Week 1 Core skills Art based safety practices Pointillism: Value and Pen and Ink Techniques Introduce the key elements/principles: line, value, scale, shape/form, composition. Introduce value through discussion of Picasso's Guernica Introduce gray scales and how tonal gradients can vary between each depending on how varied the value is. For instance, a four point value scale vs. a ten point value scale. Analyze Guernica which is said to contain a range of over 20 different values. Have students try to identify at least 10 different ranges of value. Art History Have students aesthetically respond to Guernica through small group instruction. Discuss abstraction and how it expresses emotion. Discuss symbolism and how it culturally and historically relates to the artist Picasso. Discuss history of Guernica, Spain during Spanish revolution. Discuss important cultural symbols: bull, horse, war themes. Discuss Picasso and his contribution to 19th/20th century art. Cubism in abstraction. Pen and Ink techniques for creating value Materials: fine point Sharpie, pencils, erasers, white drawing paper, photo, light box, value scales. Practice creating value scales using the following demonstrated techniques. Blending (pencil) Hatching Cross-hatching Pointillism/stippling Refer to both professional and student artwork to discuss depth and how it can be created through value. Differentiate between 2D and 3D and how depth is apparent in 3D. 9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.2. Historical and Cultural Contexts 9.3. Critical Response 9.4. Aesthetic Response 9.8 Application of problem solving skills Extensive practice in the comprehension of basic symbol systems and abstract concepts Application of technical skills in practical production and performance Comprehension and application of the creative process Development and practice of creative thinking skills Development of verbal and nonverbal communication skills and humanities: color form/shape line space texture value and balance contrast principles to produce, review and revise original works in the arts: paint draw craft sculpt print design for environment, communication, multi-media 9.1.8-C. Identify and use comprehensive vocabulary within each of the arts forms. 9.1.8-D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. 9.1.8-E. Communicate a unifying theme or point of view through the production of works in the 9.1.8-G. Explain the function and benefits of rehearsal and practice sessions. performance spaces- analyze the use of materials. 9.1.8-I. Know where arts events, performances and exhibitions occur and how to gain admission. for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies 9.1.8-K. Incorporate specific uses of traditional and contemporary technologies in furthering knowledge and understanding in the 1
Week 2 Core Skills for Value continued 9.2.8-A. Explain the historical, cultural and social context of an individual work in the Students will choose a black and white photograph or photocopy of their choice as long as 9.2.8-B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to it shows a wide range of value. present). Students will trace the basic contour of the image using a light box, as the objective is for 9.2.8-C. Relate works in the arts to varying styles and genre and to the periods in which they them to recreate value, not the drawing. were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Students will use their best 10 point value scale as a reference for recreating at least 6-10 Contemporary, Futuristic, others). values found in the black and white photo they are using. 9.2.8-D. Analyze a work of art from its historical and cultural perspective. Students must use pointillism 9.2.8-E. Analyze how historical events and culture impact forms, techniques and purposes of All pencil and stray marks must be erased before critique. works in the Critique: peer and self critique 9.2.8-F. Know and apply appropriate vocabulary used between social studies and the arts and 9.2.8-G. Relate works in the arts to geographic regions: Europe 9.2.8-I. Identify, explain and analyze philosophical beliefs as they relate to works in the 9.2.8-L. Identify, explain and analyze common themes, forms and techniques from works in the 9.3.8-A. Know and use the critical process of the examination of works in the arts and humanities: Compare and contrast, analyze, interpret, form and test hypotheses, evaluate/form judgments 9.3.8-B. Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music). 9.3.8-C. Identify and classify styles, forms, types and genre within art forms. 9.3.8-E. Interpret and use various types of critical analysis in the arts and Contextual criticism Formal criticism Intuitive criticism 9.3.8-F. Apply the process of criticism to identify characteristics among works in the 9.3.8-G. Compare and contrast critical positions or opinions about selected works in the arts and 9.4.8-A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and 2
Week 3 Core skills Art based safety practices 3D Sculpture-Tribal Walking Canes Introduce key elements/principles relevant to the lesson: form, emphasis, texture, shape, color, balance, pattern, contrast, and proportion. Students to create 3D sculpture-tribal walking canes Discuss history and culture of African art and the spiritual and ceremonial purposes to their art. Discuss meaning of folk art specifically that from the American South and how the decorated walking cane is based on African traditions. Discuss the art of woodcarving and the materials used. Discuss representational art, abstraction, emphasis, and form. Discuss animals of African Savanna, Sahara, and Madagascar- the cultural symbolism associated with each as relevant to the respective tribes. Study map of Africa and locate various tribes and geography. Introduce Adinkra symbolism of Ghana. Discuss how environment helps dictate cultural/symbolic associations and meanings. Compare and contrast symbolism in our culture and symbolism in African culture (e.g.-red rose indigenous to our habitat represents love whereas as cola beans of Africa represent something unique to them). Study various African art sculpture and carvings to field discussion on symbolism and abstraction. Students create plan in their sketch book of their unique walking cane and animal form, colors, patterns, textures, and Adinkra symbols before building 3D. 9.8 Application of problem solving skills Extensive practice in the comprehension of basic symbol systems and abstract concepts Application of technical skills in practical production and performance Comprehension and application of the creative process Development and practice of creative thinking skills Development of verbal and nonverbal communication skills and humanities: color form/shape line space texture value and balance contrast principles to produce, review and revise original works in the arts: paint draw craft sculpt print design for environment, communication, multi-media. 9.1.8-C. Identify and use comprehensive vocabulary within each of the arts forms. 9.1.8-D. Demonstrate knowledge of at least two styles within each art form through performance or exhibition of unique works. 9.1.8-E. Communicate a unifying theme or point of view through the production of works in the 9.1.8-F. Explain works of others within each art form through performance or exhibition. 9.1.8-G. Explain the function and benefits of rehearsal and practice sessions. performance spaces; analyze the use of materials. for producing, performing and exhibiting works in the arts or the works of others; explain and demonstrate traditional technologies. 3
Week 4 Core skills walking canes continued 9.2.8-A. Explain the historical, cultural and social context of an individual work in the Studio-materials-1 inch round dowel, foil, masking tape, papier mache, cardboard, crafts, 9.2.8-D. Analyze a work of art from its historical and cultural perspective. raffia, acrylic paints, beads, jute. 9.2.8-E. Analyze how historical events and culture impact forms, techniques and purposes of Discuss proper use, care, and storage of materials. works in the Demonstrate how to build armature for sculpture with newspaper, foil, and tape. 9.2.8-F. Know and apply appropriate vocabulary used between social studies and the arts and Demonstrate papier mache process and proper craftsmanship skills. 9.2.8-G. Relate works in the arts to geographic regions: Africa, Europe, North America. 9.2.8-I. Identify, explain and analyze philosophical beliefs as they relate to works in the 9.2.8-J. Identify, explain and analyze historical and cultural differences as they relate to works in the 9.2.8-K. Identify, explain and analyze traditions as they relate to works in the 4
Core Skills walking canes continued Introduce and emphasize basic color theory and color schemes. Demonstrate proper painting skills, kinds of brushes, paints. Discuss and demonstrate techniques: dry brush, sponging, detailing, etc. Practice above techniques. Demonstrate beading and raffia crafting skills. Critique: self and peer work Week 5 9.2.8-L. Identify, explain and analyze common themes, forms and techniques from works in the 9.3.8-A. Know and use the critical process of the examination of works in the arts and Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments 9.3.8-B. Analyze and interpret specific characteristics of works in the arts within each art form. 9.3.8-C. Identify and classify styles, forms, types and genre within art forms. 5
Week 6 Core Skills Art based safety practices 2D Art Drawing Skills Introduce the elements/principles relevant to the lesson: shape, texture, composition, proportion/scale, emphasis, line, space, pattern, unity. Introduce North American Pennsylvania artist John James Audubon, naturalist and ornithologist (studier of birds). Discuss the Audubon Society and its purpose, the organization named after Audubon. Share book containing reproductions from Audubon's "Birds of America". Discuss Romantic period of art and its characteristics. Discuss early printing methods before printing press. Introduce basic drawing skills based on studying geometric shapes and how they can be found in the world around us. Students will work from a photocopy or photo of a bird. Draw the size as accurately as possible, while paying special attention to the bird's unique characteristics and habitat. and humanities: color form/shape line space texture value and balance contrast principles to produce, review and revise original works in the arts: paint draw craft sculpt print design for environment, communication, multi-media. 9.1.8-C. Identify and use comprehensive vocabulary within each of the arts forms. 9.1.8-E. Communicate a unifying theme or point of view through the production of works in the 9.1.8-F. Explain works of others within each art form through performance or exhibition. 9.1.8-G. Explain the function and benefits of rehearsal and practice sessions. performance spaces; analyze the use of materials. for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies. 9.2.8-A. Explain the historical, cultural and social context of an individual work in the 9.2.8-C. Relate works in the arts to varying styles and genre and to the periods in which they were created. 6
Week 7 Core Skills 2D Drawing continued 9.2.8-G. Relate works in the arts to geographic regions: North America and Europe. Introduce color theory with an emphasis on contrasting color schemes such as warm vs. 9.2.8-H. Identify, describe and analyze the work of Pennsylvania artists. cool. 9.2.8-I. Identify, explain and analyze philosophical beliefs as they relate to works in the Introduce and explain wax resist when using crayon and India ink. 9.2.8-L. Identify, explain and analyze common themes, forms and techniques from works in the Students will color their bird brightly, not necessarily using the actual colors of the bird in their photo, in a warm color scheme. The background will consist of cool colors to allow 9.3.8-A. Know and use the critical process of the examination of works in the arts and the bird to 'pop'. Emphasize a minimalist approach and a heavy layer of wax so the resist will work Compare and contrast effectively. Analyze Cover in India ink, allow to dry. Interpret Introduce sgraffito-etching into top layer to reveal colors beneath. Form and test hypotheses Evaluate/form judgments Demonstrate use of a nail and ruler to etch vertical lines into the dried ink to reveal the 'caged' bird beneath. 9.3.8-B. Analyze and interpret specific characteristics of works in the arts within each art form. 9.4.8-A. Compare and contrast examples of group and individual philosophical meanings of Choose a background for your bird. works in the arts and Critique: self and peers 7
Core Skills Art based Safety Practices Personal Rainbow Color Wheel Introduce elements/principle relevant to lesson: shape, pattern, color, repetition, space, balance, unity, composition, line. Discuss color theory in depth. Vocabulary: hue, primary, secondary, complementary, template, tertiary Discuss color in light and how it differs from color in pigment. Materials: Use 3X6 inch pieces of tag board, 18X18 inch black construction paper, red, blue, yellow tempera paint, brushes, scissors, palettes, rubber bands. Discuss real and abstract shapes and have them draw a simple shape. Use classroom resources to discuss actual color wheel and the relationships the colors share. Demonstrate and discuss paint-mixing to create specific colors. Students will use their template to create their own color wheel. Colors must be mixed starting with only the primary colors. The twelve areas must be represented-primary through tertiary. Critique Week 8 and humanities: color form/shape line space texture value and balance contrast principles to produce, review and revise original works in the arts: paint draw craft sculpt print design for environment, communication, multi-media. 9.1.8-C. Identify and use comprehensive vocabulary within each of the arts forms. 9.1.8-E. Communicate a unifying theme or point of view through the production of works in the 9.1.8-G. Explain the function and benefits of rehearsal and practice sessions. performance spaces..; analyze the use of materials. for producing, performing and exhibiting works in the arts or the works of others. Explain and demonstrate traditional technologies. Explain and demonstrate contemporary technologies. 8
Week 9 Core Skills and humanities: color form/shape line space texture value and balance contrast Art based safety practices 2D Drawing: Animal Drawings Introduce the elements/principles that are relevant to the lesson: unity, value, color, line, principles to produce, review and revise original works in the arts: paint draw craft sculpt balance, composition, shape, space. print design for environment, communication, multi-media. Introduce early animal art from Lascaux through the art periods; animals have always been 9.1.8-C. Identify and use comprehensive vocabulary within each of the arts forms. a favorite subject for art. 9.1.8-D. Demonstrate knowledge of at least two styles within each art form through performance Artists: Remington, Audubon, Durer, Rousseau, Homer, Sargent, Rubens. or exhibition of unique works. Use reference books to allow students to research different groups of animals (National 9.1.8-E. Communicate a unifying theme or point of view through the production of works in the Geographic, science texts, Internet.) Introduce materials and media: newsprint, white pastel paper, chalk pastels, drawing 9.1.8-G. Explain the function and benefits of rehearsal and practice sessions. pencils, tracing paper, gridded transparencies, transfer paper. Students will study pastels and use knowledge of color theory to create value scales and performance spaces; analyze the use of materials. color scales through practice and experimentation with chalk pastels. Students will first sketch out their composition in their sketch book. for producing, performing and exhibiting works in the arts or the works of others. 9.2.8-A. Explain the historical, cultural and social context of an individual work in the Students will then grid their animal onto larger paper and render it in full detail. 9.2.8-B. Relate works in the arts chronologically to historical events. Transfer animal to pastel paper. 9.2.8-E. Analyze how historical events and culture impact forms, techniques and purposes of Demonstrate blending techniques using pastels. works in the Students will color their animal composition in pastels. 9.2.8-G. Relate works in the arts to geographic regions: Europe, North America, Asia, Africa, Choose background for drawing. South America. Critique: self and peers 9.2.8-L. Identify, explain and analyze common themes, forms and techniques from works in the 9.3.8-A. Know and use the critical process of the examination of works in the arts and Compare and contrast Analyze Interpret Form and test hypotheses Evaluate/form judgments 9.3.8-C. Identify and classify styles, forms, types and genre within art forms. 9.4.8-A. Compare and contrast examples of group and individual philosophical meanings of works in the arts and 9.4.8-B. Compare and contrast informed individual opinions about the meaning of works in the arts to others. 9