PENNSVILLE SCHOOL DISTRICT

Transcription

1 PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Curriculum Design Template Content Area: Visual & Performing Arts Course Title: Basic Fine Art III Grade Level: D Design & Color 8 weeks Studio Drawing 8 weeks Studio Painting 8 weeks Mixed Media Studio 8 weeks Unit Plan 5 Pacing Guide Unit Plan 6 Pacing Guide Date Created: 7/25/12 Greg Greenzweig Board Approved on: August 27,

2 PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Basic Fine Art III Unit Name: Design & Color Grade Level 9-12 Content Statements The Elements of Art and Principles of Design are intrinsic to visual art regardless of style, genre, or the culture that produces it. Symbolism and metaphor are characteristics of art making. Artists draw upon their exposure to art and ideas from other eras and cultures in creating their own personal style. An artist s understanding of tools, materials and techniques influences their creative results. Critiquing art work relies on the reviewer s objectivity and understanding of the Elements of Art and Principles of Design. An artist s ideas must often go through many stages of development and refinement. Cumulative Progress Indicators D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual art works A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A. 2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits o f mind in various historical eras D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional artworks that reflects personal style and a high degree of technical proficiency D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computerassisted artwork), and interpret themes and symbols suggested by the art works D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse twoand three-dimensional artworks, and emulate those styles by creating an original body of work A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 2

3 A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for the arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art as well as how the context in which the work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Overarching Essential Questions What are the Elements of Art and how do they affect an art work s image? What are the Principles of Design and how does an artist use them when composing an image? Unit Essential Questions Can the use of color translate as mood or emotion? Can the incorporation of the Elements of Art and Principles of Design assist the artist in creating more powerful images? Unit Rationale In an era where the world community is becoming smaller, many products rely on consumer identification for sales. The artist-designer must incorporate the Elements of Art and Principles of Design to create images that successfully capture the consumer s attention. Overarching Enduring Understandings Art is part of our everyday existence. Anything produced for human consumption from museums to convenience food packaging has been created by an artist. Culture and an ever changing society drive our need to constantly re-define all aspects of art and design. Unit Enduring Understandings Use of both the Elements of Art and Principles of Design is needed when creating artistic images Consumer choices can be influenced by package design. The advertising and communication design industry relies on the skills of trained artists. Unit Overview In this unit students will investigate how the use of the Elements of Art and Principles of Design can greatly influence the visual impact of art and design. They will come to understand how changing any of the variables in an image will alter its perception. 3

4 Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) 1. Introduce students to Art Nouveau with emphasis on Poster design of Alphonse Mucha. Key points- stylization of background imagery, "organic" lettering style, flowing drapery & pre-dominance of female figures, color theme. 2. Students will generate ideas for a "poster" advertising a company, music group, product or theme (4 seasons, astrology, etc.) 3. Time will be spent on developing realistic figures as focal point of design. 4. Discuss decorative borders, "soft" letter shapes and use of "stained glass" motif. 5. Demo of layout techniques, trace & transfer, opaque projector. 6. Demo of ink & brush vs. ink & pen. 7. Demo of watercolor wash development, wet-in-wet, bleeds and graded wash techniques. 8. Students layout final image in pencil, apply ink & finally apply watercolor washes. Integration of 21 st Century Themes Global Perspectives Good package design is iconic. There is no place in the world where one cannot find a Coca-cola, Adidas and Nike clothing & shoes, or Toyota vehicles. Civic Literacy Students will become more attuned to how package design influences purchases. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning to identify a design s target group. E Use Systems Thinking Analyze what design elements are particularly effective on various packaging. E, T, A Make Judgments and Decisions Make decisions on color choices to achieve desired affects. T,A Make decisions on tools and techniques that will help achieve the desired affects. E,T,A Solve Problems Arrive at multiple solutions to a design that will appeal to a variety of demographics. Learning Targets/Scaffolding Explain the parameters of the Elements of Art and the Principles of design. Explain the use of color harmonies and basic color mixing theory. Define vocabulary needed in understanding and discussing art and design. Evidence of Learning Summative Assessment (x Days) Studio assignment- Package re-designs presented in at least three variations. Formal written critique- Students will relate how Principles of Design and Elements of Art are evident in the design of a popular icon or logo. Equipment needed: LCD projector/smart board Teacher Resources: Key Terms Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres. 4

5 Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, medium refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others. Artistic processes: For example, expressionism, abstractionism/non-objectivism, realism, naturalism, impressionism, and others. Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space. Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Media Arts: For example, television, film, video, radio, and electronic media. New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others. Principles of design: Balance, proportion, rhythm, emphasis, and unity. Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., nonutilitarian). Visual communication: The sharing of ideas primarily through visual means a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience s comprehension of the artist s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place. Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline. Instructional Strategies Lecture/demonstration- Students will be presented information as well as modeling of techniques and skills needed to accomplish studio work. Critique- Students are encouraged to participate in group critiques of art works by professional artists, classmates and themselves. It is understood that the art critique is also an ongoing informal studio practice on the one-to-one level. Idea Generation- Weekly and daily sketching exercises will be presented to encourage idea development and improve visualization and rendering skills. 5

6 Integration of Technology Use of ArtStor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information. Customizing Learning/Differentiation Special Needs Students are encouraged to take notes during lectures and demonstrations. All information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through this students with special needs will have a different outlet to learn about the visual art discipline as well as facts about each style and medium. ELL The visual arts are very adaptable to English Language Learners. In many cultures, art is an important and integral part of life. ELL students would be encouraged to share their ideas and cultural differences to the discussion. Gifted Learners Offer magazines like, Rolling Stone, as a source of additional research for their newspaper articles. The vocabulary and writing style is advanced and will challenge the students. Mainstream Learners There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught. Formative Assessments Daily warm up sketches/activities. Weekly themed sketch assignments. Bi-weekly studio critiques. Long term studio projects Primary Interdisciplinary Connections A.1- Apply critical thinking and problem-solving strategies during structured learning experiences B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences A.1 -Analyze the relationship between various careers and personal earning goals C.3 - Develop personal interests and activities that support declared career goals and plans. Resources References Albers, Josef. The Interaction of Color. 10 th ed. London: Yale University Press, 1979 Chaet, Bernard. An Artist s Notebook. New York: Harcourt Brace, 1979 Chaet, Bernard. The Art of Drawing. 3 rd ed. New York: Harcourt Brace,

7 Clendening, Carmine and R. Davies, Creating Programs for the Gifted, New York: R.R. Bowker and Co., Dodson, Bert. Keys to Drawing With Imagination, Cincinnati, Ohio: North Light Books, 2007 Hume, Helen D., The Art Teacher s Book of Lists, Paramus, New Jersey: Prentice Hall, 1998 Hurwitz, Al, The Gifted and Talented in Art: A Guide to Program Planning, Worcester, MA: Davis Publications, Inc., Mendelowitz, Daniel M. Drawing. New York: Holt, Reinhart and Winston, 1980 Nicolaides, Kimon. The Natural Way to Draw: A Working Plan for Art Study. London: Deutsch, 1988 Roukes, Nicholas, Art Synectics, Worcester, Massachusetts: Davis Publications, Inc., Roukes, Nicholas, Design Synectics: Stimulating Creativity in Design. Worcester, Massachusetts: Davis Publications, Inc., 1988 Simmons, Seymour, and Marc S. A. Winer. Drawing: The Creative Process. New York: Simon and Schuster, 1992 Themal, Joachim, A Contemporary Approach to Art Teaching, New York, NY: Van Nostrand Reinhold Company 1977 Wong, Wucius. Principles of Color Design. 2 nd ed. New York: Wiley, 1997 Collaboration Tools Digital Tools ArtStor.com Louvre.fr Suggested Activities for Inclusion in Lesson Planning Lesson Lesson 1 Pattern & Color Lesson 2 Color Harmony Lesson 3 Poster Design Unit Timeline Timeframe 10 days 15 days 15 days 7

8 Sample Lesson Plan 1 Template Content Area: Related Arts Lesson Title: Poster Design Timeframe: 10 days Lesson Components 21 st Century Themes x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy x Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy x Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Art, History, Consumer Science Integration of Technology: Equipment needed: LCD projector, scanner, light board Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Will understand and recognize the Principles of Art and Elements of Design. Will understand and recognize use of color harmonies. Will self-critique while refining and developing studio work. Lesson Sequence 1. Introduce students to Art Nouveau with emphasis on Poster design of Alphonse Mucha. Key points- stylization of background imagery, "organic" lettering style, flowing drapery & pre-dominance of female figures, color theme. 2. Students will generate ideas for a "poster" advertising a company, music group, product or theme (4 seasons, astrology, etc.) 3. Time will be spent on developing realistic figures as focal point of design. 4. Discuss decorative borders, "soft" letter shapes and use of "stained glass" motif. 5. Demo of layout techniques, trace & transfer, opaque projector. 6. Demo of ink & brush vs. ink & pen. 7. Demo of watercolor wash development, wet-in-wet, bleeds and graded wash techniques. 8 Students will take practical quizzes showing their understanding of the elements and principles. Students will create studio pieces based on reworking color harmonies of existing icons and logos. Students will write formal critiques of their studio projects as well as a critique of a well known icon or logo.

9 8. Students layout final image in pencil, apply ink & finally apply watercolor washes. Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Teacher prepared resource packets PowerPoint and slide show presentations of design exemplars. 9

10 PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Basic Fine Art III Unit Name: Drawing Studio Grade Level 9-12 Content Statements Mark making (drawing) is at the basic foundation of all visual art production. An artist s understanding of tools, materials and techniques influences their creative results. An artist s ideas must often go through many stages of development and refinement. Symbolism and metaphor are characteristics of art making. Artists draw upon their exposure to art and ideas from other eras and cultures in creating their own personal style. Critiquing art work relies on the reviewer s objectivity and understanding of the Elements of Art and Principles of Design. Cumulative Progress Indicators D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual art works A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A. 2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits o f mind in various historical eras D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional artworks that reflects personal style and a high degree of technical proficiency D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computerassisted artwork), and interpret themes and symbols suggested by the art works D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse twoand three-dimensional artworks, and emulate those styles by creating an original body of work A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded 10

11 Overarching Essential Questions Why is drawing such an essential tool for the artist? Could drawing be considered a universal language? Unit Essential Questions How does an artist s choice of drawing media affect the image? What kinds of drawing activities help an artist to improve their artwork? Unit Rationale No matter how an artist receives his/her training, the very foundation of this always begins with drawing. Whether the artist is warming up, generating and refining ideas, or creating a finished work, he/she relies first and foremost on drawing skills to produce their vision. Many other art skills translate directly from an artist s foundation in drawing. clues to substantiate the hypothesis A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for the arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art as well as how the context in which the work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Overarching Enduring Understandings Art is part of our everyday existence. All art, whether two- or three-dimensional, begins in the conceptual stage as a drawing. Drawing/mark making is one of the intrinsic actions of all people. Unit Enduring Understandings The drawing medium is both an idea generation tool and recognized as a form of fine art. Artists create their own personal visual language of mark making. Unit Overview In this unit students will begin to investigate how to harness and improve their drawing skills, the various effects created by utilizing different drawing media and techniques, and the influence of drawing on other media. 11

12 Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Master Drawing Copy Research drawings done by artists from throughout history. The following artists are recommended for their drawing styles: Michelangelo Buonorotti, Mary Cassatt, Eugene Delacroix, Albrecht Dürer, Leonardo davinci, Thomas Eakins, Jean Auguste Dominique Ingres, Kathe Kollwitz, 1. Chose a drawing using the following limitations: a. You are interested in the drawing. Why make a copy of a drawing you do not like? b. Drawing mastery. The drawing shows the artist s skill in using drawing tools and media. c. Visual quality. The image has a variety of marks, line weight, line value, texture, etc. d. The drawing must be representational - it must show an image, not a design. 2. Make sure to note the following information about the drawing: a. TITLE, if any. b. ARTIST c. MEDIUM/MEDIA- art materials used. Ex: graphite on paper, ink on cardboard, pastel on cloth. d. DIMENSIONS. Size of the image- 5 x 7, 16 x 20 e. LOCATION. List museum or collection as well as book title and page where you found it OR Web address where you found it. 3. Make a Master copy of the work. Your copy should have the same dimensions and use the same materials as the original. 4. Keep a journal of your experience in making the master copy, successes, failures, discoveries 5. Present a Xerox of the master drawing with the rendering you have made for comparison. Integration of 21 st Century Themes Global Perspectives Drawing is universal, with no age, talent or cultural limitations. Civic Literacy Students will become more attuned to how drawing influences design. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning to identify a drawing medium s most appropriate surfaces. E, T, A Use Systems Thinking Examine drawings with the intent to discern what medium/media were used to create the image. E, T, A Make Judgments and Decisions Make decisions on drawing media to achieve desired affects. T,A Make decisions on tools and techniques that will help achieve the desired affects. E,T,A Solve Problems Decide how perspective, foreshortening, values and lighting must be addressed to complete studio work. Learning Targets/Scaffolding Explain the use of light source and composition in image making. Explain the use of perspective in image making. Define vocabulary needed in understanding and discussing art and design. 12

13 Evidence of Learning Summative Assessment (x Days) Studio assignment- Package re-designs presented in at least three variations. Formal written critique- Students will relate how Principles of Design and Elements of Art are evident in the design of a popular icon or logo. Equipment needed: LCD projector/smart board Teacher Resources: Key Terms Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres. Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, medium refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others. Artistic processes: For example, expressionism, abstractionism/non-objectivism, realism, naturalism, impressionism, and others. Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space. Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Media Arts: For example, television, film, video, radio, and electronic media. New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others. Principles of design: Balance, proportion, rhythm, emphasis, and unity. Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., nonutilitarian). Visual communication: The sharing of ideas primarily through visual means a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience s comprehension of the artist s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place. 13

14 Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline. Instructional Strategies Lecture/demonstration- Students will be presented information as well as modeling of techniques and skills needed to accomplish studio work. Critique- Students are encouraged to participate in group critiques of art works by professional artists, classmates and themselves. It is understood that the art critique is also an ongoing informal studio practice on the one-to-one level. Idea Generation- Weekly and daily sketching exercises will be presented to encourage idea development and improve visualization and rendering skills. Integration of Technology Use of ArtStor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information. Student PowerPoint presentations of visual art influences/inspirations based on on-line gallery research. Customizing Learning/Differentiation Special Needs Students are encouraged to take notes during lectures and demonstrations. All information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through this students with special needs will have a different outlet to learn about the visual art discipline as well as facts about each style and medium. ELL The visual arts are very adaptable to English Language Learners. In many cultures, art is an important and integral part of life. ELL students would be encouraged to share their ideas and cultural differences to the discussion. Gifted Learners Offer use of studio grade media. Encourage students to include multiple meanings to imagery created. Mainstream Learners There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught. Formative Assessments Daily warm up sketches/activities. Weekly themed sketch assignments. Bi-weekly studio critiques. Primary Interdisciplinary Connections A.1- Apply critical thinking and problem-solving strategies during structured learning experiences B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences A.1 -Analyze the relationship between various careers and personal earning goals C.3 - Develop personal interests and activities that support declared career goals and plans. 14

15 Resources References Albers, Josef. The Interaction of Color. 10 th ed. London: Yale University Press, 1979 Chaet, Bernard. An Artist s Notebook. New York: Harcourt Brace, 1979 Chaet, Bernard. The Art of Drawing. 3 rd ed. New York: Harcourt Brace, 1983 Clendening, Carmine and R. Davies, Creating Programs for the Gifted, New York: R.R. Bowker and Co., Dodson, Bert. Keys to Drawing With Imagination, Cincinnati, Ohio: North Light Books, 2007 Hume, Helen D., The Art Teacher s Book of Lists, Paramus, New Jersey: Prentice Hall, 1998 Hurwitz, Al, The Gifted and Talented in Art: A Guide to Program Planning, Worcester, MA: Davis Publications, Inc., Mendelowitz, Daniel M. Drawing. New York: Holt, Reinhart and Winston, 1980 Nicolaides, Kimon. The Natural Way to Draw: A Working Plan for Art Study. London: Deutsch, 1988 Roukes, Nicholas, Art Synectics, Worcester, Massachusetts: Davis Publications, Inc., Roukes, Nicholas, Design Synectics: Stimulating Creativity in Design. Worcester, Massachusetts: Davis Publications, Inc., 1988 Simmons, Seymour, and Marc S. A. Winer. Drawing: The Creative Process. New York: Simon and Schuster, 1992 Themal, Joachim, A Contemporary Approach to Art Teaching, New York, NY: Van Nostrand Reinhold Company 1977 Wong, Wucius. Principles of Color Design. 2 nd ed. New York: Wiley, 1997 Collaboration Tools Digital Tools ArtStor.com Louvre.fr Suggested Activities for Inclusion in Lesson Planning Lesson Lesson 1 Drawing Foundations Lesson 2 Shading and Tools Unit Timeline Timeframe 10 days 10 days 15

16 Lesson 3 Master Drawing 20 days Sample Lesson Plan 1 Template Content Area: Related Arts Lesson Title: Master Drawing Timeframe: 20 days Lesson Components 21 st Century Themes x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy x Civic Literacy Health Literacy 21 st Century Skills x Creativity and Innovation x Critical Thinking and Problem Solving x Communication and Collaboration x Information Literacy x Media Literacy ICT Literacy Life and Career Skills Interdisciplinary Connections: Art, History, Foreign Language Integration of Technology: ArtStor, Derwent Equipment needed: LCD projector, scanner, light board Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks Students: Will understand and recognize how selection of media and techniques will affect a drawing s final result. Will understand and recognize use of drawing techniques and media Will self-critique while refining and Lesson Sequence: Research drawings done by artists from throughout history. The following artists are recommended for their drawing styles: Michelangelo Buonorotti, Mary Cassatt, Eugene Delacroix, Albrecht Dürer, Leonardo davinci, Thomas Eakins, Jean Auguste Dominique Ingres, Kathe Kollwitz, 1. Chose a drawing using the following limitations: You are interested in the drawing. Why make a copy of a drawing you do not like? 16 Students will take practical quizzes showing their understanding of drawing tools, media, and techniques. Students will create studio pieces utilizing skills and techniques learned during demonstrations and practice sessions. Students will write formal critiques of their

17 developing studio work. Drawing mastery. The drawing shows the artist s skill in using drawing tools and media. Visual quality. The image has a variety of marks, line weight, line value, texture, etc. The drawing must be representational - it must show an image, not a design. Make sure to note the following information about the drawing: TITLE, if any; ARTIST; MEDIUM/MEDIA- art materials used. Ex: graphite on paper, ink on cardboard, pastel on cloth; DIMENSIONS. Size of the image- 5 x 7, 16 x 20; LOCATION. List museum or collection as well as book title and page where you found it OR Web address where you found it. 2. Make a Master copy of the work. Your copy should have the same dimensions and use the same materials as the original. 3. Keep a journal of your experience in making the master copy, successes, failures, discoveries 4. Present a Xerox of the master drawing with the rendering you have made for comparison. studio projects as well as a drawing of historic significance. Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable all students to achieve individual levels of mastery and to receive the individual support they need. Resources Provided Teacher prepared resource packets PowerPoint and slide show presentations of design exemplars. 17

18 PENNSVILLE SCHOOL DISTRICT Engaging Students ~ Fostering Achievement ~ Cultivating 21 st Century Global Skills UNIT PLAN Course Title: Advanced Art I Unit Name: Painting Studio Grade Level 9-12 Content Statements Paint is one of the most versatile and extensive media options in making art. There are many cultures that have a strong image association with a particular paint medium. Technological advances have added new paint media to an artist s repertoire. An artist s understanding of tools, materials and techniques influences their creative results. An artist s ideas must often go through many stages of development and refinement. Symbolism and metaphor are characteristics of art making. Artists draw upon their exposure to art and ideas from other eras and cultures in creating their own personal style. Critiquing art work relies on the reviewer s objectivity and understanding of the Elements of Art and Principles of Design. The human eye is capable of discerning millions of color variations. Cumulative Progress Indicators D.1 Identify innovative applications of the elements of art and principles of design in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes D.2 Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual art works A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history A. 2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits o f mind in various historical eras D.1 Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional artworks that reflects personal style and a high degree of technical proficiency D.2 Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy, methods, techniques, and cultural understanding D.3 Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the art media, art mediums and techniques used D.4 Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art media (including computerassisted artwork), and interpret themes and symbols suggested by the art works D.5 Identify the styles and artistic processes used in the creation of culturally and historically diverse twoand three-dimensional artworks, and emulate those styles by creating an original body of work A.1 Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art A.2 Speculate on the artist s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis. 18

19 Overarching Essential Questions Why is the paint medium such an essential tool for the artist? What can an artist achieve with a painting medium that cannot be achieved with other media choices? Unit Essential Questions How does an artist s choice of painting media affect the image? What kinds of painting activities help an artist to improve their artwork? Unit Rationale Paint is often the first media that comes to mind when people talk about art. Because of the wide variety of paint types available as well as the range of application techniques, a majority of artist include painting in their skill repertoire A.3 Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance, music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works A.4 Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork B.1 Formulate criteria for the arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras B.2 Evaluate how an artist s technical proficiency may affect the creation or presentation of a work of art as well as how the context in which the work is performed or shown may impact perceptions of its significance/meaning B.3 Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Overarching Enduring Understandings Art is part of our everyday existence. A majority of two-dimensional art is created with some form of paint media. Technological advances have produced more types of paint media than were available 100 years ago. Unit Enduring Understandings The variety of paint media available allows the artist great freedom in adapting the media to fit his/her personal style and vision. Unit Overview in these unit students will begin to investigate how to harness and improve their painting skills, the various effects created by utilizing different paint media and techniques, and the influence of painting on other media. Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills) Students will be introduced to technical aspects of the oil medium and how they differ from acrylics. Oil painting mediums, use of grounds, paint surfaces and care of tools & equipment will be discussed. Various ways of laying out a canvas will be discussed as will "lean to fat", glazing, wipe out, scraping and use of palette knife as a painting tool. A "safe" subject of the students' choice is usually used for a 1st painting to encourage the student to concentrate on manipulating the paint rather than on exploring one of the many styles ("isms") of history. Integration of 21 st Century Themes 19

20 Global Perspectives Students will become attuned to use of paint media across cultures in fine arts, crafts and in other arts disciplines such as dance and theatre. Civic Literacy By being exposed to the extensive use of paint media throughout the world and its use through much of recorded history, students will become more receptive to new ideas and images in their everyday lives. 21 st Century Learning and Innovation Skills (T,A = Taught and assessed in the unit, E = encouraged through the unit) Critical Thinking and Problem Solving Reason Effectively Use various types of reasoning to create color recipes. E, T, A Use Systems Thinking Analyze what color families are particularly effective when used together. E, T, A Make Judgments and Decisions Make decisions on color choices to achieve desired affects. E, T, A Make decisions on tools and techniques that will help achieve the desired affects. E, T, A Solve Problems Arrive at a solution that will present the greatest color range. Learning Targets/Scaffolding Explain the image outcomes based on tool use and media application. Explain the use of color harmonies and basic color mixing theory. Define vocabulary needed in understanding and discussing art and design. Evidence of Learning Summative Assessment (x Days) Studio assignment- Grayscale image painted over with color translated to match value scale. Formal written critique- Students will relate how the application of color transforms the visual impact of an image. Equipment needed: LCD projector/smart board Teacher Resources: Visual arts library, E-library Key Terms Archetypal work of art: An artwork that epitomizes a genre of art. Art genres: Artworks that share characteristic approaches to content, form, style, and design. Each of the four arts disciplines is associated with different genres. Art media: Artistic methods, processes, or means of expression (e.g., presentation mechanisms such as screen, print, auditory, or tactile modes) used to produce a work of art. Art medium(s): Any material or technique used for expression in art. In art, medium refers to the physical substance used to create artwork. Types of materials include clay, pencil, paint, and others. Artistic processes: For example, expressionism, abstractionism/non-objectivism, realism, naturalism, impressionism, and others. 20

21 Elements of art: The compositional building blocks of visual art, including line, color, shape, form, texture, and space. Exemplary works: Works representing genres of art that may be examined from structural, historical, and cultural perspectives. Historical eras in the arts: Artworks that share distinct characteristics and common themes associated with a period of history. Media Arts: For example, television, film, video, radio, and electronic media. New art media and methodologies: Artistic works that have a technological component, such as digital art, computer graphics, computer animation, virtual art, computer robotics, and others. Principles of design: Balance, proportion, rhythm, emphasis, and unity. Utilitarian and non-utilitarian art: Art may be functional (i.e., utilitarian) or decorative (i.e., nonutilitarian). Visual communication: The sharing of ideas primarily through visual means a concept that is commonly associated with two-dimensional images. Visual communication explores the notion that visual messages have power to inform, educate or persuade. The success of visual communication is often determined by measuring the audience s comprehension of the artist s intent, and is not based aesthetic or artistic preference. In the era of electronic communication, the importance of visual communication is heightened because visual displays help users understand the communication taking place. Visual literacy: The ability to understand subject matter and the meaning of visual artworks within a given cultural context; the ability to communicate in a wide array of art media and express oneself in at least one visual discipline. Instructional Strategies Lecture/demonstration- Students will be presented information as well as modeling of techniques and skills needed to accomplish studio work. Critique- Students are encouraged to participate in group critiques of art works by professional artists, classmates and themselves. It is understood that the art critique is also an ongoing informal studio practice on the one-to-one level. Idea Generation- Weekly and daily sketching exercises will be presented to encourage idea development and improve visualization and rendering skills. Integration of Technology Use of ArtStor and on-line gallery resources will allow students to research images for historical, stylistic, and technical information. Customizing Learning/Differentiation Special Needs Students are encouraged to take notes during lectures and demonstrations. All information will be made available as resource packets. The students will also participate in discussions and critiques. All students are encouraged to state their subjective opinions. Through this students with special needs will have a different outlet to learn about the visual art discipline as well as facts about each style and medium. 21

22 ELL The visual arts are very adaptable to English Language Learners. In many cultures, art is an important and integral part of life. ELL students would be encouraged to share their ideas and cultural differences to the discussion. Gifted Learners Offer magazines like, Rolling Stone, as a source of additional research for their newspaper articles. The vocabulary and writing style is advanced and will challenge the students. Mainstream Learners There will be many times during the class period where discussions and one-to-one critiques are encouraged. Students are asked to participate and share their ideas. It is important for collaboration in these settings because it gives the students a different perspective on the material that is being taught. Formative Assessments Daily warm up sketches/activities. Weekly themed sketch assignments. Bi-weekly studio critiques. Primary Interdisciplinary Connections A.1- Apply critical thinking and problem-solving strategies during structured learning experiences B.1 - Present resources and data in a format that effectively communicates the meaning of the data and its implications for solving problems, using multiple perspectives F.2- Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences A.1 -Analyze the relationship between various careers and personal earning goals C.3 - Develop personal interests and activities that support declared career goals and plans. Resources References Albers, Josef. The Interaction of Color. 10 th ed. London: Yale University Press, 1979 Chaet, Bernard. An Artist s Notebook. New York: Harcourt Brace, 1979 Chaet, Bernard. The Art of Drawing. 3 rd ed. New York: Harcourt Brace, 1983 Clendening, Carmine and R. Davies, Creating Programs for the Gifted, New York: R.R. Bowker and Co., Dodson, Bert. Keys to Drawing With Imagination, Cincinnati, Ohio: North Light Books, 2007 Hume, Helen D., The Art Teacher s Book of Lists, Paramus, New Jersey: Prentice Hall, 1998 Hurwitz, Al, The Gifted and Talented in Art: A Guide to Program Planning, Worcester, MA: Davis Publications, Inc., Mendelowitz, Daniel M. Drawing. New York: Holt, Reinhart and Winston, 1980 Nicolaides, Kimon. The Natural Way to Draw: A Working Plan for Art Study. London: Deutsch,

23 Roukes, Nicholas, Art Synectics, Worcester, Massachusetts: Davis Publications, Inc., Roukes, Nicholas, Design Synectics: Stimulating Creativity in Design. Worcester, Massachusetts: Davis Publications, Inc., 1988 Simmons, Seymour, and Marc S. A. Winer. Drawing: The Creative Process. New York: Simon and Schuster, 1992 Themal, Joachim, A Contemporary Approach to Art Teaching, New York, NY: Van Nostrand Reinhold Company 1977 Wong, Wucius. Principles of Color Design. 2 nd ed. New York: Wiley, 1997 Collaboration Tools Digital Tools ArtStor.com Louvre.fr Suggested Activities for Inclusion in Lesson Planning Lesson Lesson 1 Painting Foundations/Color Mixing Lesson 2 Acrylic Studio Lesson 3 Oil Painting Studio Unit Timeline Timeframe 10 days 10 days 20 days Sample Lesson Plan 1 Template Content Area: Related Arts Lesson Title: Oil painting Studio Timeframe: 20 days Lesson Components 21 st Century Themes x Global Awareness Financial, Economic, Business, and Entrepreneurial Literacy x Civic Literacy Health Literacy 23