Report Text Selectable Course Curriculum

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1 Page 1 of 8 Course Curriculum Text Report Grade: Undefined Grade Course: Art Fundamentals Discipline: Fine Arts Board Approval Date: Selected Objective Curriculum Items: Objective used to evaluate students Objective is A+ Assessment Activity Level of Expectation List of concepts and Evaluation Types Learning Activity Instructional Method Equity/Workplace Readiness Resources Correction Exercise Enrichment Exercise Special Needs English Language Learner GLEs v2.0 and CLEs Objective Notes/Essential Questions 1. Students will draw using line. Lines (including but not limited to): descriptive outline contour weighted line parallel perpendicular FA/VEP/1/A/HS1/a Fine Arts Visual Arts: Elements and ideas through Line HS Level 1 Identify and use weighted contour, paral-lel, and perpendicular lines 2. Students will create (s) using value. Techniques (including but not limited to): hatching cross-hatching stippling (pointillism) gradation tonal indicate a light source

2 Page 2 of 8 FA/VEP/1/F/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/1/F/HS2/a Fine Arts Visual Arts: Elements and Value HS Level 1 Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows) Value HS Level 2 Identify and use a range of values to create the illusion of complex forms 3. Students will produce original drawings from direct observation of 3-dimensional objects using line and value. FA/VEP/1/A/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/1/A/HS2/a Fine Arts Visual Arts: Elements and FA/VEP/1/F/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/1/F/HS2/a Fine Arts Visual Arts: Elements and Line HS Level 1 Identify and use weighted contour, paral-lel, and per-pendicular lines Line HS Level 2 Identify and use hatching, crosshatching, stippling, and calligraphic lines Value HS Level 1 Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows) Value HS Level 2 Identify and use a range of values to create the illusion of complex forms 4.Students will draw using organic and geometric shapes. FA/VEP/1/B/HS1/a Fine Arts Visual Arts: Elements and ideas through Shapes HS Level 1 Differentiate between and use geometric and organic (freeform) shapes 5. Students will create original s that have form and show the illusion of form. FA/VEP/1/C/HS1/a Fine Arts Visual Arts: Elements and Form HS Level 1 Identify and use high and low relief Identify and use illusion of form: sphere, cube, cone, and cylinder

3 Page 3 of 8 6.Students will create original (s) that demonstrate space (including but not limited to): positve/negative space figure/ground one-point linear perspective overlapping change of size detail placement vlaue contrast FA/VEP/1/G/HS1/a Fine Arts Visual Arts: Elements and Select and use Elements of art for their Effect in Space HS Level 1 Identify and use positive and negative space in two-dimensional work Identify and use perspective techniques to create the illu-sion of space (one-point linear perspec-tive, overlap-ping, and change of size, detail, placement, value contrast) 7. Students will simulate actual, invented, and implied textures. FA/VEP/1/D/HS1/a Fine Arts Visual Arts: Elements and ideas through Texture HS Level 1 Identify and use real, in-vented and simulated textures 8. Students will mix the primary colors to match the 12 step color wheel using tempera paint. 1.6, 3.2 FA/VEP/1/E/HS1/a Fine Arts Visual Arts: Elements and Select and use Elements of art for their Effect in Color HS Level 1 Identify and use color theory includ-ing color value, and color schemes (ana-logous, mo-nochromatic, and comple-mentary) 9. Students will identify color schemes and create an original painting in color that focuses on color schemes. Color schemes (including but not limited to): analogous monochromatic

4 Page 4 of 8 complementary split-complementary 1.6, 2.5 FA/VEP/1/E/HS1/a Fine Arts Visual Arts: Elements and Select and use Elements of art for their Effect in Color HS Level 1 Identify and use color theory includ-ing color value, and color schemes (ana-logous, mo-nochromatic, and comple-mentary) 10. Students will use the elements to show the principles of art in original. should include: Balance Emphasis Contrast Rhythm/Repetition y Proportion FA/VEP/2/A/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/B/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/C/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/D/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/E/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/F/HS1/a Fine Arts Visual Arts: Elements and Balance HS Level 1 Differentiate among and use symmetrical (formal), asymmetrical (informal), and radial balance Emphasis HS Level 1 Identify and create emphasis (focal point) through contrast and convergence Contrast HS Level 1 Identify and use variation within a single element to create contrast (e.g., different values), asymmetrical (informal), and radial balance Rhythm/Repetition HS Level 1 Identify and use elements to create regular rhythm y HS Level 1 Explain how elements and principles create unity in s Proportion HS Level 1 Identify and use realistic facial propor-tions 11. Students will use the elements to create s that show compositional balance. Balance techniques (including but not limited to): symmetrical (formal) balance asymmetrical (informal) balance radial balance FA/VEP/2/A/HS2/a Fine Arts Visual Arts: Elements and FA/VEP/2/A/HS1/a Fine Arts Visual Arts: Elements and communicating ideas through communicating ideas through Balance HS Level 2 Use elements to create com-positional bal-ance Balance HS Level 1 Differentiate among and use symmetrical (formal), asymmetrical (informal), and radial balance

5 Page 5 of 8 12.Students will identify and create emphasis (focal point) through contrast and convergence. FA/VEP/2/B/HS1/a Fine Arts Visual Arts: Elements and communicating ideas through Emphasis HS Level 1 Identify and create emphasis (focal point) through contrast and convergence 13. Students will vary element(s) to create contrast. Techniques (including but not limited to): different values different balance methods different textures FA/VEP/2/C/HS1/a Fine Arts Visual Arts: Elements and FA/VEP/2/C/HS2/a Fine Arts Visual Arts: Elements and Contrast HS Level 1 Identify and use variation within a single element to create contrast (e.g., different values), asymmetrical (informal), and radial balance Contrast HS Level 2 Identify and vary elements in the same work to create contrast (e.g., different values and different textures) 14. Identify and use elements to create regular rhythm. FA/VEP/2/D/HS1/a Fine Arts Visual Arts: Elements and communicating ideas through Rhythm/Repetition HS Level 1 Identify and use elements to create regular rhythm 15. Students will explain how elements and principles create unity in s.

6 Page 6 of FA/VEP/2/E/HS1/a Fine Arts Visual Arts: Elements and communicating ideas through y HS Level 1 Explain how elements and principles create unity in s 16. Students will create original s using a variety of media. Media (including but not limited to): pencil charcoal colored pencil marker oil pastel tempera watercolor clay FA FA/VPP/1/A/HS1/a Fine Arts Visual Arts: Product FA/VPP/1/B/HS1/a Fine Arts Visual Arts: Product FA/VPP/1/B/HS2/a Fine Arts Visual Arts: Product FA/VPP/2/A/HS1/a Fine Arts Visual Arts: Product Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Drawing HS Level 1 Create smooth, continuous value through even pressure Create a range of 4 smoothly graduated values through varied pressure Define edge through varia-tions in pressure or angle Use media in various ways to create simulated and invented textures Use a ruler to create parallel, perpendicular, and converging lines Demonstrate proficiency using a single drawing media Painting HS Level 1 Mix tempe-ra/acrylic paints to create differ-ent hues Mix tempe-ra/acrylic paints to create a range of 4 values and levels of intensity Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity Blend one col-or/value smoothly into another Demonstrate proper use and cleaning of brushes and palettes Use brushes of various sizes/types Painting HS Level 2 Mix tempe-ra/acrylic paints to match ob-served hues Demonstrate the following watercolor techniques: continuous wash, graduated wash Apply waterco-lor to create simulated and invented textures Select and use appropriate size and brush type (e.g., natural, synthetic, flat, round, bright, small-large sizes) Sculpture, Ceramics, Other Media HS Level 1 Create a sculpture by layering and adhering material or objects (e.g., natural or manufac-tured clays, paper, board, plastercraft, papier mache, as-semblage) Create ce-ramics using a hand-building process (e.g., pinch, coil, slab); joining techniques, and a uniform thickness 17. Students will create original from direct observation that uses realistic proportions. (including but not limited to): facial figure 1.6, FA/VEP/2/F/HS1/a Fine Arts Visual Arts: Elements and Proportion HS Level 1 Identify and use realistic facial propor-tions FA/VEP/2/F/HS2/a Fine Arts Visual Arts: Elements and Proportion HS Level 2 Identify and use realistic figure propor-tions

7 Page 7 of Students will create original that communicates ideas through themes and identify examples of these themes from Ancient through Contemporary periods. Themes (suggestions): identity power time nature illusion FA/VPP/3/C/HS1/a Fine Arts Visual Arts: Product Communicate ideas about subject matter and themes in s created for various purposes Theme HS Level 1 Create original that communicates ideas through themes (e.g., identity, power, time, nature, illusion) 19. Students will create original that expresses mood and/or emotion. FA FA/VPP/3/C/HS1/a Fine Arts Visual Arts: Product Communicate ideas about subject matter and themes in s created for various purposes Theme HS Level 1 Create original that communicates ideas through themes (e.g., identity, power, time, nature, illusion) Artistic Perceptions 20. Students will critique using the aesthetic scanning model. FA 3 1.1, 1.5 FA/VAP/2/A/HS1/a Fine Arts Visual Arts: Artistic Perceptions Analyze and evaluate art using art vocabulary Art Criticism HS Level 1 With one : describe ; analyze the use of elements and principles in the work; Interpret the meaning of the work (subject, theme, symbolism, message commu-nicated); Judge the work from various perspectives: Showing a real or idealized image of life (Imitationalism); Expressing feel-ings (Emotional-ism/ Expression-ism); Emphasis on elements and principles (Formalism); Serving a purpose in the society or culture (Functionalism) Artistic Perceptions 21. Students will reflect on the creative process through reflection and/or artists statements about their own work and/or the work of other artists. FA 3 1.1, 1.4 FA/VAP/1/A/HS1/a Fine Arts Visual Arts: Artistic Perceptions Investigate the nature of art and discuss responses to s Aesthetics HS Level 1 Discuss personal beliefs about the nature of art Define aesthetics as the branch of philosophy that deals with the nature and value of art Discuss and develop answers to questions about art, such as: -- What is art? -- Why do responses vary? -- Who decides what makes an special, valuable or good?

8 Page 8 of 8 Historical and Cultural Context 22. Students will be able to identify major artists, s, and periods. Periods, artists and s (including but not limited to): Pre-history -Hall of Bulls Egyptian -Bust of Nefertiti Greek/Roman -Parthenon -Colosseum Medieval -Illuminated Manuscripts Renaissance -Leonardo da Vinci - Human Proportions (Vitruvian Man) -Michelangelo- David Rembrandt van Rijn- Self-Portrait Hokusai Katsushika- The Great Wave at Kanagawa Realism -Henry O. Tanner - The Banjo Lesson Impressionism/Post-Impressionism -Claude Monet - Waterlilies -Vincent Van Gogh - Sunflowers Cubism -Pablo Picasso - Guernica Expressionism -Kathe Kollwitz Surrealism -Salvador Dali - Persistence of Memory Georgia O'Keefe - Dorthea Lange - Migrant Mother Wassilly Kandinsky DOK 1 FA/VHC/1/A/HS1/a Fine Arts Visual Arts: Historical and Cultural Contexts FA/VHC/1/B/HS1/a Fine Arts Visual Arts: Historical and Cultural Contexts FA/VHC/1/A/HS2/a Fine Arts Visual Arts: Historical and Cultural Contexts FA/VHC/1/A/HS3/a Fine Arts Visual Arts: Historical and Cultural Contexts Compare and contrast s from differant historical time periods and/or cultures Compare and contrast s from differant historical time periods and/or cultures Compare and contrast s from differant historical time periods and/or cultures Compare and contrast s from differant historical time periods and/or cultures Historical Period or Culture Characteristics of Artworks Historical Period or Culture Historical Period or Culture HS Level 1 Identify s from the following: -- Ancient Greece/Rome -- Renaissance -- Impressionism -- Post-Impressionism -- Pop Art -- Op Art HS Level 1 HS Level 2 Compare and contrast two s on: Time Place Artist Subject matter Theme Characteristics Material/ Technology Ideas and beliefs of culture Function of art in culture/society Identify s from the following: -- Cubism -- American Regionalism -- Abstract Expressionism -- Native-American -- Latino -- Asia HS Level 3 Identify s from the following: -- German Expressionism -- Surrealism -- Photorealism - - Post-Modern Interdisciplinary Connection 23. Students will connect portraiture and figurative drawing to mathematical proportions and anatomical studies. FA 4 1.6, 1.7, 1.8, 3.5 FA/VIC/2/A/HS1/a Fine Arts Visual Arts: Interdisciplinary Connections Explain the connections between Visual Art and Communication Arts, Math, Science or Social Studies Connecting Art and Non- Art Subjects HS Level 1 Explain how historical events and social ideas are reflected in s from selected cultures or histor-ical time periods.