CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM Revision Date: 06/25/12 Submitted by: Nancy K. Measey Kurts Watercolor and Tempera Grades 10-12 Semester Course Page 1 of 12
New Jersey Core Curriculum Content Standards 1.1 The Creative Process 1.2 History of the Arts and Culture 1.3 Performance 1.4 Aesthetic Responses & Critique Methodologies Page 2 of 12
Table of Contents Topic Page Watercolor and Tempera Course Overview 4 Primary Resource(s) 5 NJ State Standards Overview 6 Scope and Sequence 7 Art Standards for Watercolor-Media & Techniques 8 Art Standards for Watercolor- Styles & Subject Matter Art Standards for Tempera- Media & Techniques Art Standards for Tempera- Styles & Subject Matter Art Standards for Final Evaluation 9 10 11 12 Page 3 of 12
WATERCOLOR AND TEMPERA COURSE OVERVIEW The New Jersey Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so that they may continue to build on their art knowledge as well as allowing the student to discover, develop and express his/her individual creative talent. The standards are designed to be applicable to the real world, reflecting the knowledge and skills necessary to appreciate all of the diverse correlations of art in the student s everyday life. The curriculum guide has been generated to not only help students achieve the New Jersey Common Core State Standards, but to ensure that students will be prepared for college and career opportunities following high school graduation. For students not planning to further their education in the arts, it provides a solid foundation for them to explore their individualized level of creativity with a deeper appreciation of the arts. Page 4 of 12
Primary Resource(s) Textbook Title: Exploring Painting Publisher: Davis Publications Copyright: 1995 Supplemental/Other Exploring Color by Nita Leland Creative Discoveries in Water Media by Pat Dews How to Make a Watercolor Paint Itself by Nita Engle Discovering Art History by Gerald F. Brommer Exploring Painting by Gerald F. Brommer and Nancy K. Kinne Page 5 of 12
NJ State Standards Overview 1.1 The Creative Process All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. 1.2 History of the Arts and Culture All students will understand the role, development, and influence of the arts throughout history and across cultures. 1.3 Performance All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theater, and visual art. 1.4 Aesthetic Responses & Critique Methodologies All students will demonstrate and apply an understanding of arts philosophies, judgement, and analysis to works of art in dance, music, theater, and visual art. Page 6 of 12
Scope and Sequence Unit Description 1.Art Standards for Watercolor- Media and Techniques 2. Art Standards for Watercolor- Styles and Subject Matter 3. Art Standards for Tempera- Media and Techniques 4. Art Standards for Tempera- Styles and Subject Matter NJ Common Core Standard(s) Domain & Standard 1.1, 1.2, 1.3 & 1.4 1.1, 1.2, 1.3 &1.4 1.1, 1.2, 1.3 & 1.4 1.1, 1.2, 1.3 & 1.4 Timeline Four Weeks Four weeks Four Weeks Four Weeks Pacing (must equal 165 days for full-year or 83 days for half-year course) Each lesson (4) will be five days from introduction to completion. Each lesson (4) will be five days from introduction to completion. Each lesson (4) will be five days from introduction to completion. Benchmarking do preliminary paintings to determine their beginning level of ability. Weekly quizzes pertaining to the NJCCCS. Critiques using the NJCCCS. Tests that include the NJCCCS. Final exam that incorporates the NJCCCS Interdisciplinary Activities Example for Each Subject Area Math: Measurements, perspectives, grids, etc. Language Arts: Reading, comprehension, research, etc. History: introduced to the history of watercolor and tempera. Science: learn the chemical components of tempera and how it pertains to color mixing and theory. 5. Final Evaluation and Final Exam 1.1, 1.2, 1.3 & 1.4 Three Days Each Lesson (4) will be five days from introduction to completion. Career Education: learn about various career opportunities in the arts. Final evaluation will be one day and final exam will be two days. Health/PE: instructed to keep environment clean to prevent the spread of germs. World Language: study artists from various cultures as well as their languages. Page 7 of 12
Domain & Standard Grade 10-12 1.3, 12, D2 Culturally and historically diverse art media, art mediums, techniques and styles impact originality and interpretation of the artistic statement. 1.2, 12, A.1 Cultural and historical events impact artmaking as well as how audiences respond to works of art. 1.3.12,D.1 1.3,12,D.3 How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. The artist s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism, (nonobjective art), realism/naturalism, and other genre styles to convey ideas to an audience. Art Standards for Watercolor: Media and Techniques Learning Objectives (SLO) able to understand and analyze basic watercolor techniques using the tools and materials to produce examples to use for references. learn how to identify and block out all white spaces and shapes within their watercolor painting. understand how to create a collage using watercolor. able to use water color to express their personal feelings. References/ Resources Creative Discoveries in Water Media by Pat Dews. How to Make a Watercolor Paint Itself by Nita Engle Watercolor and Collage Workshop by Gerald F. Brommer Exploring color by Nita Leland Instructional Activities To begin a watercolor journal that documents all of the learned techniques as well as the presented tools and materials. To have students apply rubber cement to all blocked out areas that they wish to remain white for snow or highlights. To complete a series of collage paintings using tissue paper overlays with their medium. To create a painting that represents the students own feelings as they were recorded in their watercolor journal. Output identify the various watercolor techniques and their use within a composition. complete a winter landscapes that shows strong highlights, shadows and contrast within their composition. create a watercolor collage that incorporates one or more other mediums within their finished painting. create an expressionistic painting that is based on their watercolor journal entries. Assessments: Portfolios, Evaluations, & Rubrics Use of Medium, Individual Level of Ability. Use of Medium, Individual Level of Ability. Use of Medium, Individual Level of Ability. Individual Level of Ability. Multimedia Integration Use of various websites for research. Art posters and prints to show examples of famous paintings and artists. Videos of watercolor and painting techniques. Accommodation of Special Needs s (SE, ELL, 504, G&T).Allow additional time to complete assignment Individually modify all explanations of techniques Show additional examples Adapt lessons where needed Page 8 of 12
Domain & Standar d 1.3, 12, D2 1.4,, 12, B.2 1.1, 12, D.1 1.2, 12, A.1 Grade 10-12 Culturally and historically diverse art media, art mediums, techniques and styles impact originality and interpretation of the artistic statement. The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is shown. Common themes exist in art work from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory Cultural and historical events impact art making as well as how audiences respond to works of art. Art Standards for Watercolor : Styles and Subject Matter Learning Objectives (SLO) be able to paint a variety of textural techniques be able to create a painting based on a specific theme. be able to paint from their imagination a scene depicting a dream. be able to select a historical event and document it in an abstract painting References/ Resources How to Make a Watercolor Paint itself by Nita Engle Exploring Painting by Gerald F. Brommer and Nancy K. Kline Creative Discoveries in Water Media by Pat Dews Exploring Color by Nita Leland Instructional Activities To have students exploit the properties of water by throwing, pouring, Squirting To have students create a painting that depicts a personal theme that they seek out within a still life set up. To have students make a list of their dreams (both real or imaginary) and create a painting that is symbolic of those dreams. To have students create a series of abstract paintings Based on a specific historical event. Output create a watercolor painting that is created using a variety of experimental techniques. create a still life painting working from observation that suggests a personal theme. paint their dreams using symbolism to communicate the dream in their composition. use the elements and principles to communicate the impact that the event chosen. Assessments : Portfolios, Evaluations, & Rubrics used: Quality, Use of medium, ability used: Quality, Use of medium, Individual ability level. used: Quality, Use of medium, ability. used: Quality, Use of medium, Creativity, and ability. Multimedia Integration Use of various websites. Use of class prints of famous paintings Videos of Watercolor styles and subject matter. Accommodation of Special Needs s (SE, ELL, 504, G&T) Extra time to complete paintings Individual explanation of techniques Additional examples of the expectation Page 9 of 12
Domain & Standard Grades 10-12 1.3,12,D.1 How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. 1.4,12,B2 The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. 1.3, 12, D3 The artists understanding of the relationship among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art) realism/naturalism, impressionism and other genre styles to convey ideas to an audience. 1.3,12,D5 Two-and threedimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials and methodologies that are germane to a particular style. Art Standards for Tempera: Media and Techniques Learning Objectives (SLO) able to analyze and create a color wheel which includes Primary, Secondary and Tertiary colors. able to identify and mix analogous colors that are symbolic of personal emotions learn to identify lights and shadows through the painting of fruit. able to enlarge an original photograph using a grid. able to identify the style of Pop Art. References/ Resources Exploring Color by Nita Leland Exploring Color by Nita Leland Exploring Painting by Gerald F. Brommer Discovering Art History by Gerald F. Brommer Instructional Activities To use tempera paint to create an accurate color wheel which includes color mixing of only the primary colors To create a design that is adaptable to three different analogous color combinations using tempera. To study the still life by Paul Cezanne and try to incorporate his use of light and shade within a still life tempera painting. To use a digital photograph of a friend or family member to enlarge using a grid for their Pop Art tempera painting Output know the proper identification and placement of colors on the color spectrum correlate a color to an emotion. know the properties of an analogous color. know that shadows fall directly opposite of the light source. complete a tempera still life painting. create a tempera Pop Art tempera painting in the style of Andy Warhol. Assessments: Portfolios, Evaluations, & Rubrics used: Quality, ability. used: Quality, ability. will be used: Quality, Use of medium, Creativity and Individual level of ability. used: Quality, Use of medium, Creativity and Individual level of ability. Multimedia Integration Class demonstrations in tempera techniques. Use of various websites. Videos of media and techniques Posters and prints for referencing artists and media. Accommodati on of Special Needs s (SE, ELL, 504, G&T) Extra time for completion of projects Personal assistance with the manipulation of measuring using a ruler Modified explanation of terminology and methodology Page 10 of 12
Domain & Standard Grade 10-12 1.2, 12, A.1 Access to the arts has a positive influence on the quality of an individual s lifelong learning, personal expression, and contributions to community and global citizenship. 1.3, 12, D.2 Culturally and historically diverse art media, art mediums, techniques and styles impact originality and interpretation of the artistic statement. 1.4, 12, B.2 The cohesiveness of a work of art and it ability to communicate a theme or narrative can be directly affected by the artist s technical proficiency as well as by the manner and physical context in which it is performed or shown. 1.3.12, D.3 The artists understanding of the relationship among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (non objective art), realism/naturalism, impressionism, and other genre styles to convey ideas to art audiences. Learning Objectives (SLO) able to identify traits within themselves and express them through the use of the elements and principles of design. able to create gesture drawings and their application to Impressionism able to identify the style of Mondrian and understand the term Modern Art able to create a painting in the style of Manet Art Standards for Tempera: Styles and Subject Matters References/ Resources Exploring Painting by Gerald F. Brommer Painting Portraits by Rosalind Cuthbert Discovering Art History by Gerald F. Broomer An Introduction to Painting Flowers by Elisabeth Harden Instructional Activities To create a self - portrait using tempera paint that emphasizes the students identification of their personality traits. To use live student models for students to paint strong gesture paintings using the style of Impressionism To use the hard edge style of Mondrian to communicate the non-objective style of Modern Art. To make a tint and shade chart for reference. To sketch, edit and paint a series of flower portraits using tempera paint with emphasis on tints and shades. Output Tempera paintings should reflect the style of Modigliani while incorporating the students feelings about themselves Impressionistic paintings should indicate the students understanding of the style as well as the action of the model. The tempera paintings should indicate strong linear edges and blocks of color similar to that of Mondrian, but with a wider range of colors. Paintings will be done in the style of Manet with the painting emphasis on contrast using tints and shades. Assessments: Portfolios, Evaluations, & Rubrics ability. ability ability ability Multimedia Integration Classroom posters and prints that give examples of a variety of subject matter. Use of various websites on the classroom computers. Accommodation of Special Needs s (SE, ELL, 504, G&T) receive additional help with the placement within their composition. Additional time will also be allowed. receive additional help as needed with their measurements. s that need additional time will be accommodated. assisted with the placement of their composition and with the painting techniques introduced. Page 11 of 12
Domain & Standard 1.4, 12,B.1 1.4, 12,B.1 Grade 10-12 Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theater, visual and multimedia artwork from diverse cultural contexts and historical eras. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theater, visual and multimedia artwork from diverse cultural contexts and historical eras. Art Standards for Final Evaluation and Exams Learning Objectives (SLO) To have students be able to identify the quality of the work completed each marking period To have students take a final exam References/ Resources Rubric guidelines for self evaluation District Grading Guidelines Instructional Activities receive a critique sheet that will be set up in rubric form to allow them to self critique each project completed in the unit. Pre-exam reviews will prepare students with the information presented on their final exam. Output submit a completed critique sheet for each marking period. Each student will complete a final exam Assessments: Portfolios, Evaluations, & Rubrics used for all self evaluations: Quality, Creativity, Use of Medium and Level of Ability Final exams will be graded according to the standard set forth by the district. Multimedia Integration Rubrics may be done on the computer. Charts may be used for critiques. Accommodation of Special Needs s (SE, ELL, 504, G&T) Calculators may be used to help students add their average grade. s that have difficulty reading, interpreting or comprehending will be given assistance. Page 12 of 12