Unit: Geometric Drawing Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to: Big Idea: Geometric drawing is an important drawing skill that allows students to use flat images to create interesting compositions. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.E; 9.3.12.A, 9.3.12.C; 9.4.12.D. Essential Questions: 1. Which artists employ geometric designs in their work? 2. What makes geometric designs different from observational drawing? 3. What elements are essential in geometric drawing? 4. What makes a good composition? 5. How does value play a role in geometric drawing? 6. How is geometric Students should know: The development of geometric drawing. How geometric drawing evolved and why. What tools are needed to create geometric drawings. What differentiates geometric drawing from observational drawing. How tessellations are created. What makes a good and bad composition. How to arrange elements on a page so that they are visually correct. Students will be able to: Identify the components of a good composition. Use measuring tools to aid in straight lines. Create a design that locks into itself, thereby creating a tessellation. Use flat value to create a visually balanced project. Incorporate measuring, cutting, and tracing skills to create a project. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Composition: The way the principles of art are used to organize the elements of art. The way an artwork is put together. Contour Line: A line that defines the edges and surface ridges of an object. Contrast: The use of opposing elements, such as colors, forms, or lines, in proximity to produce an intensified effect in a work of art. Geometric Shapes: Precise shapes that can be described using mathematical formulas. Opposite of free-form shapes. Gradation: the passing of one tint or shade of color to another, or one surface to another, by very small degrees, as in painting or sculpture. Line: An element of art that is the path of a moving point through space. Negative Space: Empty spaces surrounding shapes and forms. Also Various drawing papers Pencils, erasers, sketchbook, markers- fine and broad tip, rulers, protractors Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Grade sheet to be completed by student once assignment is complete Tessellation Drawing: M.C. Esher inspired. Drawing made up of student created tessellation. Composition 1: Drawing using the tessellation shape as a jumping off point Composition 2: Drawing using compositional aids, using the same tessellation that is enlarged, stretched, turned, distorted, etc. Geometric Shapes: Pencil drawing using overlapping geometric shapes- flat value
drawing used in today s society? 7. Where is geometric drawing primarily seen today? called ground. Outline: A line that shows or creates the outer edges of a shape. Positive Space: Shapes or forms in two- and three- dimensional art. Repetition: Technique for creating rhythm and unity in which a motif or single element appears again and again. Tessellations: any repeating pattern of interlocking shapes. Value: Relative darkness or lightness of a color Geometric Shapes 2: Pencil drawing using overlapping geometric shapesgradation, shading
Unit: Observational Drawing (Black and white) Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to Big Idea: Observational drawing will teach the student to transfer an image in front of him/her to a drawing surface as accurately as possible. Standards (list numbers): PA 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.G, 9.1.12.H; 9.2.12.B, 9.2.12.E ; 9.3.12.A, 9.3.12.B Essential Questions: 8. Which artists are best known for their observational drawing skills (realism)? 9. How does observational drawing differ from geometric drawing? 10. What is the connection between the brain and Students should know: How to create a well balanced composition. How to transfer an image from observation to paper using quick measurement guides. What tools are necessary for creating an observational drawing. Object placement based on perspective of artist. Different heights create different perspectives. Where value belongs based on lighting. Students will be able to: Draw from direct observation. Create a quick sketch that will aid them in drawing from observation. Identify placement based on proper perspective. Draw the objects that they see in front of them. Shade their final piece with a full range of values Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a selfassessment prior to teacher assessment. Balance: Principle of art concerned with equalizing visual forces, or elements, in a work of art. Chiaroscuro: The technique of using light and shade in pictorial representation. Composition: The way the principles of art are used to organize the elements of art. Contrast: The use of opposing elements, such as colors, forms, or lines, in proximity to produce an intensified effect in a work of art. Crosshatching: The technique of using crossed lines for shading. Hatching: The technique of shading with a series of fine parallel lines. Highlights: Small areas of white used to show the very brightest spots. Observational Drawing: Drawing from direct observation. Perspective: A graphic system that Various drawing papers, Bristol board pencils, erasers, tortillions, sketchbook, viewfinder, Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Grade sheet to be completed by student once assignment is complete Value Scale: Three 9-step value scales using hatching, crosshatching, and shading techniques. Single Object Drawing: Study of one object with direct light source. Still Life: Still life drawing of white objects and direct light sources, completed in pencil. Home Still Life: Student set up still life at home, completed in pencil. Hatching Shoes: Students
the eye in observational drawing? 11. What techniques are employed with observational drawing? 12. What makes a good observational drawing? 13. How do we transfer from observation to paper? 14. How does shading affect observational drawing? 15. How do we make things look realistic? creates the illusion of depth and volume on a two-dimensional surface. Point of view: Angle from which the viewer sees an object. Realism: Mid nineteenth-century artistic style in which familiar scenes are presented as they actually appeared. Shading: The use of light and dark lines to give the illusion of form. Sighting: Technique for determining the proportional relationship of one part of an object to another. Still Life: A painting, picture, or photograph of inanimate objects. Texture: The element of art that refers to how things feel, or look as if they might feel if touched. Value: The element of art that describes the lightness or darkness of an object. Visual Texture: Illusion of threedimensional surface based on the memory of how things feel. complete a drawing in pen of a pair of shoes using only hatching and crosshatching.
Unit: Color Theory Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to Big Idea: Color Theory is critical in both painting and drawing, as it is the rule for color schemes, color mixing, and general color placement. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.E, 9.1.12.J; 9.2.12.A, 9.2.12.D; 9.3.12.A; 9.4.12.A Essential Questions: 16. What is color? 17. How does color affect us? 18. Do different colors give different feelings/emotions? 19. How does color influence the viewer? 20. What are the primary, secondary, and tertiary colors? 21. What are complimentary colors? 22. What is monochromatic color? Students should know: What the primary, secondary, and tertiary colors are. What colors are in the color wheel. Associated vocabulary with color theory. How to mix all colors from the three primary colors: red, yellow, and blue. How to create a design and reproduce it many times. How a beam of white light passes through a prism and breaks in the color spectrum. How to use color to influence emotion. Students will be able to: Create a stencil that they will repeat throughout a series. Create 5 copies of an artwork using a light box. Choose different colors that match the necessary color schemes. Show proper understanding of color and how the colors go together. Demonstrate compositional techniques to create balanced images. Understand and apply the rules of color. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Afterimage: Weak image of complimentary color created by a viewer s brain as a reaction to prolonged looking at a color. Analogous Color: Colors that sit side by side on the color wheel and have a common hue. Violet, red-violet, and red are analogous colors. Arbitrary Color: Color chosen by an artist to express his or her feelings. Opposite of optical color. Color: An element of art that is derived from reflected light. Color Scheme: Plan for organizing colors. Color Spectrum: The effect that occurs when light passes through a prism; the beam of white light is bent and separated into bands of color. Color Triad: Three colors spaced an equal distance apart on the color wheel. Drawing paper, manila paper, oak tag Pencil, eraser Scissors Tempera paint, watercolor Paint brushes, water cups Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Color Chart: including color wheel, monochromatic value scale, complimentary colors, warm and cool colors, and analogous colors. Layered Letters: Students create an abstract design using letters, repeat it five times, and paint using five different color schemes: primary, secondary, warm, cool, and analogous. Simultaneous Contrast: Students create 2 different detailed paints, paint
23. What is a color scheme? 24. What are the warm and cool colors? 25. What are split compliments? 26. What is the difference between a high-key and low-key painting? 27. What is the difference between arbitrary and optical colors? Complete a selfassessment prior to teacher assessment. Color Wheel: The spectrum bent into a circle. Complementary Colors: The Colors opposite each other on the color wheel. Cool Color: Green, blue, violet. Suggests coolness and seem to recede away from the viewer. Design: Plan, organization, or arrangements of elements in a work of art. High-key Painting: Painting using many tints of a color. Hue: That property of a color identifying a specific, named wavelength of light such as green, red, violet, and so on. Often used synonymously with color. Intermediate Color: A color made by mixing a primary color with a secondary color. Grade sheet to be completed by student once assignment is complete each subject the same color, and the backgrounds different: one lighter than the main color, one darker than the main color. Complimentary Creatures: Students create a painting using one creature and a shape, which they overlap, breaking it into make different abstract shapes. The shapes are then filled in using one pair of complimentary colors in watercolor. Low-key Painting: Painting using many shades or dark values of a color. Monochromatic: A color scheme limited to variations of one hue; a hue with its tints and shades. Neutral Colors: Black, white and grey. Optical color: Color perceived by the
viewer due to the effect of atmosphere or unusual light on the actual color. Paint: Pigments mixed with oil or water. Primary Color: Colors on the color wheel that cannot be mixed: red, yellow, and blue. Secondary Color: Colors on the color wheel that are mixed from the primary colors: orange, green, violet. Shade: A hue with black added. Simultaneous Contrast: The different ways that the same color will look when placed next to other colors. Split Complimentary Colors: One hue and the hues on either side of its compliment on the color wheel. Tertiary Color: The 6 colors that are made by mixing a primary color with its secondary color. Tint: A hue with white added. Warm Color: Red, orange, yellow. Suggests warmth and seem to move toward the viewer.
Unit: Portraiture Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to Big Idea: Portraiture is an important genre of art using observational drawing skills and artistic expression. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.D, 9.1.12.E, 9.1.12.F, 9.1.12.H; 9.2.12.A, 9.2.12.D, 9.2.12; 9.3.12.A, 9.3.12.B, 9.3.12.G; 9.4.12.A, 9.4.12.B Essential Questions: 28. Where did the evolution of portraiture begin? 29. Until the last few hundred years, who were the subjects of all portraiture? 30. What effects did the invention of the camera have on portraiture? 31. Who are the most famous portrait artists? 32. There are many Students should know: The general proportion of the human head. The general proportions of the human face. The names of the facial features. Associated vocabulary with the unit. How to use different media to create different emotions/reactions from the viewer. How to use a grid to transfer a photograph to a drawing. How to use a grid to enlarge a small image to a larger scale. Students will be able to: Draw a generalized head with all features in the proper areas. Create a self-portrait from direct observation using a mirror. Create a portrait using a grid and photograph as a reference. Create a portrait using cut paper. Show emotion and feeling through a portrait. Choose a medium that they want to use in order to get their emotion/feeling across to the viewer. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a self- Anatomy: The study of the form and structure of the parts of an organism. Bas relief: A relief sculpture with positive areas that project slightly from a flat surface. Composition: The way the principles of art are used to organize the elements of art. Expressive Qualities: Those qualities that communicate ideas and moods. Gesture: An expressive movement. Gesture Drawing: Line drawing done quickly to capture movement of the subject s body. Grid: Pattern of intersecting vertical and horizontal lines. High relief: Sculpture in which areas project far out from a flat surface. Low relief: A relief sculpture with positive areas that project slightly Drawing paper, manila paper, oak tag, cardstock in various colors Pencil, erasers, tortillions, various drawing materials Various painting materials Rulers, scissors, x- acto knife, glue, Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, Eyes, nose, ears: Students will do a predetermined number of eyes, nose, mouths, and ears from different perspectives. An exercise. Teacher led proportion exercise: Students will follow teacher as they go over, place, and draw the proper proportions of the face. Self-portrait from direct observation: Students draw their portrait from a mirror. Relief Portrait:
different styles of portraiture. How do these styles influence your perspective of the subject? 33. How does the media influence the portrait? 34. What are the general proportions of the face? assessment prior to teacher assessment. from a flat surface. Mass: A shape that appears to stand out three-dimensionally from the space surrounding it or that appears to create the illusion of a solid body of material. Observational Drawing: Drawing from direct observation. Portrait: A representation of a person, especially the face, made by a drawing, painting, photography, etc. Proportion: In figure drawing, the comparative relationship between the parts of the body to the whole and between one part and another. Relief Sculpture: Type of sculpture in which forms project from a flat background questions about reading topics Grade sheet to be completed by student once assignment is complete Portrait based on the likeness of a student, uses found objects that are personal to the student to create relief portrait. Grid Portrait: Students use a photograph and grid to enlarge and transfer a portrait onto larger paper. Portrait of Another: Students complete a grid portrait of a person of their choice. Scale: The association of size relative to a constant standard or specific unit of measure related to human dimensions. Self-portrait: A portrait of an artist, writer, etc., by himself or herself. Cut Paper Portrait: Students create a portrait from cut paper. Their photograph is enhanced to 4 different values. Each value is assigned a color of cardstock.
Unit: Collage Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities Including but not Limited to Big Idea: Collage is an important medium as it uses various mixed media techniques to achieve a unified whole. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.D, 9.1.12.H; 9.2.12.A, 9.2.12.C, 9.1.12.D, 9.2.12.L; 9.3.12.A, 9.3.12.B, 9.3.12.E, 9.3.12.F; 9.4.12.A Essential Questions: 35. What defines a collage? 36. What different materials can be collaged? 37. How is a collage different from artwork that uses one medium? 38. What different feelings can you get from a collage? 39. When is collage first observed in art history? Students should know: The definition of collage. The origins of collage. How collage is used throughout art history. How to collage for emotion. How to collage for realism. The different materials that can be used in a collage. How jagged edges vs. cut edges make a viewer feel. What adhesives to use for different materials. Vocabulary associated with the lesson. Students will be able to: Identify what makes a collage. Use collage appropriately for various subject matter. Create sketches for all assignments. Use appropriate tools correctly. Use appropriate adhesives correctly. Differentiate between the different techniques for collage. Create both realistic and abstract art through collage. Demonstrate proper compositional techniques to create balanced artwork. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or Abstract Art: Twentieth-century art containing shapes that simplify shapes of real objects to emphasize form instead of subject matter. Additive: An art term that means building up or putting on material. Adhesive: A substance used for sticking objects or materials together. Collage: An artwork created by pasting cut or torn materials such as paper, photographs, and fabric to a flat surface. Color: The visual response to wavelengths of sunlight identified as red, green, blue, and so on; having the physical properties of hue, intensity, and value. Composition: The way the principles of art are used to organize the elements of art. Contrast: The use of opposing elements, such as colors, forms, or Various drawing paper: oak tag, manila, white, card stock, construction, tracing paper Various adhesives: elmers glue, glue stick, rubber cement Various drawing materials: pencil, eraser, fine-tip markers Scissors, x-acto knife Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment Cut Paper Portrait: Students create a portrait from cut paper. Their photograph is enhanced to 4 different values. Each value is assigned a color of cardstock. Landscape Collage: Students create a landscape from collaged construction paper. Magazine Collage: Students create a collage using magazine pieces. Subject matter is open. Expressive Collage: Students
40. What significance does collage have in art history? 41. What are the different ways one can make a collage? 42. Which artists work primarily in collage? verbal expression. Complete a selfassessment prior to teacher assessment. lines, in proximity to produce an intensified effect in a work of art. Monochromatic: Using only one color and its tints and shades. Posterize: To print an image using only a few shades of gray, characteristic of posters; reducing a picture to its simplest values. Self-Portrait: A portrait of an artist, writer, etc., by him or her self. sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Grade sheet to be completed by student once assignment is complete create an artwork that evokes a meaning when viewed. Can use any materials. Shape: An area that stands out from the space next to or around it because of a defined or implied boundary or because of differences of value, color, or texture. Value: The relative degree of light or dark
Unit: Design Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks. Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to: Big Idea: Design is essential in art. Students need to see how design surrounds us in everyday life and what makes a good design. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.F, 9.1.12.G; 9.2.12.B, 9.2.12.D, 9.2.12.E, 9.2.12.L; 9.3.12.A, 9.3.12.E, 9.3.12.F; 9.4.12.A Essential Questions: 43. Where do we see design in everyday life? 44. How does design influence the viewer? 45. What elements of design catch the viewer s eye? 46. How has design evolved through time? 47. How does advertising affect us? 48. Looking at packaging, how are certain labels Students should know: The elements of art are line, shape and form, space, color, value, and texture. The principles of art are rhythm, movement, balance, proportion, variety, emphasis, harmony, and unity. How the elements and principles work together. How different types of font relate to one another and the viewer. What makes a good composition. The difference between geometric and free-form shapes. How advertising and marketing affect the viewer. What pop art is and how Andy Warhol Students will be able to: Create balanced images. Render objects from direct observation. Understand tracing and enlarging techniques. Understand drawing techniques using lines, angles, and ratios. Use measuring tools to aid in straight lines. Transfer letters using a grid. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a selfassessment prior to teacher assessment. Balance: Principle of art concerned with equalizing visual forces, or elements in a work of art. Central Axis: A dividing line that works like a point of balance in the balance scale. Color: An element of art that is derived from reflected light. Composition: The way the principles of art are used to organize the elements of art. Contrast: Technique for creating a focal point by using differences in the elements. Design: Plan, organization, or arrangement of elements in a work of art. Elements of art: Basic visual symbols in the language of art. Emphasis: Principle of art that makes one part of a work dominant Various papers: manila, oak tag, white, construction Pencil, eraser, markers, fine tip marker, charcoal Linoleum, linoleum cutter, brayer, roller, printing ink Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Geometric Shaded Design: Students create an abstract design by overlapping different geometric designs. Areas are shaded in using gradations of value and flat value. Linoleum Printmaking: Students will create a plate in the style of pop art and then transfer it in multiples, similar to Andy Warhol. Positive Negative Cut Paper: Students will create a design from one
created to make a viewer look at them? 49. What makes a good design? 50. What are the elements of art? 51. What are the principles of art? 52. What is pop art? contributed to it. over the other parts. Font: A set of type or one particular face and size. Form: An object having three dimensions. Free-form Shape: Irregular and uneven shapes. Geometric shapes: Precise shapes that can be described using mathematical formulas. Gradation: A scale or a series of successive changes, stages, or degrees. Harmony: Principle of art that creates unity by stressing the similarities of separate but related parts. Line: An element of art that is the path of a moving point through space. Logos: Symbols of trademarks that are immediately recognizable. Movement: The principle of art used to create the look and feeling of action and to guide the viewer s eyes throughout a piece of work. Grade sheet to be completed by student once assignment is complete square piece of construction paper. They will cut a large piece from each side, then a smaller piece from that piece, a smaller piece from that one, etc. When gluing, the students will flip each piece so that they have a positive/negative effect with the two contrasting pieces of paper. Power of Persuasion: Students will create a logo and package for an item of their choice. Students must think of advertising and marketing techniques including color, layout, font, and image. Pattern: The element of art that refers to a two-dimensional decorative visual repetition.
Pop art: Artistic style used in the early 1960s in the United States that portrayed images of popular culture. Principles of Art: Rules that govern how artists organize the elements of art. Printmaking: A process in which an artist repeatedly transfers an original image from one prepared surface to another. Proportion: Principle of art concerned with size relationships of one part to another. Repetition: Technique for creating rhythm and unity in which a motif or single element appears again and again. Rhythm: The principle of art that indicates movement by the repetition of elements or objects. Shape: A two-dimensional area that is defined in some way. Space: The element of art that refers to the emptiness or area between, around, above, below, or within objects. Texture: The element of art that refers to how things feel, or look like they might feel if touched. Unity: The quality of wholeness or oneness that is achieved through the
effective use of the elements or principles of art. Value: The element of art that describes the darkness or lightness of an object. Variety: Principle of art concerned with difference or contrast.
Unit: Observational Drawing (Color Media) Art Major I Suggested Duration: Each assignment takes approximately 2-3 weeks. Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities Big Idea: Observational drawing will teach the student to transfer an image in front of him/her to a drawing surface as accurately as possible. Standards (list numbers): PA 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.G, 9.1.12.H; 9.2.12.B, 9.2.12.E ; 9.3.12.A, 9.3.12.B Essential Questions: 53. Which artists are best known for their observational drawing skills (realism)? 54. How does observational drawing differ from geometric drawing? 55. What is the connection between the brain and the eye in observational drawing? 56. What techniques are Students should know: How to create a well balanced composition. How to transfer an image from observation to paper using quick measurement guides. What tools are necessary for creating an observational drawing. Object placement based on perspective of artist. Different heights create different perspectives. How to mix colors to get shadows and highlights. How to make color more realistic. Achieve realism using many different media. Students will be able to: Draw from direct observation. Create a quick sketch that will aid them in drawing from observation. Identify placement based on proper perspective. Draw the objects that they see in front of them. Use color accurately. Blend colors together to achieve more realistic color. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a selfassessment prior to teacher assessment. Atmospheric perspective: Effects of air and light on how an object is perceived by the viewer. Background: Part of the picture plan that seems to be farthest from the viewer. Balance: Principle of art concerned with equalizing visual forces, or elements, in a work of art. Color: An element of art that is derived from reflected light. Composition: The way the principles of art are used to organize the elements of art. Contrast: The use of opposing elements, such as colors, forms, or lines, in proximity to produce an intensified effect in a work of art. Foreground: Part of the picture plane that appears closest to the viewer. Various papers: manila, white, watercolor, scratchboard Pencil, eraser, color pencil, marker, oil pastel, chalk pastel, watercolor Display boards, PowerPoint, artist examples, teacher/student examples for project(s) Assignment text: assignment sheet(s), articles on specific artists used, posted vocabulary, questions about reading topics Grade sheet to be Oil Pastel Landscape: Students complete an oil pastel landscape from direct observation. Watercolor sketch: Students complete a watercolor painting from direct observation at Longwood Gardens. Watercolor landscape: Students use a reference photo to aid them in creating a watercolor painting of a landscape.
employed with observational drawing? 57. What makes a good observational drawing? 58. How do we transfer from observation to paper? 59. How does shading affect observational drawing? 60. How do we make things look realistic? 61. What new issues does adding color add to observational drawing? 62. How does color compare to black and white? Highlights: Small areas of white used to show the very brightest spots. Horizon: Point at which the earth and sky meet. Horizon line: Line parallel to the horizon. Landscape: Painting or drawing in which natural land is scenery, such as mountains, trees, rivers, or lakes, is the main feature. Medium: Material used to make art. Plural is media. Middle ground: Area in a picture between the foreground and the back ground. completed by student once assignment is complete Scratchboard: Students complete a scratchboard of a realistic subject of their choice. Observational Drawing: Drawing from direct observation. Perspective: A graphic system that creates the illusion of depth and volume on a two-dimensional surface. Point of view: Angle from which the viewer sees an object. Realism: Mid nineteenth-century artistic style in which familiar scenes are presented as they actually appeared. Sighting: Technique for determining the proportional relationship of one part of an object to another.
Still Life: A painting, picture, or photograph of inanimate objects. Texture: The element of art that refers to how things feel, or look as if they might feel if touched. Visual Texture: Illusion of threedimensional surface based on the memory of how things feel.
Unit: Arttalk Text Book Art Major I Suggested Duration: Year long Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities including but not limited to Big Idea: The text book for Art Major I is ARTTALK through Glencoe. This book introduces students to the elements and principles of art as well as various art media, art criticism, and art through the ages. Standards (list numbers): 9.2.12.A, 9.2.12.B, 9.2.12.C, 9.2.12.D, 9.2.12.E, 9.2.12.F, 9.2.12.G, 9.2.12.H, 9.2.12.I, 9.2.12.J, 9.2.12.K, 9.2.12.L; 9.3.12.A, 9.3.12.B, 9.3.12.C, 9.3.12.D, 9.3.12.E, 9.3.12.F, 9.3.12.G; 9.4.12.A, 9.4.12.B, 9.4.12.C, 9.4.12.D Essential Questions: 63. What is art? 64. What do artists create? 65. What is the language of art? 66. What is art criticism and art judgment? 67. What are the steps of Students should know: Unit 1: The World of Art Unit 2: The Elements of Art Unit 3: The Principles of Art Art Through the Ages The media used to make art. The elements of art are line, shape and form, space, color, and texture. The principles of art are rhythm, pattern, movement, balance, proportion, variety, emphasis, harmony, and unity. The artistic traditions from around the world. The western traditions in the arts. Different careers in the arts. Students will be able to: Define what art is. Discuss why artists create. Learn the language of art. Describe the four steps of art criticismdescription, analysis, interpretation, judgment. Complete a study guide for each chapter. Complete a crossword puzzle containing required vocabulary for each chapter. Complete a test on each chapter. Abstract Art: Twentieth-century art containing shapes that simplify shapes of real objects to emphasize form instead of subject matter. Aesthetic Experience: Your personal interaction with a work of art. Analysis: In art criticism, the step in which you discover how the principles of art are used to organize the art elements. Aesthetics: The philosophy or study of the nature and value of art. Art Criticism: An organized approach for studying a work of art. It has four stages: description, analysis, interpretation, and judgment. Artists: Creative individuals who use imagination and skill to communicate in visual form. Credit Line: A list of important facts about a work of art. Arttalk textbook Study guide for each chapter Vocabulary crossword puzzle for each chapter Test for each chapter Complete study guide Complete crossword puzzle Complete test
art criticism and art judgment? 68. What are the media and processes of art? 69. What are the elements of art? 70. What are the principles of art? 71. What are the different art traditions throughout the world? 72. What are the Western traditions in art? 73. What careers are available in art? Description: A list of all the things you see in the work. Elements of Art: Basic visual symbols in the language of art. The elements of art are line, shape and form, space, color, value, and texture. Interpretation: In art criticism, the step in which you explain or tell the meaning or mood of the work of art. Judgment: In art criticism, the step in which you determine the degree of artistic merit. Medium: Material used to make art. Nonobjective Art: Art that has no recognizable subject matter. Principles of Art: Rules that govern how artists organize the elements of art. The principles of art are rhythm, movement, balance, proportion, variety, emphasis, harmony, and unity. Realism: Mid-nineteenth-century artistic style in which familiar scenes are presented as they actually appeared.
Unit: Rank Level 2 Quarterly Art Major I Suggested Duration: 1 Quarterly per marking period, 4 per year Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities Big Idea: Students are required to complete one quarterly per marking period. This is a visual arts project that they come up with. Students must spend at least 10 hours on it. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.D, 9.1.12.E, 9.1.12.F, 9.1.12.G, 9.1.12.H, 9.1.12.I, 9.1.12.J, 9.1.12.K; 9.2.12.A, 9.2.12.B, 9.2.12.C, 9.2.12.D, 9.2.12.E, 9.2.12.F, 9.2.12.G, 9.2.12.H, 9.2.12.I, 9.2.12.J, 9.2.12.K, 9.2.12.L; 9.3.12.A, 9.3.12.B, 9.3.12.C, 9.3.12.D, 9.3.12.E, 9.3.12.F, 9.3.12.G; 9.4.12.A, 9.4.12.B, 9.4.12.C, 9.4.12.D Essential Questions: 74. What is the goal? 75. How will the student achieve this goal? Students should know: They may create four different quarterlies, or the projects may relate to one another through medium or concept. They must supply the idea and choose what techniques they will use. They are required to spend at least 10 hours on each quarterly, This is their opportunity to impress their peers. Students will be able to: Use any material they choose. Use any surface they choose. Create sketches or gather resources to work from. Create their own project from idea to completion. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a selfassessment prior to teacher assessment. Abstract Art: Twentieth-century art containing shapes that simplify shapes of real objects to emphasize form instead of subject matter. Architecture: Art form of designing and planning construction of buildings, cities, and bridges. Calligraphy: An Asian method of artisti handwriting. Casting: A sculpting technique in which molten metal or another substance is poured into a mold and allowed to harden. Ceramics: Art of making objects with clay to produce pottery or sculpture. Collage: An artwork created by pasting cut or torn materials such as paper, photographs, and fabric to a flat surface. Crafts: Art forms that are both beautiful and useful. Crafts include weaving, fabric design, ceramics, and Various grounds: paper, wood, stone, metal, canvas, etc. Various drawing materials: pencil, eraser, chalk pastel, oil pastel, marker, color pencil, ink, scratch tool, etc. Various painting materials: watercolor, acrylic, tempera, oil, brushes, palette, etc. Various sculpting material: clay, wood, metal, glass, stone, etc. Various technology: computer, drafting software, quarterly proposal 1 quarterly per marking period, total of 4 for the year grade sheet for each project
76. What type of artwork will be created? 77. What is the medium? 78. What is the design? 79. Why is the piece being created? 80. What techniques will be used? 81. What is the meaning behind the piece? jewelry making. Drawing: Creating a work of art using a drawing material. Embroidery: Method of decorating fabric with stitches. Engraving: Method of cutting a design into a material, usually metal, with a sharp tool. Fine Art: Art made to be experienced visually. graphics software, editing software Materials list only limited by imagination Mosaics: Pictures made with small cubes of colored marble, glass, or tile and set into cement. Mural: Painting on a wall or ceiling. Painting: Creating a work of art using paint. Papier-Mache: French for mashed paper. Modeling material made of paper and liquid paste and molded over a supporting structure called an armature. Photography: The technique of capturing optical images on lightsensitive surfaces. Printmaking: A process in which an artist repeatedly transfers an original image from one prepared surface to another. Realism: Mid-nineteenth-century
artistic style in which familiar scenes are presented as they actually appeared. Stained Glass: Colored glass cut into pieces, arranged in a design, and joined with strips of lead.
Unit: Ambitious Art Major I Suggested Duration: Students should work on this on their own time throughout the school year. Standards, Big Ideas, and Essential Questions Concepts Competencies and Art Core Skills Vocabulary/Content (list) Instructional Materials (list) Suggested Activities Big Idea: The ambitious is similar to a final. Students are to create a project that they work on throughout the entire school year. It should be much more involved than their quarterlies. Standards (list numbers): 9.1.12.A, 9.1.12.B, 9.1.12.C, 9.1.12.D, 9.1.12.E, 9.1.12.F, 9.1.12.G, 9.1.12.H, 9.1.12.I, 9.1.12.J, 9.1.12.K; 9.2.12.A, 9.2.12.B, 9.2.12.C, 9.2.12.D, 9.2.12.E, 9.2.12.F, 9.2.12.G, 9.2.12.H, 9.2.12.I, 9.2.12.J, 9.2.12.K, 9.2.12.L; 9.3.12.A, 9.3.12.B, 9.3.12.C, 9.3.12.D, 9.3.12.E, 9.3.12.F, 9.3.12.G; 9.4.12.A, 9.4.12.B, 9.4.12.C, 9.4.12.D Essential Questions: 82. What is the goal? 83. How will the student achieve this goal? Students should know: All concepts previously studied Students will be able to: Use any material they choose. Use any surface they choose. Create sketches or gather resources to work from. Create their own project from idea to completion. Participate in teacherled in-process and completed critique. Self-evaluate the visual quality of the project through written and/or verbal expression. Complete a selfassessment prior to teacher assessment. Abstract Art: Twentieth-century art containing shapes that simplify shapes of real objects to emphasize form instead of subject matter. Architecture: Art form of designing and planning construction of buildings, cities, and bridges. Calligraphy: An Asian method of beautiful handwriting. Casting: A sculpting technique in which molten metal or another substance is poured into a mold and allowed to harden. Ceramics: Art of making objects with clay to produce pottery or sculpture. Collage: An artwork created by pasting cut or torn materials such as paper, photographs, and fabric to a flat surface. Crafts: Art forms creating works of art that are both beautiful and useful. Crafts include weaving, fabric Various grounds: paper, wood, stone, metal, canvas, etc. Various drawing materials: pencil, eraser, chalk pastel, oil pastel, marker, color pencil, ink, scratch tool, etc. Various painting materials: watercolor, acrylic, tempera, oil, brushes, palette, etc. Various sculpting material: clay, wood, metal, glass, stone, etc. Various technology: computer, drafting software, Ambitious proposal Ambitious project Grade sheet for ambitious
84. What type of artwork will be created? 85. What is the medium? 86. What is the design? 87. Why is the piece being created? 88. What techniques will be used? 89. What is the meaning behind the piece? 90. How will the artist show a culmination of all things learned throughout the year? design, ceramics, and jewelry making. Drawing: Creating a work of art using a drawing material. Embroidery: Method of decorating fabric with stitches. Engraving: Method of cutting a design into a material, usually metal, with a sharp tool. Fine Art: Art made to be experienced visually. Mosaics: Pictures made with small cubes of colored marble, glass, or tile and set into cement. graphics software, editing software Materials list only limited by imagination Mural: Painting on a wall or ceiling. Painting: Creating a work of art using paint. Papier-Mache: French for mashed paper. Modeling material made of paper and liquid paste and molded over a supporting structure called an armature. Photography: The technique of capturing optical images on lightsensitive surfaces. Printmaking: A process in which an artist repeatedly transfers an original image from one prepared surface to another.
Realism: Mid-nineteenth-century artistic style in which familiar scenes are presented as they actually appeared. Stained Glass: Colored glass cut into pieces, arranged in a design, and joined with strips of lead.