpoint presentation Biographical and anecdotal information about the life and work of an artist, critique of a major piece of art work, and a study/copy of that work Basic Art Skills 1. Aesthetic perception: visual and tactile. SAME AS ABOVE Honors Field trip to the National Gallery of Art in Washington, DC National Gallery of Art laser disc of artists and art work 9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Art A B C D E F H I J K 9.2 Historical and Cultural Contexts A B C D F G H I

8 ACRYLIC, TEMPERA OR PASTEL Analyze paintings of master artists for painting techniques and styles Interpret and incorporate the style, media, subject or theme of a piece of work from the artist or period researched for an original piece of work. Create a storyboard Develop Composition and a focal point Create thumbnail sketches to classmates. PAINTING UNIT CHOICE OF PROJECTS Create artwork based on the style, subject or theme of the artist researched Create artwork based on an original photograph or drawing, using grid and enlarging techniques Create artwork as an assemblage or collage using mixed-media 2. Creative expression: artistic knowledge and skills. 3. Visual arts heritage; historical and cultural. 4. Aesthetic valuing: analysis, interpretation, and judgment SPECIFIC ART SKILLS 1.Understand and interpret the life and context of an artist as influencing his/her work 2.Share biographical and anecdotal information about the life and work of an artist with peers J 9.3 Critical Response A B C D E F G 9.4 Aesthetic Response A B C D Use graphing, drawing and painting skills Develop and use Chiaroscuro Experiment with various painting media, tempera, watercolor, acrylic Create a collage or assemblage 3.Develop a storyboard idea for a piece of art work modeling student s artist research 4.Demonstrate proper painting and drawing techniques 5. Use formal critical analysis to interpret and critique historical works using aesthetic standards and appropriate art vocabulary 6. Use formal critical analysis when critiquing their own work

9 Halifax Area School District Course Plan Art 1 Unit: Sculpture Time Line: Quarter 4 BIG Ideas- Understand and appreciate the role of the artist as a visual historian and the creator of new and original modes of perception Student will use clay and a variety of sculptural media to create pottery and other 3-Dimensional works. Student will donate one piece of work to charity. His/her gift of talent is shared with someone in need. Essential Content/ Essential Questions Performance Objectives Assessment Teacher Resources Standards SCULPTURE UNIT Analyze sculptures of master artists for sculpting techniques and styles Study of 3D shape, form, space in various sculptural works Monumental sculpture from Stonehenge to Memorial monuments to Pop Art Discuss and critique Environmental Art Discuss and critique various styles of architecture Discuss Mobiles and Kinetic Art as sculpture Experiment with a variety of sculpting materials Develop and use the armature in creating sculpture Create Mixed-media and ART PRODUCTION Implementation of sculpting skills in a variety of projects Weekly sketches in sketchbooks from observation of actual objects with emphasis on detail and shading techniques Record keeping of all ceramic pieces and glazes applied Sculpture /Ceramic CHOICE OF PROJECTS 3-Dimensional works using clay, plaster, wood, paper mache, metals and other textural materials Sculpture of a hand, animal or head Sculpture created using an armature PORTFOLIOS WILL BE ASSESSED AT THE MID-QUARTER AND END OF EACH QUARTER Rubric for portfolio/sketchbooks Portfolio assessment will be by Rubrics and/or critical written or verbal analysis based on understanding of the ELEMENTS and PRINCIPLES, originality, technical skill, and problem solving techniques. Basic Art Skills 1. Aesthetic perception: visual and tactile. 2. Creative expression: artistic knowledge and skills. 3. Visual arts heritage; historical and cultural. 4. Aesthetic valuing: analysis, interpretation, and judgment SPECIFIC ART SKILLS SAME AS ABOVE Variety of sculptors including but not limited to Ernest Borglum, Bartholdi, Goldsworthy, Christo, Martinez, Degas, Marisol, Skoglund, Picasso and Rodin 9.1 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Art A B C D E F G H I J K 9.2 Historical and Cultural Contexts A B C D E F G H I

10 assemblage as a form of sculpture Use of clay, plaster, wood, paper mache Archeology and the study of cultures through a society s pottery Historical and cultural significance of pottery Folk art or fine art The bowl as the perfect form The bowl as symbolic of hunger Sculpture based on a style of art such as POP ART or on an artist s work such as DEGAS Pottery - bowls, covered containers Record keeping of techniques of finishing and glazing pottery Student will critique own work using the formal CRITICAL METHOD 1. Use a variety of materials to create sculpture 2. Create clay forms as complete ceramic pieces from wet clay to green-ware to bisque-ware to glazeware 3. Use clay and glazes properly, including record keeping 4. Use formal critical analysis to interpret and critique historical works using aesthetic standards and appropriate art vocabulary 5. Use formal critical analysis when critiquing their own work J 9.3 Critical Response A B C D E F G 9.4 Aesthetic Response A B C D o Donation of a ceramic bowl to charity The potter s wheel as invention 1. Techniques of throwing and trimming various shapes of pottery handles, lids, spouts 2. Ceramic terms- Wedging, forming, pinch, coil, carving, green-ware, kiln, firing, bisque-ware, and glaze 3. Advanced techniques of forming and glazing pottery 4. Clay and glazes procedures and processes: slab, coil, carving, modeling

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