MONROE TOWNSHIP PUBLIC SCHOOLS

Transcription

1 MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grades 9-12 Color and Design School Year

2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts Arts Education in the 21 st Century INTRODUCTION Creativity is a driving force in the 21st-century global economy, with the fastest growing jobs and emerging industries relying on the ability of workers to think unconventionally and use their imaginations. The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth... This will be true not just for the top professionals and managers, but up and down the length and breadth of the workforce.... Those countries that produce the most important new products and services can capture a premium in world markets (2007, National Center on Education and the Economy) Experience with and knowledge of the arts is an essential component of the P-12 curriculum in the 21st century. As the state of New Jersey works to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to unleash creativity and innovation in our students is critical for success, as reflected in the mission and vision that follow: Mission: The arts enable personal, intellectual, social, economic, and human growth by fostering creativity and providing opportunities for expression beyond the limits of language. Vision: An education in the arts fosters a population that: Creates, reshapes, and fully participates in the enhancement of the quality of life, globally. Participates in social, cultural, and intellectual interplay among people of different ethnic, racial, and cultural backgrounds through a focus on the humanities. Possesses essential technical skills and abilities significant to many aspects of life and work in the 21st century. Understands and impacts the increasingly complex technological environment. Intent and Spirit of the Visual and Performing Arts Standards The intent and spirit of the New Jersey Visual and Performing Arts Standards builds upon the philosophy and goals of the National Standards for Arts Education. Equitable access to arts instruction is achieved when the four arts disciplines (dance, music, theatre, and visual art) are offered throughout the P-12 spectrum. Thus, the goal of the standards is that all students have regular, sequential arts instruction throughout their P-12 education. The expectation of the New Jersey arts standards is that all students communicate at a basic level in each of the four arts disciplines by the end of fifth grade, using the vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline in a developmentally appropriate manner. Beginning in grade 6, student instruction in the arts is driven by specialization, with students choosing one of the four arts disciplines based on their interests, aptitudes, and career aspirations. By the end of grade 12, students

3 are expected to communicate proficiently in one or more arts disciplines of their choice. By graduation from secondary school, all students should, in at least one area of specialization, be able to: Define and solve artistic problems with insight, reason, and technical proficiency. Develop and present basic analyses of works of art from structural, historical, cultural, and aesthetic perspectives. Call upon their informed acquaintance with exemplary works of art from a variety of cultures and historical periods. Relate various types of arts knowledge and skills within and across the arts disciplines by mixing and matching competencies and understandings in art-making, history, culture, and analysis in any arts-related project. Revised Standards The revised 2009 visual and performing arts standards align with the National Standards for Arts Education. In addition, they correlate structurally to the three arts processes defined in the 2008 NAEP Arts Education Assessment Framework: creating, performing, and responding. When actively engaged in these processes, students not only learn about the arts, they learn through and within the arts. The state and national standards are deliberately broad to encourage local curricular objectives and flexibility in classroom instruction. New Jersey s revised 2009 visual and performing arts standards provide the foundation for creating local curricula and meaningful assessments in the four arts disciplines for all children. They are designed to assist educators in assessing required knowledge and skills in each discipline by laying out the expectations for levels of proficiency in dance, music, theatre, and the visual arts at the appropriate level of study. Organization of the 2009 Standards This organization of the 2009 visual and performing arts standards reflects the critical importance of locating the separate arts disciplines (dance, music, theatre, and visual art) as one common body of knowledge and skills, while still pointing to the unique requirements of individual disciplines. There are four visual and performing arts standards, as follows. Standards 1.1 and 1.2, respectively, articulate required knowledge and skills concerning the elements and principles of the arts, as well as arts history and culture. Together, the two standards forge a corollary to the NAEP Arts process of creating. Standard 1.1 includes four strands, one for each of the arts disciplines: A. Dance, B. Music, C. Theatre, and D. Visual Art; standard 1.2 includes a single strand: A. History of the Arts and Culture. Standard1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. Standard 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.

4 Standard 1.3 is rooted in arts performance and thus stands as a corollary to the NAEP Arts process of performing/interpreting. Like Standard 1.1, standard 1.3 is made up of four arts-specific strands: A. Dance, B. Music, C. Theatre, and D. Visual Art. Standard 1.3 Performing: All students will synthesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. Standard 1.4 addresses two ways students may respond to the arts, including (1) the study of aesthetics and (2) the application of methodologies for critique. Standard 1.4 provides a corollary to the NAEP Arts process of responding. This standard pertains to all four arts disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic Responses and B. Critique Methodologies. Standard 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art. Link to 2009 NJCCC Standards: Link to Common Core Content Standards:

5 Essential Questions Content Monroe Township Public Schools Williamstown, NJ Course Title/Grade: Color and Design Department/Subject: V&PA Skills NJ CCCS/CPI s and Enduring Understanding Assessments Benchmark/Common Teacher Made Units Project Based Units Unit 1 - September Unit 2 - October Unit 3 November/December What is the main objective of COLOR AND DESIGN? How can it be applied to the working world? Define color / design Give examples of color in the fashion world, interior design, and almost every aspect of life. Design is part of everything we see and make. Applies elements of art, and design principles to all artwork. Sketchbook assignments. Drawing is the key. How does form and function relate to design? What is meant by problem-solving and how does it apply to color/design? Use sketchbook for ideation. Write next to the ideas, all the difficulties and discoveries you find. Compare good or bad designs. Create drawings of objects that are man-made. Create drawings of natural objects. Apply design principles to your composition. Enlarge objects that are small and make them huge. Draw very large objects small, and see the diminishing power it produces. What relationship is there between words and visual statements? What is Graphic Art and Commercial Art? How can I apply knowledge of color and design to graphic design? Start a collection of advertisements in your sketchbook. Critique each one relating to the elements and principles of art. Create the Alphabet as a block design, black and white only. Illustrate a word, primary colors only. Design a word for a public monument. Design a shape of a cologne bottle and give it a name. Design a pair of shoes any style, give them a name. Visualize letters as design. Create unique styles to something that is common to us all (a letter, or a coffee mug.) Use lettering styles 1.1, 1.2, 1.1.3, B, B.1, ,1.2,1.3,1.4,1.512A.1.312D.1 1.2,1.1,1.3,1.4,1.5,1.4.12A.2 Teacher-made hand-outs Teacher observation Discussion/ Responses Sketchbook Discussions/Responses Quizzes Project Benchmarks Critiques Project Evaluation Critique Quizzes Essays Discussions/Responses

6 Resources Interdisciplinary Connections Visual Experience Text book in class Scholastic Art Magazine Magazines Art books in E107, Media center Computer sites and images Design Books Teacher Owned Media Center Videos Hand-out Instructional how to s and art magazines LAL: Reflective Writing Visual Experience Text Design Books in E107 Teacher owned, Videos Posters

7 Essential Questions Content Skills NJ CCCS/CPI s and Enduring Understanding Assessments Benchmark/Common Teacher Made Units Project Based Units Unit 4 - January Why are black and white designs the first thing we study? How does the color wheel complicate design? How does emotion fit into designing? Study simple shapes. Add direction to a repeated group. Diminish a circle 15 x s as if it were rolling down a path. Enlarge a geometric shape starting at center. Take a ride with a rope through space, it mingles with stars, it becomes wide and narrow. Design falling through the air like a leaf shape; add 1color to black and white. Refine ability to reason in visual terms. Practice using one s imagination. Simplifies complex concepts for their essential affect. Uses color as an impact, an emotion, or an action. Plans for all projects with drawings, and color studies. Unit 5 - February How can we apply form and function to a design? How can we construct a simple tile design using ceramic clay? How can we color the tile using glazes? Is glaze different that paint? Study everyday objects in the kitchen. What is a machine, a tool or an object of beauty? Make sketches of 3 or 4. Make a list of all objects that are designed to fit or operate well. Make a list of all the objects that are forms that have no function except to beautify. A tile is functional and beautiful. Use clay safely and skillfully. Construct forms that are level with a table or wall. Create designs on the tile to match a kitchen setting. Use glaze properly with brush technique. Experiment if you feel daring. Designs well with forms in 3 dimensions. Understands the difference between designs that serve a purpose, or do not. Follows through the project step by step. Plans designs appropriate for a place (example: kitchen) Uses color glaze as instructed, experimenting when able Follows safety 1.1directions regarding the kiln which fires clay. 1.1,1.2,1.3, , A,1,2,3, D D.1 1.1,1.2,1.3,1.4,1.2.12D,2, 1.2,12D.,3, A.2,3 12B1,2.1.5 Teacher instruction Portfolio evaluation Student Responses Verbal Tests & Quizzes Essays Books Instructional How-To Art Magazines Critiques Teacher Books Videos Computer Sites Media Center for Research H.W sketches and Assignments Critiques Quizzes Research paper Project Evaluations

8 Resources Interdisciplinary Connections Art books, Library as Resource Center, Instructional resources in E107. Videos, History of Art Books, Hand- outs, Samples and reproductions. Geometry, Language Arts, History, Philosophy, Psychology Teacher Made Hand outs, Instructional Books, How to Use Clay, Kiln info, Decorative Borders from different cultures. Math, Language Arts, History

9 Essential Questions Content Skills NJ CCCS/CPI s and Enduring Understanding Assessments Benchmark/Common Teacher Made Units Project Based Units Resources Unit 6 - March What is Texture? How is it rendered in drawing? What is the difference between visual and tactile texture? What part does nature play in creating interesting designs with the use of textures? Show examples of common textural subjects like a rug, a wooden surface, an old stone with crevasses. Draw 6 samples of visual texture. Choose 6 items that are tactile and mount on poster board. Design a texture print. Use animal shapes and paint them using visual Textural qualities. Example: a horse with a tinfoil surface. A snake with skin made of glue. Use texture as a part of designing. Render textural qualities in sketch book Use texture as a work of art. Create a collage using textures that shows knowledge of natural and simulated texture effects. 1.1,1.2,1.3,1.4,1.5,1.1.12A,1.2.12D,2 1,2,31.412A.2 Teacher Observation Books Videos Quizzes Essay Entries in Journal, Sketches Project Benchmarks Skill Assessment Critiques Instructional Handouts Books on Subject Media Center for Research Art Magazines Specific How to Books Pictures, photos, Video Unit 7 - April What is a grid? How does it help a designer draw objects, people, and scenes? Where have you seen grid-like designs in the world? What other kind of patterns can be used in the world of design? Study grid patterns. They are measured, and act as enlargers for things you may want to draw. Make a ½ grid on top of a face or photo. Enlarge the grid 4x which will be a 2 grid. Follow the lines from the small photo to the larger one. Name patterns you are aware of. Vertical lines, crosshatched lines, circular. Color the patterns using the photo under it. Layering is a concept in design. Use patterns in making design. Enlarge realistic pictures using the grid. Be aware of patterns we see. Layer patterns on top of faces, scenes and simple pictures. Make patterns by repeating a shape in a sequence. Lace is a pattern, netting is a pattern. 1.1,1.2,1.3,1.4,1.5,1.4 12B1, A A1,2,3 Teacher Observation Discussions/Responses Quizzes & Tests Essays Project Benchmarks Critiques Books Picture Collection Magazines, Poetry, Writing samples Posters Reproductions Videos

10 Interdisciplinary Connections Art History Animal Planet Endangered Species Language Art, Theatre Scenery Design, Clothing Manufacturing History Art History Math Natural Science Creative Design for Fashion Wallpaper Material designers Set Design

11 Essential Questions Content Skills NJ CCCS/CPI s and Enduring Understanding Assessments Resources Interdisciplinary Connections Unit 8 May How does design differ country to country? Does one culture use specific types of design, and if so, what type? How does place and time seem to teach us about a culture? Present different art works of several countries Indian, Chinese, Japanese, African, and Celtic. Make drawings of simple patterns that are visible. In your sketchbook take some of the patterns and create a Flag. Research the country before hand, use any lettering that would match the country. Gain knowledge of a variety of types of multi-cultural design elements. Create a mandolin design from India. Apply symmetry/asymmetry to a design. Use Asian Lettering in a design. Apply Celtic designs to a flag. 1.1,1.2, ,1.5, A.1 1.1,12B1, A1,2,3 Project Benchmarks Skill Attainment Essays Quiz Critique Instructional Handouts, Teacher Made or from books, videos, Posters, Magazines, Scholastic art Language Arts World Language Clothing Industry Unit 9 June What is needed to construct a dwelling made only of earth friendly materials? Where would you locate your dwelling? Why did you select that location? How would you design it? How could you incorporate the visual elements like textures, colors, shapes, lines and patterns? Break into group teams. Name your designer company. Make up a proposal for a dwelling that is earth friendly. It must be designed on paper, and constructed as a 3 dimensional form. Simulated texture or tactile textures are acceptable. Remember to use the best characteristics of each team member. Form workable habits with others you share the job with. Apply creative minds to color, or think of fantastic, unique ideas. The construction crew can be those that enjoy building with glue. Then finally, the interior decorators can decide placement 1.1,1.2, ,1.5, D.2, Team Meetings Discussions Plans Drawings Design Mock ups Books Computer Research Instructional Hand-outs Houses Teacher owned Book The $1 Store for materials Carpentry Architecture Future Design, Going green