Saint Patrick High School

Transcription

1 Saint Patrick High School Curriculum Guide Department: Art Grade and Level: Class: Art 1 Term ( Year): Full Year Resources (i.e. texts, materials, apps, etc.): ipad Computer Color printer Document Camera YouTube Art Videos PowerPoints Handouts Scholastic Art Magazine Classroom Books Personal Books Library Books Course Description This course is designed to increase students skills and refine their techniques in drawing and painting. Contemporary and traditional uses of charcoal, ink, pencil, pastel, watercolor, acrylic, mixed-media and sculptural materials will be explored. Students will observe demonstrations, receive individual guidance and share their artistic expressions with their learning community. Though all lessons are defined by technical and formal parameters, choice of subject matter is almost always left entirely open to the students. This helps students develop conceptually while learning techniques and vocabulary to support their visions. It also helps to motivate students over the period of the projects.

2 Academic Standards Addressed (CCSS or equivalent): Illinois Learning Standards State Goal 25 Know the language of the arts. 25A Students who meet the standard understand the sensory elements, organizational principles, and expressive qualities of the arts. 25B Students who meet the standard understand the similarities, distinctions, and connections in and among the arts. State Goal 26 Through creating and performing, understand how works of art are produced. 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in the arts. 26B Students who meet the standard can apply skills and knowledge necessary to create and perform in one or more of the arts. State Goal 27 Understand the role of the arts in civilization past and present. 27A Students who meet the standard can analyze how the arts function in history, society and everyday life. 27B Students who meet the standard understand how the arts shape and reflect history, society and everyday life.

3 Unit Themes (Table of Contents) Theme 1: Theme 2: Theme 3: Theme 4: Theme 5: Theme 6: Theme 7: Theme 8: Theme 9: Theme 10: Theme 11: Theme 12: Digital Portfolio Charcoal / Pastel Colored Pencil Pen and Ink Perspective Thematic Artwork (Project-Based Learning) Collage Stained Glass Design Sculpture Printmaking Watercolor Thematic Artwork (Project-Based Learning) Agreed Upon Assessments Forms of assessments may include but are not limited to. Formative Assessments o Observations o Questioning o Discussion o Peer/Self Assessments o Practice Presentations Summative Assessments Portfolio based assessment of finished art projects Class participation in critiques and demonstrations Ability to follow sequential steps, focus, initiative, time-on-task Use of art vocabulary, identification of tools and processes Knowledge of art history based on unit Clean-up, organization and care of materials Sketchbook assignments Think-talk-Write Written Reflection: Reflect on the How and Why in your work Peer Editing: Praise, Question, Polish Journal Response Blog Reflection Critique: Notice, Like, Wonder Student led critique

4 Research and Writing Expectations Reading art handouts based on current project Reading/following directions for project in sequential order Writing art history research Researching on the internet Writing peer assessments and critiquing work Writing self-evaluations and critiquing progress and process Reading homework assignments/following directions Unit: Digital Portfolio Duration: Ongoing Essential Questions: What is the difference between a portfolio and a digital portfolio? What are the benefits of creating and maintaining a portfolio? How will students create and maintain their own portfolio? How will students use technology in the art room? How will we use the digital portfolio in class? What technology will be used to create and maintain the digital portfolio? What steps did the student take/use to complete the assignment? How did the student/artist complete the assignment? Why did the student/artist do to complete the assignment? What is an artist statement? Affirmation Statements / Learning Objectives: Students will create a Digital Portfolio using Google Sites. Students will share their portfolio with the instructor allowing all websites to be linked. Students will photograph, crop and resize images of their finished artwork. Students will upload images of their finished artwork to their website. Students will regularly update and maintain their site throughout the school year. Student s websites will catalog student the following: process, progress, projects and reflection. Students will use technology to organize and reflect on their own art making. Students will reflect on the What? How? And Why? About their art making. Students will construct and artist statement. Common Assessments: Selection of Artifacts Descriptive Text Reflective Commentary

5 Citations Navigation Usability and Accessibility Writing Conventions Multimedia Elements Unit: Charcoal / Pastel Duration: 6 weeks Essential Questions: How will observational drawing improve student drawing skills? How will the identification of value changes improve drawing? What are the art elements? What are the design principles? How do the design principles organize the elements? What drawing skills do students need to possess with dry media? Affirmation Statements / Learning Objectives: By making observational renderings, students will investigate and demonstrate knowledge of the following: continuous lines, contour lines, and expressive lines, value, space and form, and pencil modeling techniques, By handling and drawing with charcoal and pastel, students will compare that media to other dry media. By making marks with charcoal, students will demonstrate the difference between gesture and mass gesture. Students will study and draw the human figure. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See Above Drawing Skills: Observational Drawing Blind Contour Drawing Value Exercises Composition Modeling Techniques o Highlight o Mid Tone o Core Shadow

6 o Cast Shadow Drawing Concepts: Contour Line Value Depth Line Shape Space o Positive o Negative Texture Overlapping Volume Density Form Perspective Blending, Stippling, Cross-Hatching Drawing and Sketchbook Activities May Include: Gesture (mass) Figure Drawing Facial Features o Nose Conferencing o Eye Conferencing o Lip Conferencing Fabric Drawing Still Life Atmospheric Background Self-Portrait Compare and Contrast two portraits Drawing to music

7 Unit: Colored Pencil Duration: 4 weeks Essential Questions: How do form, content and context express and influence meaning? How do elements (nouns) and principles (adjectives) facilitate the creative process? What are color harmonies? How do skill and technique enable the creative process? How do we use critique to inform our art? Affirmation Statements / Learning Objectives: Students will demonstrate an understanding of laying down color pencils. Students will discover the difference between juxtaposing and layering colored pencils. Students will explore color harmonies. Students will create illusions of form using color harmonies. Through the identification of the elements and principles of art, students will examine how they work together in successful compositions. By studying various artworks, students will compare and contrast the use of the elements of art. By studying various artworks, students will identify how subject and composition differ. Through a series of drawing activities, students will explore how unity is a principle of design that will create wholeness in a composition. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See above Drawing Skills: Observational Drawing Value Exercises Color Theory Composition Drawing Techniques Drawing Concepts: Colored Pencils o Hue o Intensity o Value Elements of Art o Line o Shape

8 o Form o Value o Color (Theory) Monochromatic Complementary Near-Complementary Analogous o Texture Actual Simulated o Space Positive Negative Principles of Design o Balance o Emphasis o Harmony o Variety o Movement o Proportion o Pattern o Repetition o Rhythm o Unity Three Basic Properties of a work of art o The subject o The Composition o The Content Tonality Luminosity Water-Soluble Color Lifting Wax Bloom Layering (laydown) Juxtaposition Overlapping Burnishing Temperature Paper Selection Color Names (reflect manufacturer not a standard) Perspective Blending, Stippling, Cross-Hatching

9 Drawing Activities May Include: Investigating the Elements of Art Investigating the Principles of Design Investigating the properties of a work of art Color Wheel Color Harmony Strips Monochromatic Studies Local Color Drawing Modeling Techniques Understanding Color Temperature Leaf Composition Create a three object still life Drawing to music Texture Studies Fabric Study Atmospheric Background 12 x 18 Still Life Draw candy Close up view if a cut piece of fruit Unit: Pen and Ink Duration: 2 weeks Essential Questions: How do form, content and context express and influence meaning? How do elements (nouns) and principles (adjectives) facilitate the creative process? How do skill and technique enable the creative process? How do we show perspective in a two-dimensional work of art? How do we use critique to inform our art? Affirmation Statements / Learning Objectives: Students will examine how the elements and principles serve as the foundation for successful compositions. Through a series of drawing activities, students will explore how unity is a principle of design that will support the composition. Students will compare and contrast the use of the elements of art in various paintings. Students will identify how subject and composition differ. Students will demonstrate perspective techniques Students will demonstrate techniques for using India ink on watercolor paper through progressive building of layers. Students will design their composition with care

10 Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See Above Drawing Skills: Pen Handling Calligraphy: Chancery Italic Writing Drawing Concepts: Pen and Ink Techniques using nibs and/or paintbrushes o Hatching o Cross-Hatching o Broken Hatching o Graded Tone o Stippling o Tonal Washes o Lettering Elements of Art o Line o Shape o Form o Value o Color (Theory) o Texture Simulated Actual o Space Positive Negative Visual Depth o Color o Overlapping o Lines Converging o Placement o Size Drawing and Sketchbook Activities May Include: Practice Strokes Drawing Simple Forms Drawing Organic Objects Drawing Man-Made Objects

11 Drawing Architectural Elements Drawing Landscapes Drawing Bottles Drawing Fruit Fabric Drawing Caricatures Perspective Identify visual depth in various pieces of art Still Life Zentangle Atmospheric Background Draw a series of boxes Compare and Contrast two portraits Calligraphy Showing examples of calligraphy Demonstrate proper way to hold pen and make marks Demonstrate measuring margins, centering and other desired spacing Lettering Write a poem, haiku or artist quotation in calligraphy Unit: Perspective Duration: 3 Weeks Essential Questions: How do form, content and context express and influence meaning? How do elements (nouns) and principles (adjectives) facilitate the creative process? How do skill and technique enable the creative process? How do we show perspective in a two-dimensional work of art? What is the difference between one and two-point perspective? What is surrealism How do we use critique to inform our art? Affirmation Statements / Learning Objectives: By working with perspective, students will create the illusion of depth Through the creation of one and two-point perspective drawings, students will discover how objects are affected by perspective. Students will apply prior knowledge of value to shade the space, thus enhancing the overall three dimensional quality. Students will render objects using one and two-point perspective Students will design their composition with care Students will bring their artwork to a finished state Students will photograph their finished work and place on their digital portfolio

12 Students will write a reflection about their artwork Common Assessments: See above Drawing Skills: Linear perspective Overlapping Size and Space Modelling Details and Contour Color and Value Drawing Concepts: Space Contour Line Value Depth o Foreground o Middle ground o background Line Shape Texture Overlapping Volume Density Form Perspective o Vanishing point o Horizon line Blending, Stippling, Cross-Hatching Drawing and Sketchbook Activities May Include: Draw a room, chair or hallway Draw an enclosed space with a view to an exterior space Draw aerial perspective of a series of buildings Draw a series of (original) birdhouses Create an original tree house Draw a city scene (with an odd number of buildings) Drawing simple geometric forms Drawing Man-Made Objects

13 Drawing Architectural Elements Perspective Still Life Include an Atmospheric Background in your work Draw a series of boxes One-point perspective with surreal approach Stack of blocks blocks rendered in two-point perspective Writing your name in one-point perspective Surrealism study

14 Unit: Thematic Artwork Duration: 2 Weeks Essential Questions: How do form, content and context express and influence meaning? How do elements (nouns) and principles (adjectives) facilitate the creative process? How do skill and technique enable the creative process? How do we use critique to inform our art? Affirmation Statements / Learning Objectives: Students will design their own final art piece Students will apply knowledge of materials and techniques to create a new composition Students will design their composition with care Students will bring their artwork to a finished state Students will mat and present their work to the class Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See above Drawing Skills: Observational Drawing Composition Modeling Techniques Color Theory Pen Handling Linear Perspective Drawing Concepts: Elements of Art o Line o Shape o Form o Value o Color (Theory) o Texture o Space Principles of Design o Balance o Emphasis o Harmony

15 o o o o o o o Variety Movement Proportion Pattern Repetition Rhythm Unity Drawing and Sketchbook Activities May Include: Student centered art piece that explores personal choice Field Trip: The Chicago Cultural Center Traditional Still Life One-point perspective with surreal approach Stack of Lego blocks rendered in two-point perspective India ink self-portrait over colored ground Rendering a group of objects: candy, toys, crayons Close-up dissected piece of fruit Unit: Collage Duration: 5 weeks Essential Questions: How will texture affect the composition? How will students communicate using collage? How will the elements of art and the principles of design be used to construct new compositions? Students will view, discuss and study landscape images to identify various ways to portray a landscape. Students will select a landscape artist to research for their new artwork. Students will complete a series of sketchbook drawings to explore opportunities to finalize the assignment The student will demonstrate proficiency and craftsmanship in the use of an expanded range of art media. By working together to illustrate a children s book, students will communicate, coordinate and organize materials to create a finished group project. Affirmation Statements / Learning Objectives: Students will be able to : Students will construct new compositions Students will identify characteristics found in landscapes Students will use various textures in their construction.

16 Students will compare and contrast painters Students will demonstrate proficiency and craftsmanship in the use of an expanded range of art media. Students will select a landscape artist to research for their assignment. Students will view, discuss and study landscape images to identify various ways to portray a landscape. Students will complete a series of sketchbook drawings to explore opportunities to finalize assignment. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See Above Craftsmanship Skills: Cutting Pasting Composition Technical Construction Organization Key Concepts: Realistic Expressionistic Abstract Cubism Symbolic Collage Elements of Art o Line o Shape o Form o Value o Color o Texture o Space Principles of Design o Balance o Emphasis o Harmony o Variety o Movement o Proportion

17 o o o o Pattern Repetition Rhythm Unity Drawing and Sketchbook Activities May Include: Collage landscapes Colored Pencil landscapes Self-portrait Children s book illustration Still life Dynamic snack composition Atmospheric changes PowerPoint: Creating New Landscapes PowerPoint: Creating Your Landscape Collage Nearpod: Cubism and Collage Texture Drawing studies Draw missing portions of magazine images Ephemera drawing studies YouTube videos Pablo Picasso s Guernica Unit: Stained Glass Design Duration: 2 Weeks Essential Questions: How will students organize the art elements using the principles of design to create a new composition? Who is Frank Lloyd Wright and what is his contribution? What distinguished Frank Lloyd Wright s work from other artists? How will students balance color and shape within this assignment? How will students express themselves using glass paint? Affirmation Statements: Each student will create and paint an original stained glass art piece on a sheet of glass or acetate. Student s original work will be influenced from the work of Frank Lloyd Wright. Students will construct and art piece that balances color and shape. By creating a work of art in the style of another artist, students will distinguish important characteristics of their work. By working with glass paint, students will discover another method of expression.

18 Each student will present their work to the class for a final critique. Students will document their assignment on their digital portfolio. Students will demonstrate an understanding of project vocabulary. Common Assessments / Learning Objectives: See Above Painting and Drawing Skills: Composition Color Theory Color Temperature Brush Strokes Techniques Investigation Experimentation Painting and Drawing Concepts: Elements of Art o Line o Shape o Form o Value o Color (Theory) o Texture o Space Principles of Design o Balance Symmetrical Asymmetrical Radial Formal Informal o Emphasis o Harmony o Variety o Movement o Proportion o Pattern o Repetition o Rhythm o Unity

19 Drawing and Sketchbook Activities May Include: Thumbnail sketches investigation various balanced relationships Frank Lloyd Wright Study Field Trip: FLW home and studio in Oak Park ipad: FLW Keynote and presentation Laptop: PowerPoint/Prezi and presentation Marc Chagall Study Mondrian Study Frank Lloyd Wright videos (office and YouTube) Drawing stained glass windows in chapel hallway Harmony Studies with cut paper and/or paint Exploring Format sizes square, rectangle, round

20 Unit: Sculpture (Collaboration) Duration: 3 Week Essential Questions: Who is Andy Goldsworthy? What distinguishes Andy Goldsworthy s work? Who is El Anatsui? How will students share ideas and work in groups to construct a sculpture? How will students use found objects? How will students assemble their sculptures? How will students communicate through their sculpture? How will students organize the art elements using the principles of design to create a new composition? Affirmation Statements: Students will explore the elements of art and the principles of design. Students will create new compositions. Students will research various artists and architects. Students will explore and identify found objects within sculpture. Students will work in small groups to develop and share ideas. Students will assemble a three-dimensional art piece. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See Above Sculpture Skills: Media Techniques Principles of Design Sculpture Concepts: Principles of Design o Balance o Harmony o Focal Point o Repetition o Unity o Dominance o Contrast Weight Distribution

21 Four ways to make sculpture o Additive o Subtractive o Modeling o Casting Figurative Functional art Freestanding/In-the-round Relief Construction Assemblage Found objects Architectural elements Drawing and Sketchbook Activities May Include: Art History Research (Andy Goldsworthy Rock Painting Construct a labyrinth Draw images of two views of sculptural work Research El Anatsui Construct a geometric fabrication Construct an organic fabrication Construct a low relief fabrication Research architectural elements Draw an architectural element Individual or collaborative group work Found objects construction Paper Mache Create a team video reflection about the process of developing and creating your sculpture. Unit: Printmaking Duration: 2 Weeks Essential Questions: What is printmaking? How will students create a successful image? What tools are needed for printmaking? What techniques do students need to master to be successful at printmaking? How will students organize the art elements using the principles of design to create a new composition?

22 Affirmation Statements / Learning Objectives: By looking at various forms of printmaking, students will recognize key differences. Students will recognize the tools and techniques that differentiate various types of printmaking. Through the exploration of the elements of art and the principles of design, students will create new compositions. Students will demonstrate the ideas of reversal in printmaking. Students will create a printed image from a direct, additive and subtractive printing technique. Students will design, create and construct a collagraph image that they are able to produce. Students will print their own images Students will sign their work. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See above Printmaking Skills: Printmaking methods Relief process Visual Communication Equipment Techniques Principles of Design Printmaking Concepts: Substrate/Matrix o Acetate o Plexiglas o Cardboard o Styrofoam o Linoleum o Soft-Cut o Wood Collagraphy Monotypes/Monoprints o Additive o Subtractive o Direct Printing lightest to darkest Series/Edition

23 Registration Artist proof Ghost print Signing prints Printing Ink o Water-based ink o Paint (tempera) o Caran D ache Tools o Bench o Brayer/baren o Palette knife Transferring the image/design Printing and Sketchbook Activities May Include: Mark-making: Additive, Direct and Subtractive drawing activities on acetate Dividing a drawing into three steps Creation of Artist Trading Cards using discarded prints Construct a print around any of the following themes: mechanics, still life, music, self-portrait, Reduction Block image Create an analogous harmony print in three steps Investigate pop artists Research historical approach to printmaking Demonstrate reduction block print in sketchbook Investigate a famous printmaker and draw one of their images. Field Trip: Ed Paschke Art Center Field Trip: National Veterans Art Museum Unit: Watercolor Duration: 2 Weeks Essential Questions: How will students organize the art elements using the principles of design to create a new composition? How is a wet media different from a dry media? How will students apply color theory knowledge to a wet media? How techniques do students need to master to experience success in watercolor? Affirmation Statements / Learning Objectives:

24 Through the exploration of the elements of art and the principles of design, students will create new compositions. Students will use a variety of processes and techniques to produce original works of art that reflect personal experiences, imagination and observation. Through the creation of a watercolor chart, students will explore watercolor techniques By working with watercolor, students will examine the similarities with other wet media. Students will explore blocking an area to create an original composition. Students will demonstrate various watercolor techniques in the creation of a painted watercolor landscape. Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork Common Assessments: See above Painting and Drawing Skills: Composition Color Theory Color Temperature Brush Strokes Techniques Investigation Experimentation Painting and Drawing Concepts: Techniques o Diluted Wash o Variegated Wash o Glazing o Wet-in-wet o Dry Brush o Texture o Resist Rubber Cement Tape Masking fluid Elements of Art o Line o Shape o Form o Value o Color (Theory)

25 o Texture o Space Principles of Design o Balance o Emphasis o Harmony o Variety o Movement o Proportion o Pattern o Repetition o Rhythm o Unity Drawing and Sketchbook Activities May Include: Transformations Field Trip Options: Chicago Botanic Garden Watercolor Technique Chart Resist painting Landscape paintings Self-portrait Dynamic snack composition Still life Unit: Thematic Artwork Duration: 2 Weeks Essential Questions: How do form, content and context express and influence meaning? How do elements (nouns) and principles (adjectives) facilitate the creative process? How do skill and technique enable the creative process? How do we use critique to inform our art? Affirmation Statements: Students will design their own final art piece Students will apply knowledge of materials and techniques to create a new composition Students will design their composition with care Students will bring their artwork to a finished state Students will mat and present their work to the class Students will photograph their finished work and place on their digital portfolio Students will write a reflection about their artwork

26 Common Assessments: See Above Craftsmanship, Originality and Degree of Development Drawing/Painting/Printmaking/Sculpture: Elements of Art o Line o Shape o Form o Value o Color (Theory) o Texture o Space Principles of Design o Balance o Emphasis o Harmony o Variety o Movement o Proportion o Pattern o Repetition o Rhythm o Unity Drawing and Sketchbook Activities May Include: Student centered art piece that explores personal choice

27 Appendix CCSS Resources Common Core Website: Common Core App: Essential Questions Essential Questions help structure and plan an academic unit. For information regarding developing Essential Questions, please refer to the file shared with you on Google Drive. Affirmation Verbage (Action Words) Examples of Action Verbs: Discuss, recall, state, measure, identify, collect, create, hypothesize, analyze, identify, define, describe