CURRICULUM MAP Course Title Introduction to Art Grade Level High School (9-12)_ Based off material from Tami Weiss. Materials Or Supplements

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1 CURRICULUM MAP Course Title Introduction to Art Grade Level High School (9-12)_ Based off material from Tami Weiss. Stephanie Schick Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) The Student Will: 1 Day UNIT I: DRAWING ON THE RIGHT SIDE OF THE BRAIN- Draw What You See, Not What You Know Projects: A. Monster Reflection B. Upsidedown drawing Art Production: - TSW work from the whole then develop the parts/elements - Learn to Draw what you see, not what you know depict a realistic objects - TSW replicate lines marks using the techniques of reflective drawing upsidedown drawing. - TSW learn that right-brain activities are largely based on the thought process of Renaissance artist, Leonardo Da Vinci who believed in the refinement of senses, specifically sight. - TSW reference a drawing done by famous artist, Pablo Picasso -TSW underst that our brain has two ways of thinking: the right brain (visual, intuitive, spontaneous) the left brain (verbal, analytical, sequential). -TSW will underst contour line how it is used. Materials Or Supplements -Ebony Pencil -Eraser -2 pieces of computer paper -Copy of Igor Stravinsky drawing by Pablo Picasso -Lecture - demonstration TEXT: Drawing on the Right Side of the Brain (Betty Edwards) How to Draw Like Leonardo Da Vinci (Michael J. Gelb) Assessment/Criteria to Student Criteria: 1) Projects are completed in full (with added page if needed for the upside-down drawing) 2) Effort shown by a. Accurate mirror reflection (Monster) Or a. Detailed drawing attempting every mark on the original And b. Student did not trace (Upside-down Picasso) WI Art Design Stards study craft WI Stards/4 Domains s s s

2 Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) The Student Will: 2 days 2 Days (UNIT I: DRAWING ON THE RIGHT SIDE OF THE BRAIN) C. Crumpled Paper D. Shoe Drawing Art Production: - TSW learn to Draw what you see, not what you know. - TSW learn the terms: contour, value, horizontal. - TSW be able to create artusing pencil. - TSW draw from still life objects (crumpled paper, shoe). - TSW underst/demonstrate the use of line. - TSW use drawing techniques to depict a realistic. representation, focusing on contour line value. - TSW reference Leonardo DaVinci s drawing techniques. - TSW describe analyze what makes a good composition. - TSW analyze the drawing of forms (vs. shapes). - TSW communicate a 3- dimensional object (the illusion of space) on a 2-dimensional surface. Materials Or Supplements - Ebony pencil - Eraser - Blending Stick - Computer paper (to crumple) - Drawing paper (appx. 9x11- crumpled paper) (appx. 10x14- shoe drawing) - demonstration Assessment/Criteria to Student Criteria: 1) Drawing takes up the page (at least 3 crumpled pieces for C.) 2) Accurate contour drawing 3) Range of values (Light lights to dark darks) 4) Shadows placed underneath objects using horizontal line 5) Straight table edge (line) shown 6) Table has values 7) Craftsmanship Presentation (matted on black paper with title card) WI Art Design Stards study craft WI Stards/4 Domains s s s

3 Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) The Student Will: 3 Days (UNIT I: DRAWING ON THE RIGHT SIDE OF THE BRAIN) E. Half-Face Photo Reflection Art Production: - Learn to Draw what you see, not what you know. - TSW be able to create art using pencil. - TSW work from the whole then develop the parts/elements - TSW replicate lines values using the right-brain technique of reflective drawing. - TSW use drawing techniques to depict a realistic representation, focusing on contour line value. - TSW reference Leonardo DaVinci s drawing techniques. -TSW underst that our brain has two ways of thinking: the right brain (visual, intuitive, spontaneous) the left brain (verbal, analytical, sequential). -TSW will analyze the lines values evaluate his/her own the mirrored image. Materials Or Supplements - Ebony pencil - Eraser - Blending Stick - Print-out of half face (done in Photoshop) - demonstration Assessment/Criteria to Student Criteria: 1) Challenging subject/portrait okayed by teacher 2) Clear/high resolution photo saved to shared drive in.jpg format with student name 3) Accurate original image 4) Accurate reflection of lines, marks, details 5) Accurate matching of values 6) Table has values 7) Craftsmanship presentation (matted on black paper with title card) WI Art Design Stards study craft WI Stards/4 Domains s s s

4 Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) A. 4 Hs Drawing 3 days UNIT II: DRAWING IN PENCIL Projects: A. 4 hs drawing at least four hs from life. -The student will learn use types of line incorporate techniques to show light artist who focus on anatomy. (Escher, Durer) structure of a h, try replicate the detail through line making. creating a 3D objects on a 2 Dimensional Surface. Materials Or Supplements Ebony Pencils Drawing paper (7 x 24 ) Eraser Assessment/Criteria to at least 4 hs. positioning of hs/s h through the use of value -Hs take up the entire page, if needed, additional paper that s neatly attached. WI Art Design Stards study craft WI Stards/4 Domains s s s

5 3 days B. Still Life (vases, flowers, pinecones, skull, box/crate, drapery, bottles (like wine), etc. B. Still Life Drawing a still life provided by the teacher. -The student will learn use types of line incorporate techniques to show light artist who focus on still lifes. structure of the still life, try replicate the detail through line making. creating a 3D objects on a 2 Dimensional Surface. Pencils Drawing paper (7 x 24 ) Eraser to the still life provided. still life the still life through value realism. -Still life fills whole page. study craft s s s

6 2 weeks C. Figure Drawing (from life)- starting with gesture drawings (15 second, 30 second, 1 minute, 5 minute, 15 minute, 30 minute, 60 minute poses) C. Figure Drawing many gestures of the student that volunteers to be drawn. -The student will learn use types of line incorporate techniques to show light artist who focus on anatomy gestures on time based drawing. structure of a body. creating a 3D objects on a 2 Dimensional Surface. Pencils Drawing paper (7 x 24 ) Eraser to the the through value realism. study craft s s s 5 days D. Self Portrait with Collage (traced) D. Self Portrait a self portrait from a Pencils Drawing paper (7 x 24 ) Eraser to their self s

7 photograph of themselves. -The student will base the background off their personal effects what makes them their selves. -The student will learn use types of line incorporate techniques to show light artist who have done self portraits. structure of a face, try replicate the detail through line making. creating a 3D objects on a 2 Dimensional Surface. the through value realism. study craft s s Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) UNIT III: DRAWING IN OTHER MEDIA USING VALUE Materials Or Supplements Assessment/Criteria WI Art Design Stards WI Stards/4 Domains 2 days A. Scratch Art A.Scratch Art Scriffito Paper Bent paper to s

8 a still life provided by the teacher. -The student will learn use types of line incorporate techniques to show light artist who focus on contour line drawings. structure of the still life, try replicate the detail through line making. creating a 3D objects on a 2 Dimensional Surface. clips. An animal the through value realism. study craft s s 3 days B. Charcoal Torso Drawing (portraits) of student model B. Charcoal Torso Drawing many gestures of the student that volunteers to be drawn. -The student will learn use types of line Charcoal News Print Paper 17 x11 Eraser to a student model s torso s s

9 incorporate techniques to show light artist who focus on anatomy gestures on time based drawing. structure of a body. creating a 3D objects on a 2 Dimensional Surface. the through value realism. study craft s 4 days C. White Charcoal Still Life C.White Charcoal Still Life a still life provided by the teacher. -The student will learn use types of line incorporate techniques to show light Black Charcoal White Charcoal Eraser to a student model the through value realism. s s s

10 artist who focus on still lifes. structure of the still life, try replicate the detail through line making. creating a 3D objects on a 2 Dimensional Surface. study craft UNIT IV: DRAWING IN COLOR MEDIA 4 days A. Chalk Portrait of teacher/community member model (from life) A. Chalk Portrait of Person a person, a member of society that is influential on them. -The student will learn use types of color to show shadows incorporate techniques to show light artist whom focuses on Color Chalk Paper 11 x17 Picture to a student model the through value realism. s s s

11 drawing influential people. structure of the still life, try replicate the detail through use of colors. study craft 1 week B. Oil Pastel from Art History (gridded) B. Oil Pastel From Art History Eras a object, creature, person placing it in eras replicating them in that form. -The student will learn use types of line learn the types in the eras. incorporate techniques to show light incorporate colors techniques to accomplish all these eras. Mixed medias: Colored pencil Paint Chalk Charcoal White Charcoal to something, same thing in each picture the through value realism. study craft s s s

12 artworks from famous artists in each eras. (Surrealism, Cubism, Expressionism, Realism, Abstract) structure of the picture they to recreate in forms try replicate the detail in which that era was known for. Time Project/Unit Objectives/Skills Discipline Based Art Education: (Art Production, Art History, Art Criticism, Aesthetics) UNIT V: PAINTING Materials Or Supplements Assessment/Criteria WI Art Design Stards WI Stards/4 Domains 1 week A. 4 Part Color Theory/Art History Tempera Painting (group project) A. 4 Part Color Theory Tempera painting -The students will be collaboratively painting a world issue, current or past. -The student will learn use types of colors to represent shading value. learn the types of issues that have molded our society history, along with art history for their topic of issue to collaborate create a meaningful work of art. Tempera paint Brushes Paper towels Cups for water Water to something, same thing in each picture the through value realism. study s s s

13 the structure of the picture they to recreate in forms try replicate the detail in which that issue was know for. craft 3-4 days B. Acrylic on Canvas Panel (grid) B. Acrylic on Canvas Panel -The students will be painting a self portrait using paint -The student will learn use types of colors to represent shading value. learn the types of ways to create shadows values with paint. the artist whom first started to do self portraits. the structure of the Brushes Paper towels Cups for water Acrylic Paint Canvas Ruler Calculator? For gridding? to something, same thing in each picture the through value realism. study craft s s s

14 picture they to create from a picture through gridding. Ongoing EVERY UNIT Aesthetics: Students in this Introductory Art course will begin to answer the questions: - What is Art? - What should we look for when we judge Art? -What is the value of Art?