Saint Patrick High School Curriculum Guide Department: Art Grade and Level: All Class: Principles of Visual Design Term (Semester or Year): Ongoing Required Text: Additional Resources (i.e. texts, materials, apps, etc.): None ipad Apps Google Drive Other Drawing pencil Vinyl eraser Drawing pen Colored pencils *above items will be given to the students. Students will buy replacements from the art teacher if the materials are lost or stolen Sketchbook (available for purchase through the Art Department)
Course Description This is a one-semester course for both the student who has a high interest in art and for the student who has always wanted to take an art course. Students will develop their drawing skills, and become familiar with the principles of good design. In this studio class student will work in charcoal, ink, colored pencils, and tempera paint, Academic Standards Addressed (CCSS or equivalent): STATE GOAL 25: Know the language of the arts. A. Understand the sensory elements, organizational principles and expressive qualities of the arts. Early High School - 25.A.4 Visual Arts: Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/performance in dance, drama, music and visual arts. Late High School - 25.A.5 Visual Arts: Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning. B. Understand the similarities, distinctions and connections in and among the arts. Early High School - 25.B.4 Visual Arts: Analyze and evaluate similar and distinctive characteristics of works in two or more of the arts that share the same historical period or societal context. STATE GOAL 26: Through creating and performing, understand how works of art are produced. A. Understand processes, traditional tools and modern technologies used in the arts. Early High School - 26.A.4e Visual Arts: Analyze and evaluate how tools/technologies and processes combine to convey meaning. B. Apply skills and knowledge necessary to create and perform in one or more of the arts. Early High School - 26.B.4d Visual Arts: Demonstrate knowledge and skills that communicate clear and focused ideas based on planning, research and problem solving. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. B. Understand how the arts shape and reflect history, society and everyday life. Early High School - 27.B.4a Visual Arts: Analyze and classify the distinguishing characteristics of historical and contemporary art works by style, period and culture.
Unit Themes (Table of Contents) Theme 1: Theme 2: Theme 3: Theme 4: Still Life Drawing Pencil Pen Handling: Rendering shadows and texture Color: Theory and Application Perspective Agreed Upon Assessments Forms of assessments may include but are not limited to. Sketchbook (homework) drawings Warm up exercises (in class) Projects (in class) Research and Writing Expectations Students will write reflections in relation to the successes and difficulties in executing their art projects.
Unit: Still Life Drawing Pencil Duration: 4 weeks Essential Questions: How do you render the shape of a three dimensional object on a 2 dimensional plane? o What is proportion? o What is sketching? How can you use pencil to add three dimensionality to a shape? o How do you render light? o What shadows exist? o How do these shadows create the illusion of three dimension? What is good drawing form? o How do you hold a pencil? o How should you sit while drawing? o What are the different drawing tools? o How do you use them? How did Keith Haring use only a few visual design elements to create his art and to make commentaries on social issues? Affirmation Statements: Students will be able to : Accurately sketch an object which has a geometric structure. Render shadows using pencil identify the shadows create a drawing which uses shadows for a three dimensional effect Common Assessments: Value scale Vocabulary quiz Videos on technique with accompanying worksheets Sketches Finished still life drawing created with pencil
Unit: Pen Handling: Rendering shadows and texture Duration: 3 weeks Essential Questions: How can line convey shadows? How can line convey texture? How do you render texture while still rendering shadows? How can you use previously learned techniques to draw an organic shape? Affirmation Statements: Students will be able to : Accurately sketch an object which has an organic structure. Render texture using pen Render shadows using pen Common Assessments: Value scale with pen Still life drawing with pen Texture exploration Value scale with texture Videos on technique and drawing with these videos Finished animal drawing created with pen
Unit: Color: Theory and Application Duration: 6 weeks Essential Questions: What are the properties of color? How do colors mix? What are basic colored pencil techniques? How can you use color overlays to build shadows? How do previously learned drawing techniques apply to colored pencils? How does pencil handling apply to brush handling? How did the Impressionists impact views on painting and color? Affirmation Statements: Students will be able to : List the properties of color Identify the primary, secondary and tertiary colors. Use color overlays and burnishing to render shadows. Use complementary colors to create neutrals. Use previously learned pencil techniques to render shapes and shadows. Use primary colors to create all other colors. Identify an Impressionist painting and their characteristics. Common Assessments: Color wheel colored pencil Color harmony explanation Videos on color theory with worksheets Finished still life drawing created with colored pencil Color wheel tempra paint Color harmonies tempra paint Landscape painting
Unit: Perspective Duration: 2 weeks Essential Questions: What are: o Perspective? o Vanishing point? o Horizon line How are the above used to render deep space? How were these techniques developed during the Italian Renaissance? Affirmation Statements: Students will be able to : Define perspective, vanishing point, and horizon line. Render deep space. Identify the works from the Italian Renaissance. Common Assessments: Perspective drawings Essay: Compare and contrast a painting from the Italian Renaissance with the a painting from the Impressionists
Appendix CCSS Resources Common Core Website: http://www.corestandards.org/read-the-standards/ Illinois State Standards for Fine Art http://www.isbe.net/ils/fine_arts/standards.htm 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