Delta RV Art I Revised-2012 Art: Art I--9-12 Grades GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Drawing create smooth, continuous value through even pressure. create a range of graded values through varied pressure or angle. define edge through variations in pressure or angle. use media in various ways to create simulated or implied textures. demonstrate proficiency using a variety of drawing media. 2.1 The students will create value scales using a variety of materials (ebony pencil, charcoal, scratch board, etc). The students will create a finished drawing based on direct observation of a specific subject. The students will create a Non- drawing based on the use of geometric/freeform shapes and various types of lines. Students will be required to properly mount, sign, and title all major drawing assignments, making them acceptable for public display. SELF-ASSESSMENT AND WRITTEN REFLECTION: a typewritten self-evaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be apply (description, analysis, interpretation, and judgment). TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 1
GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Drawing use a ruler to create parallel, perpendicular, and converging lines or to create a grid. create artwork that effectively uses the elements of art and the principles of design. use appropriate criteria to self-evaluate drawings. define and correctly use vocabulary terms relating to drawing and shading. The students will create value scales using a variety of materials (ebony pencil, charcoal, scratch board, etc.). The students will create a finished drawing based on direct observation of a specific subject. The students will create a Non- drawing based on the use of geometric/freeform shapes and various types of lines. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: a) written responses b) hands-on demonstration of techniques and proper use of materials. 2
GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Painting B Students will: mix paints to create different hues. mix paints to create a range of values levels of intensity. apply paint to create a solid areas of color with no visible brushstrokes. blend one color/value smoothly into another. demonstrate proper use and cleaning of brushes and palettes. select and use appropriate sizes and types of brushes. 2.1 The students will create a series of value (tints/shades) and intensity scales using tempera paint. The students will create a 12-color color wheel using the 3 primary colors. The students will create a nonobjective tempera painting based on geometric/freeform shapes and various types of lines. They must choose a particular color scheme to complete the painting (monochromatic, analogous, triadic, etc.). SELF-ASSESSMENT AND WRITTEN REFLECTION: a typewritten self-evaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be apply (description, analysis, interpretation, and judgment). TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. 3
GLE 1: Select and apply two-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems Painting B Students will: discuss personal responses and complete the process of art criticism. compare and contrast representational and abstract use of color. define arbitrary color as color chosen for visual rather than realistic effect. define expressive color as the meaning associated with the subject. 2.1 The student will take a two-part comprehensive exam at the end of the course which will include references to this strand: a) written responses b) hands-on demonstration of techniques and proper use of materials. C Digital/Computer create or modify an image using general software (refers to program like Microsoft Word, which has paint tools). critique, analyze, and judge digital media using media specific considerations. 2.7 Use paint/draw software to create several variations of an image by applying design principles. s and tasks will be experienced and evaluated by students and the instructor. 4
GLE 2: Select and apply three-dimensional media, techniques, and processes to communicate ideas and solve challenging visual art problems : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Sculpture create a sculpture (using the additive construction method) by layering and adhering material or objects (examples natural or manufactured clays, paper, board, plastercraft, papier mache, assemblage). Students will create a 10-12 inch tall Figurative Sculpture portraying a human character in action. The figure is fashioned with wire, plastercraft, acrylic paints, and possibly found or scrap materials. The form should show evidence of natural head-to-body proportions, a sense of movement, and appropriate textural effects. TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. The students will take a two-part comprehensive exam at the end of the course which will include references to this strand: a) written responses, and b) hands-on demonstration of techniques and proper use of materials. 5
GLE 3: Communicate ideas about subject matter and themes in artworks created for various purposes : knowledge of process and techniques for the production, exhibition, or performance of one or more of the visual or performed arts Subject Matter: Fine Art create original artworks using the following as subject matter: a) portrait b) still life c) landscape d) non-objective e) architecture. Students will create an original picture of self or other person. Students will create an architectural floor plan. TEACHER ASSESSMENT: Teacher will use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. The students will take a two part comprehensive exam at the end of the course which will include references to this strand: c) written responses d) hands-on demonstration of techniques and proper use of materials. 6
GLE 3: Communicate ideas about subject matter and themes in artworks created for various purposes Theme C Students will: create original artwork that communicates ideas through themes (examples identify, power, time, nature, illusion). Each student will compose a stilllife arrangement comprised of five or more small objects; this collection of objects should symbolize and express something about the student (identity, hobbies, etc.). Students will draw still-life arrangement and complete the image using prescribed materials. SELF-ASSESSMENT AND WRITTEN REFLECTION: A type-written selfevaluation will be submitted by each student to critique their own artistic processes and to describe problems and solutions to problems they encountered. The 4 steps of Art Criticism will be applied (description, analysis, interpretation, and judgment). TEACHER ASSESSMENT: Teacher may use scoring rubric to determine grades; students will receive copies of any rubrics to be used before major art activities begin. The students will take a two-part comprehensive exam at the end of the course which will include references to this strand: a) written responses, and b) hands-on demonstration of techniques and proper use of materials. 7
Elements and Principles of Art GLE 1: Select and use elements of art for their effect in communicating ideas through artwork FA 2: knowledge of the principles and elements of different art forms identify and use the elements of art: a) line b) shape c) form Identify and use weighted contour, parallel, and perpendicular lines. Differentiate between and use geometric and organ (freeform) shapes. Identify and use illusion of form: sphere, cube, cone, and cylinder. Performance assessments (rubrics) Oral Questioning Elements of Art d) value e) color f) texture g) space. FA 2 2.4 Identify and use a range of values to create the illusion of simple forms (including highlights and cast shadows). Identify and use color theory including color value and color schemes. Identify and use real, invented, and simulated textures. Identify and use positive and negative space in two-dimensional work: identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of size, detail, placement, value, and contrast). 8
Elements and Principles of Art GLE 2: Select and use principles of art for their effect in communicating ideas through artwork FA 2: knowledge of the principles and elements of different art forms identify and use the principles of design: a) balance b) emphasis c) contrast Differentiate among and use symmetrical (formal), asymmetrical (informal), and radial balance. Identify and create emphasis (focal point) through contrast and convergence. Performance assessments (rubrics) Oral Questioning Principles of Design d) rhythm/ repetition e) unity f) proportion. FA 2 2.4 Identify and use variation within a single element to create contrast (example different values), asymmetrical (informal), and radial balance. Identify and use elements to create regular rhythm. Explain how elements and principles create unity in artworks. Identify and use realistic facial proportions. 9
Artistic Perceptions GLE 1: Investigate the nature of art and discuss responses to artworks FA 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts Aesthetics use the four steps of art criticism (description, analysis, interpretation, judgment) to understand the meaning of their own art and art created by others. be able to explain how elements and principles create unity in artworks. discuss personal beliefs about the nature of art. define aesthetics as the branch of philosophy that deals with the nature and value of art. FA 3 2.4 2.3 Students will discuss or respond in writing to response (feeling or idea) to an artwork selected by the instructor. Responses are based upon individual students life experiences. Students will compare and contrast the similarities and differences they detect between one of their own pieces of artwork and the work of a classmate, regardless of whether the artworks being evaluated portray realistic, abstract, or non-objective subject matter. Performance assessments (Rubrics) Oral questioning Written reflection discuss and develop answers to questions about art, such as: a) What is art? b) Why do responses vary? c) Who decides what makes an artwork special, valuable or good? 10
Artistic Perceptions GLE 2: Analyze and evaluate art using art vocabulary FA 3: knowledge of the vocabulary to explain perceptions about and evaluations of works in dance, music, theatre, and visual arts Art Criticism with one artwork: 1) describe the artwork. 2) analyze the use of elements and principles in the work. 3) interpret the meaning of the work (subject, theme, symbolism, message communicated). 4) judge the work from various perspectives: showing a real or idealized image of life (imitationalism); expressing feelings (emotionalism/expres -sionism); emphasis on elements and principles (formalism); serving a purpose in the society or culture (functionalism). FA 3 2.3 2.4 Students will discuss or respond in writing to response (feeling or idea) to an artwork selected by the instructor. Responses are based upon individual students life experiences. Students will compare and contrast the similarities and differences they detect between one of their own pieces of artwork and the work of a classmate, regardless of whether the artworks being evaluated portray realistic, abstract, or non-objective subject matter. Performance assessments (Rubrics) Oral questioning Written reflection 11
Historical and Cultural Contexts GLE 1: Compare and contrast artworks from different historical time periods and/or cultures FA 5: knowledge of visual and performing arts in historical and cultural contexts Historical Period or Culture identify artworks from the following periods or movements: a) Ancient Egyptian b) Ancient Greece/Rome c) Renaissance d) Impressionism e) Post- Impressionism f) Fauvism g) Pop Art h) Op Art i) Regionalism FA 5 In writing, explain how historical events and social ideas are reflected in artworks from selected cultures or historical time periods. Identify artworks from the following: Ancient Egyptian, Ancient Greek/Roman, and the Renaissance. Oral questioning Written reflection 12