Page 1 of 5 Drawing I Curriculum Guide

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1 High School Unit: Observation Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. 1. Observe and Learn to Comprehend 2. Envision and Critique to Reflect 3. Invent and Discover to Create 4. Relate and Connect to Transfer Contrast Observation Proportion Details Line Variation Value Craftsmanship Life Size Sketches Thumb Nail Sketch Descriptive line Monochromatic Complements Chiaroscuro Core Shadow Reflective Light Cast Shadow Light Source Local Value View Finder Eraser Left Brain Right Brain Technique : Toning Illusory Toning Controlled Line Value scale Subtractive Drawing Complementary Color Still Life Hand drawing Upside down drawing Blind Contour/pen blinder Negative Space Contour line Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course a. Demonstrate skills that utilize the characteristics and expressive features of art and 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 3.1. b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context. Collaboration Cornell Notes/handouts Sketching/ journaling Color Theory Visuals Peer Feedback Page 1 of 5

2 Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation, Student Sketchbook Page 2 of 5

3 High School Unit: Perspective Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. Dynamic Pleasing Boring Blending Chalk pastel techniques Transferring Landscape Linear Perspective Collage Markers Chalk Pastels Transfer Paper Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. 1.1.a. Demonstrate skills that utilize the characteristics and expressive features of art and 1.3.a. Investigate and articulate the aims of disparate art practices and traditions 2.1.a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 3.1.a. Articulate ideas that can be expressed in traditional, advanced, and evolving media 3.1.b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.2.a. Skillfully use a variety of techniques and media to create works of art 4.3.a. Compare and contrast the roles of artists and designers in historical and contemporary context. Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation, Student Sketchbook Page 3 of 5

4 High School Unit: Imaginative 5. How are the characteristics and expressive features of art and design used to create art? Pattern/Mandala Abstracted Drawing Non-Objective Drawing Markers Chalk Pastels Transfer Paper Oil Pastels Liquid Ink Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Enduring Concept: The artistic process can lead to unforeseen or unpredictable outcomes. Dynamic Pleasing Boring Blending Chalk pastel techniques Transferring 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 3.1. b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context. Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation, Student Sketchbook Page 4 of 5

5 High School Unit: Figurative Silhouette Portrait Figure in Action Ink Graphite Charcoal Colored Pencil Variety of Papers/support Markers Chalk Pastels Transfer Paper Oil Pastels Liquid Ink Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Enduring Concept: Though the artist s imagination and intuition drive the work, great art and design require skills and discipline to turn notions into a quality product. Dynamic Pleasing Boring Gesture Mass Blending Chalk pastel techniques Transferring Silent Sculptor Grinding 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and 1.3. b. Research and document how the visual arts are manifested in contemporary society 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 3.1. b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context. Resources: Printed and digital, Site available equipment, Visiting Artists, Student generated research and investigation, Student Sketchbook Page 5 of 5