CURRICULUM MANAGEMENT SYSTEM MONROE TOWNSHIP SCHOOLS. Course Name: 3-D Art I Grade: 10-12

Transcription

1 CURRICULUM MANAGEMENT SYSTEM MONROE TOWNSHIP SCHOOLS Course Name: 3-D Art I Grade: For adoption by all regular education programs Board Approved: February, 2012 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # P age

2 TABLE OF CONTENTS Monroe Township Schools Administration and Board of Education Members Acknowledgments District Vision, Mission, and Goals Introduction/Philosophy/Educational Goals Core Curriculum Content Standards Scope and Sequence Goals/Essential Questions/Objectives/Instructional Tools/Activities Benchmarks Page.3 Page..4 Pages.5 Page.6 Page.7 Pages.8-11 Pages Page P age

3 MONROE TOWNSHIP SCHOOL DISTRICT ADMINISTRATION Dr. Kenneth R. Hamilton, Superintendent Dr. Jeff C. Gorman, Assistant Superintendent Ms. Sharon M. Biggs, Administrative Assistant to the District Superintendent BOARD OF EDUCATION Ms. Kathy Kolupanowich, Board President Mr. Ken Chiarella, Board Vice President Ms. Amy Antelis Mr. Marvin I. Braverman Mr. Lew Kaufman Mr. Mark Klein Mr. John Leary Mr. Louis C. Masters Mr. Ira Tessler Jamesburg Representative Ms. Patrice Faraone STUDENT BOARD MEMBERS Mr. Jonathan Kim Mr. Aneri S. Patel 3 P age

4 ACKNOWLEDGEMENTS The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: WRITERS NAME Astin Zino-Williams SUPERVISOR OF ARTS & CAREERS TECHNOLOGY Robert Mele TECHNOLOGY STAFF Eliot Feldman Al Pulsinelli Reggie Washington SECRETARIAL STAFF Debby Gialanella Gail Nemeth Karen Rucando 4 P age

5 MONROE TOWNSHIP SCHOOLS VISION, MISSION, AND GOALS Vision Statement The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education. Mission Statement The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well trained committed staff in a safe and orderly environment. Goals Raise achievement for all students paying particular attention to disparities between subgroups. Systematically collect, analyze, and evaluate available data to inform all decisions. Improve business efficiencies where possible to reduce overall operating costs. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. Provide early interventions for all students who are at risk of not reaching their full potential. 5 P age

6 PHILOSOPHY The Visual Arts Department at Monroe Township High School is designed to foster sound visual, emotional, and aesthetic values that are necessary to appreciate culture and beauty in the world. Furthermore, it not only teaches the retention of facts and the mastery of artistic skills and techniques, but it also enhances the capacity for achievement of academic knowledge and the attainment of personal development by teaching critical thinking skills. Critical thinking skills enable students to anticipate and solve complex problems. The Visual Arts program assists in the development of the "whole" student in preparation for entering the society in which we live. 3-D Art I is designed to meet the needs of every student. The serious art student, as well as the student who wishes to pursue an art course for pleasure, will find a host of opportunities available to them. EDUCATIONAL GOALS This course is designed to enhance the students aesthetic values. It exposes students to a variety of sculptural techniques and problems relating to the visual arts world. It will foster sound visual, emotional, and aesthetic values necessary to begin appreciating culture and beauty in the world. In exploring the various areas of the three-dimensional arts, students will gain an understanding of how form and function are incorporated in to the art making process, as well as gain insight in to the ideas and critical thinking skills necessary for creating three-dimensional art. The process of critique will also become prevalent as students learn to apply the Elements of Art and Principles of Design vocabulary in discussions about their work. 6 P age

7 NJDOE: CORE CURRICULUM CONTENT STANDARDS A note about Common Core State Standards for Visual and Performing Arts The New Jersey Core Curriculum Content Standards for Career Education and Consumer, Family, and Life Skills were revised in The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Career Education and Consumer, Family, and Life Skills may also be found at: 7 P age

8 SCOPE AND SEQUENCE: Big Idea I: Aesthetics I. ELEMENTS OF ART a. Understand the vocabulary to use when discussing art and the visual environment. 1. Line, color, texture, form, shape, value, space b. Translate the Elements from 2-D to 3-D. II. III. IV. PRINCIPLES OF DESIGN a. Understand the vocabulary to use when discussing art and the visual environment. 1. Unity, rhythm, movement, balance, harmony, contrast, variety, emphasis b. Translate the Principles from 2-D to 3-D. 3-D STUDIO ESSENTIALS a. Familiarize themselves with the various 3-D tools and materials and the characteristics of different mediums. CREATIVE PROCESS a. Dissect what makes up the creative process and the importance of it. b. Understand how the Elements/Principles connect with the creative process and one s self-expression. V. MAKING 3-D FROM 2-D a. Movement b. Emphasis c. Balance d. Line e. Texture Quarter I Big Idea II: Expression I. SLAB CONSTRUCTION a. Familiarize themselves with both hand-built and machinemade slab-rolling techniques. II. III. IV. LINE a. Understand what lines can show. b. Contour vs. Gesture VARIETY a. Familiarize themselves with the different aspects that will add interest to an artwork. TEXTURE a. Understand how different tools create different results. b. Stamps V. BALANCE a. Proportion VI. VII. VIII. Quarter I FORM a. Low-Relief b. High-Relief c. Sculpture-in-the-Round PURPOSE a. Decorative art vs. Functional art CULTURE a. Understand the cultural value of art. 8 P age

9 SCOPE AND SEQUENCE: Big Idea III: Transformation I. FORM a. Sculpture-in-the-Round b. Freestanding Quarter II II. III. IV. LINE a. Understand what lines can show. b. Contour vs. Gesture SHAPE VS. FORM a. Understand how to create a 3-D form from a 2-D shape. BALANCE a. Proportion V. COLOR a. Color Theory b. Mixing colors VI. VII. VIII. UNITY a. Theme-based work b. Repetition HISTORICAL CONNECTION a. Robert Indiana 1. Style and technique 2. Contributions CULTURE a. Understand the cultural value of art. Quarter II 9 P age

10 SCOPE AND SEQUENCE: Quarter III Big Idea IV: Aesthetics I. LINE a. Understand what lines can show. b. Contour vs. Gesture c. Continuous Line II. III. IV. FORM a. Sculpture-in-the-Round b. The human figure BALANCE a. Proportion and the human figure b. Freestanding vs. Supported MOVEMENT a. How movement can be shown through art. V. HISTORICAL CONNECTION a. Alexander Calder 1. Style and technique 2. Contributions b. Elizabeth Berrien 1. Style and technique 2. Contributions Big Idea V: Transformation I. FORM a. Sculpture-in-the-Round b. Abstract c. Subtractive sculpting II. III. IV. SPACE a. Positive and negative space BALANCE a. Freestanding SHAPE a. Organic b. Geometric V. HISTORICAL CONNECTION a. Henry Moore 1. Style and technique 2. Contributions b. Public art Quarter III 10 P age

11 SCOPE AND SEQUENCE: Quarter IV Big Idea VI: Expression I. BALANCE a. Proportion and the human figure b. Freestanding vs. supported II. FORM a. Sculpture-in-the-Round Big Idea VII: Transformation I. UNITY a. Consistency II. BALANCE a. Proportion b. Freestanding vs. supported III. IV. SPACE a. Positive and negative space COLOR a. Color Theory b. Mixing Colors III. IV. TEXTURE a. Understand how different tools create different results. FORM AND SHAPE a. Sculpture-in-the-Round b. Low-Relief c. Using shapes to create forms V. SPACE a. Positive and negative space VI. VII. HARMONY VS. CONTRAST a. Understand that you can still achieve artistic harmony with the usage of contrast. COLOR a. Color Theory b. Mixing colors Quarter IV 11 P age

12 BIG IDEA I: BIG IDEA I: AESTHETICS Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS What makes art nice to look at? SUGGESTED BLOCKS FOR INSTRUCTION: 10 BLOCKS FOR ENTIRE UNIT 12 P age

13 BIG IDEA I: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. The appropriate use of art materials. Three-dimensional art works have a direct relationship to the Elements of Art and Principles of Design. There is a difference between low and high relief sculptures. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and how they are used. Create a high or low relief 3-D work by using 2-D materials. Create a 3-D work depicting each Element/Principle. Participate in a verbal or written critique. Complete an exit pass at closure of unit. Research a 3-D artist. Build sketchbook and journal portfolios. 13 P age

14 BIG IDEA I: 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy Media Literacy ICT Literacy X Life and Career Skills X Technology Based Activities Learning Activities Concept Activity: Identifying the Elements and Principles Students will take their previous knowledge of the Elements/Principles from Intro. to Art and apply them to the 3-D world. Unit Project 1: 3-D Design Low Relief Sculpture Based off of researching photos on the internet, using paper, paint, and corrugated cardboard as media, students will create a very basic low-relief sculpture. Unit Project 2: Turning 2-D into 3-D Students will use clay as a medium to construct small-scale sculptures, each depicting a different Element/Principle three-dimensionally. Research Project: Research an Artist Students will use publications and the internet to research a 3-D artist of their choice. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 14 P age

15 BIG IDEA I: NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Assessment Models Additional Resources Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will be presented with a GRASPS performance task scenario such as: Your task is to explore the Elements of Art and Principles of Design and how they are used in three-dimensional art by creating an artwork. You are an artist competing for a chance to display your work publically. Your clients are government officials in your community. Your challenge is to decorate a public sculpture garden with your threedimensional work. You will need to develop a plan and sketches of your work to convince the community of the value of your art. A panel of community members, town officials, and local artists will be judging your work. Sample artwork Books Internet Handouts DVDs Subscriptions 15 P age

16 BIG IDEA II: BIG IDEA II: EXPRESSION Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS What does artistic expression mean to you? SUGGESTED BLOCKS FOR INSTRUCTION: 12 BLOCKS FOR ENTIRE UNIT 16 P age

17 BIG IDEA II: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. Three-dimensional art works have a direct relationship to the Elements of Art and Principles of Design. The proper techniques for coiling and pinching clay. Artistic expression differs from person to person. Aesthetics have a major part of making ideas become art. Creative ideas are sparked by research. There is a difference between decorative and functional art. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and how they are used. Using an ipad2, research images of 3-D art on the internet and in art publications to gain ideas for creative expression. Create a decorative 3-D work. Create a functional 3-D work. Make a clay stamp. Create from both the hand-built and machine-made slab construction techniques. Participate in a verbal or written critique. Complete an exit pass at closure of unit. Build sketchbook and journal portfolios. 17 P age

18 BIG IDEA II: 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy Media Literacy X ICT Literacy Life and Career Skills X Technology Based Activities Learning Activities Concept Activity: What Makes You Unique? Students will participate in a small group activity to determine specifically what makes someone unique and how that can be incorporated into someone s art work. Unit Project 1: Low Relief Texture Slab Using clay as medium, students will create a low-relief, decorative slab, expressing their individuality. Unit Project 2: Marbleized Clay Students will use red and white clay as media to construct either a functional draped-slab bowl or a slab cylinder. Reinforcement Activity 1: Clay Stamp Students will create their own clay stamps to create texture on their future works. Reinforcement Activity 2: Shrunken Habitats Students will use their acquired knowledge of slab construction to create a small-scale version of a habitat. Reinforcement Activity 3: Decorative Object Students will use their acquired knowledge of slab construction to create a hanging decorative object. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 18 P age

19 BIG IDEA II: Assessment Models Additional Resources NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will show their knowledge of techniques, such as wedging and scoring, and demonstrate their understanding of related vocabulary, by implementing such knowledge through the successful completion of two Unit Projects. Sample artwork Books Internet Handouts DVDs Subscriptions 19 P age

20 BIG IDEA III: BIG IDEA III: TRANSFORMATION Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS How is transformation relevant to three-dimensional art? What classifies an object as art? SUGGESTED BLOCKS FOR INSTRUCTION: 22 BLOCKS FOR ENTIRE UNIT 20 P age

21 BIG IDEA III: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. 3-D works have a direct relationship to the Elements of Art and the Principles of Design. Artistic Expression differs from person to person. There is a difference between decorative and functional art. The proper techniques for coiling, pinching, and slab-building with clay. Have an understanding of basic color theory (primary colors). Aesthetics have a major part of making ideas become art. Art is a form of visual communication. Art has historical and cultural significance. Different artistic mediums produce different results. Repetition is a theme within itself. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and how they are used. Make papier-mâché. Transform 2-D materials to create a work of 3-D decorative art. Create a functional ceramic art work. Identify the work of Robert Indiana. Mix colors. Advance their knowledge of clay slabbuilding techniques. Participate in a verbal or written critique. Complete an exit pass at closure of unit. Build sketchbook and journal portfolios. 21 P age

22 BIG IDEA III: 21 st Century Skills 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 X Technology Based Activities X Learning Activities Concept Activity: Key Note Presentation Students will participate in a presentation on Robert Indiana and the Pop Art movement. Unit Project 1: In the Style of Robert Indiana Students will use recycled cardboard and papier-mâché to construct a decorative three-dimensional sculpture. Color theory will be studied in depth during the final phase of this project, as will theme-based art work. Unit Project 2: Slab Box with Lid Students will revisit clay slab-making to create a functional ceramic box with a lid. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 22 P age

23 BIG IDEA III: Assessment Models Additional Resources NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities (Ex: Explain your interpretation of a photograph of this artist s work). Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will show their knowledge of the slab building technique and demonstrate their understanding of related vocabulary, color theory, and historical context, by implementing such knowledge through the successful completion of two Unit Projects. Sample artwork Books Internet Handouts DVDs Subscriptions 23 P age

24 BIG IDEA IV: BIG IDEA IV: AESTHETICS Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS What is the importance of the role of creative process when focusing on aesthetics? SUGGESTED BLOCKS FOR INSTRUCTION: 10 BLOCKS FOR ENTIRE UNIT 24 P age

25 BIG IDEA IV: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. 3-D works have a direct relationship to the Elements and Principles. Aesthetics have a major part of making ideas become art. Art has historical and cultural significance. Art is a form of visual communication. Different artistic mediums produce different results. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and how they are used. Create a 3-D wire sculpture. Identify the work of Alexander Calder. Identify the work of Elizabeth Berrien. Using an ipad2, research images of 3-D art on the internet and in art publications to gain ideas for creative expression. Identify the difference between a freestanding sculpture and a supported sculpture. Participate in a verbal or written critique. Complete an exit pass at closure of unit. Build sketchbook and journal portfolios. 25 P age

26 BIG IDEA IV: 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy X Media Literacy X ICT Literacy Life and Career Skills X Technology Based Activities X Learning Activities Concept Activity: Key Note Presentation Students will participate in a presentation on Elizabeth Berrien and Alexander Calder. Unit Project 1: Figures in Motion Students will use sculpture wire to create a 3-D model of a human figure shown in motion. Sculptures can either be freestanding or supported, based on the needs of each individual piece. Reinforcement Activity 1: Students will use a solitary piece of wire to create a continuous-line sculpture. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 26 P age

27 BIG IDEA IV: Assessment Models Additional Resources NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will show their knowledge of the human figure and demonstrate their understanding of related vocabulary, line, and historical context, by implementing such knowledge through the successful completion of a Unit Project. Sample artwork Books Internet Handouts DVDs Subscriptions 27 P age

28 BIG IDEA V: BIG IDEA V: TRANSFORMATION Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS How has abstract art influenced our culture? How has our culture been influenced by abstract art? How has technology and modernization effected art? SUGGESTED BLOCKS FOR INSTRUCTION: 12 BLOCKS FOR ENTIRE UNIT 28 P age

29 BIG IDEA V: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. 3-D works have a direct relationship to the Elements and Principles. Aesthetics have a major part of making ideas become art. Art has historical and cultural significance. Art and the human figure have an important connection. There is a difference between organic and geometric shapes. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and how they are used. Create an abstract sculpture using a variety of mediums. Identify the work of Henry Moore. Using an ipad2, research images of 3-D art on the internet and in art publications to gain ideas for creative expression. Identify the difference between a freestanding sculpture and a supported sculpture. Center clay using a potter s wheel. Build a cylinder using a potter s wheel. Complete an exit pass at closure of unit. Participate in a verbal or written critique. Build sketchbook and journal portfolios. 29 P age

30 BIG IDEA V: 21 st Century Skills 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 X Technology Based Activities X Learning Activities Concept Activity: Key Note Presentation Students will participate in a presentation on Henry Moore and the modern art movement. Unit Project 1: Abstract Sculpture Students will use plaster and clay to construct a decorative three-dimensional abstract sculpture. The technique of subtractive sculpting will be practiced. Unit Project 2: Wheel Throwing Students will use a potter s wheel to properly center a piece of clay and build a proportional cylinder. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 30 P age

31 BIG IDEA V: Assessment Models Additional Resources NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will show their knowledge of abstract art and the wheel throwing method and demonstrate their understanding of related vocabulary, positive and negative space, and historical context, by implementing such knowledge through the successful completion of two Unit Projects. Sample artwork Books Internet Handouts DVDs Subscriptions 31 P age

32 BIG IDEA VI: BIG IDEA VI: EXPRESSION Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS How does creative expression contribute to a viewer s interpretation of art? SUGGESTED BLOCKS FOR INSTRUCTION: 10 BLOCKS FOR ENTIRE UNIT 32 P age

33 BIG IDEA VI: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. 3-D works have a direct relationship to the Elements of Art and Principles of Design. Abstract art is non-representational. The proper techniques of mixing colors. The basic pinch pot technique can be expanded on. Glazes are made up of chemicals. Artistic expression differs from person to person. Aesthetics have a major part of making ideas become art. Creative ideas are sparked by research. Freestanding sculptures require a focus on balance. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and know how they are used. Using an ipad2, research images of 3-D art on the internet and in art publications to gain ideas for creative expression. Create a non-abstracted sculpture-inthe-round. Mix colors. Construct a ceramic frog using the pinch pot technique. Complete an exit pass at closure of unit. Build sketchbook and journal portfolios. Research a related artist. Participate in verbal or written critique. 33 P age

34 BIG IDEA VI: 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy Media Literacy ICT Literacy X Life and Career Skills X Technology Based Activities X Learning Activities Concept Activity: Research Presentation Students will research a related artist and present their findings as a group. Unit Project 1: Pinch Pot Frog Sculpture Students will use the pinch pot method to manipulate clay in the formation of a three-dimensional frog sculpture. Experimental glaze application will be the studied. Unit Project 2: Plaster Animal Sculpture Students will use plaster and a balloon to construct a freestanding sculpture of an animal. Color theory will be the focus of the final phase of this project. Reinforcement Activity: Mini-Animal Students will use clay to sculpt a miniature version of their plaster sculpture. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 34 P age

35 BIG IDEA VI: NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Assessment Models Additional Resources Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will be presented with a GRASPS performance task scenario such as: Your task is to use the Elements of Art and Principles of Design to build a three-dimensional artwork. You are an artist commissioned to create sculptures for a museum. Your clients are the museum Board of Directors. Your challenge is to fill a public display with three-dimensional replicas of animals, both large and small scale. You will need to develop a plan and sketches of your work that fit the specific needs of the museum. The museum s Board of Directors will review your work. Sample artwork Books Internet Handouts DVDs Subscriptions 35 P age

36 BIG IDEA VII: BIG IDEA VII: TRANSFORMATION Curriculum Management System COURSE NAME: 3-D ART I OVERARCHING GOALS 1. The students will be able to apply the Elements of Art and/or Principles of Design to construct and organize their art. 2. Understand the vocabulary that is used when discussing art and the visual environment. 3. Gain appreciation of the origins of art and how it has developed over time and influenced our culture and society. 4. Become familiar with professional artist-grade materials and be able to use them in a professional manner, to create a desired outcome. ESSENTIAL QUESTIONS How has our culture influenced the Pop Art movement? Will transformations always be a prominent part of art? SUGGESTED BLOCKS FOR INSTRUCTION: 12 BLOCKS FOR ENTIRE UNIT 36 P age

37 BIG IDEA VII: KNOW UNDERSTAND DO Students will know that: Students will understand that: Students will be able to: The appropriate use of art materials. Identification and definitions of the Elements of Art and Principles of Design. The difference between 2-D and 3-D art. 3-D works have a direct relationship to the Elements of Art and Principles of Design. The definition of a found object. Artistic expression differs from person to person. Aesthetics have a major part of making ideas become art. Creative ideas are sparked by research. All expressions of art require self-reflection. Artistic processes require problem solving ability. Analyze artworks to identify specific Elements/Principles and know how they are used. Using an ipad2, research images media from pop culture on the internet to gain ideas for creative expression. Create a sculpture from found objects. Create a low relief sculpture from paper. Participate in verbal or written critique. The difference between a relief sculpture and a sculpture-in-theround. Complete an exit pass at closure of unit. Build sketchbook and journal portfolios. 37 P age

38 BIG IDEA VII: 21 st Century Skills Creativity and Innovation X Critical Thinking and Problem Solving X Communication and Collaboration X Information Literacy Media Literacy X ICT Literacy Life and Career Skills X Technology Based Activities X Learning Activities Concept Activity: What is Art What is Not? Students will participate in a group activity to determine their views and opinions. Unit Project 1: 100 Objects Students will create a sculpture using 100 objects of their choice. Artistic liberty and the creative process are major aspects of this project. Unit Project 2: Paper Pulp Creations Students will break down tissue paper to create a low-relief sculpture of a pop media icon. Performance Assessment Task Sample Product/Exhibit Students create a project using acquired skills and techniques. They are accountable for producing a finished project to showcase what they have learned and how they have used it. 38 P age

39 BIG IDEA VII: Assessment Models Additional Resources NOTE: The assessment models provided in this document are suggestions for the teacher. If the teacher chooses to develop his/her own model, it must be of equal or better quality and at the same or higher cognitive levels (as noted in parentheses). Depending upon the needs of the class, the assessment questions may be answered in the form of essays, quizzes, mobiles, PowerPoint, oral reports, booklets, or other formats of measurement used by the teacher. Open-Ended Assessment: Students will have access to a Guess Box referencing questions about the topic. Students will participate in Picture Interpretation activities. Sketch book drawings Open-Ended (Formative) Assessment: Group and individual work is assigned daily, from various sources (Synthesis, Analysis, and Evaluation). Introductory and Closing Activities will be done every day to pre-assess student knowledge and assess understanding of topics (Synthesis, Analysis, and Evaluation). Summative Assessment: Students will show their knowledge of the Pop Art Movement and demonstrate their understanding of related vocabulary, low relief, and concept of mixed media, by implementing such knowledge through the successful completion of two Unit Projects. Sample artwork Books Internet Handouts DVDs Subscriptions 39 P age

40 COURSE BENCHMARKS COURSE NAME: 3-D ART I 1. Student will be able to gain an appreciation of the origins of three-dimensional art. 2. Students will be able to identify prominent works of various cultures throughout history and identify how three-dimensional art has developed over time and is reflective of historical occurrences. 3. Students will be able to demonstrate an understanding of the proper usage of tools and materials. 4. Students will be able to understand and properly use appropriate vocabulary through their verbal and written work. 5. Students will be able to demonstrate knowledge and ability to work with a variety of media, including (but not limited to) clay, wire, wood, cardboard, and found objects. 6. Students will demonstrate their knowledge and ability through the written and verbal presentations of their portfolios. 7. Students will successfully produce finished pieces of three-dimensional art, reflecting a basic knowledge of different production methods and artistic processes, such as (but not limited to) low relief, high relief, sculpture-in-the-round, additive, subtractive, decorative, and functional. 8. Students will be able to make historical and cultural connections between the work they produce and an art movement or artist. 9. Students will be able to use an ipad2 as a resource for research, artistic reference, and cataloguing images. 40 P age