ROCKWOOD SCHOOL DISTRICT VISUAL ART CURRICULUM AZd … Eighth... · This document is externally...

ROCKWOOD SCHOOL DISTRICT VISUAL ART

CURRICULUM

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Art Program Understandings

Students will understand that:

• Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.

• Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.

• Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.

• Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.

• Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live.

IMPLEMENTATION GUIDELINES AND EXPECTATIONS

This document is externally aligned with the Missouri Show-Me Standards and Grade Level Expectations for Visual Arts. Content standards, process standards, and GLEs are coded for each course and grade level. There is internal alignment between the standards, facilitating activities, and assessments. Teachers develop, implement, and assess the curriculum by following the Rockwood Data-Driven Teaching and Learning Model. The Visual Arts curriculum presents broad, recurring standards along with the specific, essential content and process skills taught at each grade or course level. Teachers pre-assess to determine students’ prior knowledge, and then differentiate instruction to provide appropriate challenge for each student. The essential content and skills are presented in student-friendly language as daily Learning Targets. Essential Understandings place student learning in the context of life beyond schooling. Facilitating Activities and Differentiation Suggestions offer teachers various models for teaching the knowledge and skills. Teachers are expected to give students specific formative feedback during the learning process. Students and teachers use Scoring Guides to describe and improve student achievement. This is a living, changing, document that will be reviewed and revised annually. Teacher feedback is essential to this process. Therefore, teachers are encouraged to record observations and comments about the curriculum as well as ideas for additions and deletions. Throughout the course of the year, teachers should document demonstrations of each summative assessment to be used in the refinement of scoring guides and the development of consistent scoring.

Rockwood Mission and Vision

Curriculum Department Mission Statement:

The Curriculum Department is dedicated to providing the district with a continuous, systematic process to enhance student learning. Our goal is to improve the education opportunities and increase the effectiveness of the educational programs and services provided to students throughout the district. Mission Statement: The Mission of the Curriculum Department is to provide leadership for development of research-driven, quality and effective curriculum for all members of the school community through a process of on-going support, professional development, student assessment and program evaluation. Rockwood Teaching and Learning Model

Principles of Effective Character Education

Differentiation/Acceleration Guidelines

http://www.rockwood.k12.mo.us/aboutus/strategicplan/Pages/default.aspx

http://www.rockwood.k12.mo.us/curriculum/Documents/Matt%20Frederickson%20-%20Teaching%20Learning%20Model.pdf

http://www.rockwood.k12.mo.us/curriculum/Documents/Matt%20Frederickson%20-%20Teaching%20Learning%20Model.pdf

http://www.rockwood.k12.mo.us/parent/Caring%20Schools%20Community%20Downloads/The%20Eleven%20Principles%20of%20Effective%20Character%20Education.pdf

http://www.rockwood.k12.mo.us/curriculum/Pages/DifferentiationandAcceleration.aspx

How

will

we res

pond if stu

dents already know it?

What do we want students to know, understand and be able to do?

How will we respond if students have not learned it?

How will w

e know if students h

ave learn

ed it

?

Teaching and Learning Model

Group Related Standards and Identify those that are essential

Unpack Standards and Develop a Unit Plan Give Pre-Assessment

as Needed

Administer F

ormativ

e Assessm

ent

(Asse

ssment fo

r Learn

ing)

Reteach, R

elearn, R

eassess

Introduce Essential Questions to Students

Begin Core Instruction to Uncover Learning Targets.

Analyze Formative Assessment Results

Implement Purposeful Di�erentiation and/or

Complete Core Instruction

Analyze Summative Assessment Results

Identify Students in Need of Additional Interventions

Impl

emen

t Interventions

Administer Summative Assessment

(Assessment of Learning)

Reteach, Relearn, Reassess

Members of the Writing Committee and Steering Committee The writing team gratefully acknowledges those parents, patrons, teachers, and administrators who provided direction and feedback to the document:

Writing Committee Elementary: Laura Fanaei, CCL Julianne Glossenger, Chesterfield Meredith Luethy, Wild Horse Melissa Messina, Pond Kathy Patrick, Stanton Kerri Sellmeyer, Kellison Lauren Wilhelm, CCL Middle School: Rochelle Bower, Selvidge Lindsay Gamel, Wildwood Julie Lee, Crestview James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Maria Otto, Wildwood Jeffrey Sass, Rockwood South Laura Southman, Crestview High School: Mindy Anderson, Rockwood Summit Diane Bashirian, Eureka Emily Benner, Lafayette Lyubov Briginets, Lafayette Steve Bruns, Rockwood Summit Krista Davis, Eureka Abbey Gradle, Marquette Tara Harrow, Marquette Joy Lamb, Lafayette Theresa Long, Eureka Monica Maher, Marquette Stephanie McDaniel, Marquette Erin Miller, Eureka Elizabeth Morningstar, Lafayette Lauren Sakowski, Lafayette Kari Smith, Eureka Christine Warner, Rockwood Summit Jamie Wildt, Marquette Melissa Zemann, Marquette

Content Facilitator Mark McHale, Fine Arts Professional Review E. Louis Lankford, Ph.D., Des Lee Foundation Endowed Professor in Art Education at the University of Missouri – St. Louis Administrative Review Dr. Matt Fredrickson, Director of Curriculum Steering Committee Diane Bashirian, Eureka High School Lynn Blosser, CCL Steve Bruns, Rockwood Summit Tara Harrow, Marquette Natasha Head, Green Pines Darcey Kemp, Babler Corinne Luczak, Uthoff Valley James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Jeffrey Sass, Rockwood South Lauren Sakowski, Lafayette

STRAND I: Product/Performance Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and

solve challenging visual art problems.

Grade/Course Content and Skills Kindergarten Drawing: Produces a line using crayon, marker, and pencil

Painting: Tempera and watercolor resist Other Media : Simple printmaking (stamping, thumb, objects)

Grade One Drawing: Fill an area with solid color/value using crayon, pencil or marker Painting: Apply paint with a dragging, not pushing motion Other Media: Monoprint process

Grade Two Drawing: Change pressure to create two values using crayon, or pencil. Painting: Lines with control; Cleaning brush; Mixing 2 colors to create a 3rd. Other Media: Plain weave with paper

Grade Three Drawing: Layer 2 or more colors using crayon, colored pencil, chalk , or oil pastel Painting:Apply paint in even strokes to create a watercolor/thinned tempera wash. Paint lines and fill shapes with even color using tempera. Other Media: Additive process; Printmaking: collagraph plate

Grade Four Drawing: Create light, medium, and dark values using pencil Painting: Watercolor – wet on wet technique; Tempera – create tint and shade Monochromatic Scale Other Media: fiber weave with simple loom

Grade Five Drawing: Create a texture or surface quality using any drawing media. Painting: mix hues to create new colors; Watercolors – layers from light to dark; Tempera – produce sharp, clear edge between areas of color. Other Media: Subtractive printmaking process (styrofoam, eraser etc)

Grade Six Art Studio

Drawing: Values and mixed colors with dry media Painting: Smooth, even color Digital/Computer: Adobe Design

Grade Six Design Studio

Digital/Computer: Adobe Design

Grade Seven Art Studio

Drawing: Simulated textures Painting: Brush selection Digital/Computer: Adobe Design Other Media: Printmaking process;

Grade Seven Design Studio

Digital/Computer: shapes Other Media: Demonstrate the process used in one type of fiber art.

Grade Eight Art Studio

Drawing: Even, continuous, and graduated tone Painting: Mixing pigments Digital/Computer: Adobe Design Other Media: Printmaking process using variety of ink colors

Grade Eight Design Studio

Digital/Computer: Adobe Design Other Media: Manipulate fibers; Create a simple fiber artwork.

STRAND I: Product/Performance Scope and Sequence Chart World Arts Digital/Computer: Use of general software

Other Media: relief block printmaking; fiber arts process Art Fundamentals Drawing: Single drawing media; smooth areas of single value; smooth, gradual

value change; ruler measurement Painting: Brush selection; cleaning; mixing to create hues; range of values

Drawing I Drawing: Conte, Pencils, Ink Graphic Design I Digital/Computer: typographic sign; brand-mark; layout using balance,

emphasis, contrast, rhythm, and unity; grid system; Photoshop; Illustrator; scan, import and adjust images; digital camera

Painting I Painting: change in value with texture; brush selection; solid area of color; blend one color/value into another; gradual change of value or hue; glazes; watercolor process; acrylic process

Photography I Image Processing: demonstrate contrast; components of 35mm SLR camera; shutter speed, f/stop and ISO controls; exposing film; developing film; enlarger components; producing enlarged photographs in darkroom; tonal values; corrective darkroom techniques; handling chemicals; composition techniques; depth of field; portrait techniques; effects of motion

Drawing II Drawing: range of 10 smoothly graduated values; color blending and layering to create modeling and texture; range of values by hatching, crosshatching, and stippling; use blending tools to create range of values; 4 drawing media Other Media: printmaking process requiring registering; create edition

Graphic Design II Digital/Computer: sequential timing; dynamic movement; typography; Photoshop – layers, masking, type effects, pen tool; Illustrator – shape builder techniques, pen tools, layers; InDesign – masterpages, guides, imported text, images, flowing text, text wrapped around images; use of multiple platforms

Painting II Painting: canvas preparation; brush selection; expressive mark-making; Watercolors – creating texture with non-brush materials; additives to create actual texture; palette knife texture; layering different media

Photography II Image Processing: film exposure; developing film; advanced darkroom; handling chemicals; techniques; alternative processes; components of DSLR; manipulation of photograph with software; use of props, environment, lighting, background; low light exposure techniques; communicating a message conceptually; series of photographs that tell story or show process

AP Art Studio Drawing: surface manipulation and mark-making sensitivity; effective use of variety of materials Other Media: series of related works on a variety of surfaces (Drawing)

STRAND I: Product/Performance Scope and Sequence Chart

2. Select and apply three-dimensional media, techniques, and processes to communicate ideas

and solve challenging visual art problems.

Grade/ Course Content and Skills Kindergarten Sculpture, Ceramics, Other Media:

Use scissors with control Clay modeling – create a sphere, pinched forms

Grade One Sculpture, Ceramics, Other Media: Use glue with control Fold paper and identify folded edge Modeling with clay or similar material – pushes objects into clay hard enough to see and feel the impression

Grade 2 Sculpture, Ceramics, Other Media: Manipulate paper to create a low relief Clay – score and slip; joints are smoothed and sealed, scoring grooves have depth, a layer of slip is applied to joined pieces together: applied textures

Grade 3 Sculpture, Ceramics, Other Media: Manipulate paper to create forms with paper (in-the-round) Cut a symmetrical shape from folded paper Clay – slab method: scoring, slipping, joining

Grade 4 Sculpture, Ceramics, Other Media: Build or layer materials to create relief; plaster or paper mache Clay – coil method

Grade 5 Sculpture, Ceramics, Other Media: Combine simple forms to create complex form (in-the-round) Clay – combine two methods (slab, coil, or pinch) to create original piece

Grade 6 Art Studio

Sculpture, Ceramics, Other Media: organic form; modeling techniques

Grade 6 Design Studio

Sculpture, Ceramics, Other Media: create three dimensional artwork

Grade 7 Art Studio

Sculpture, Ceramics, Other Media: in-the-round using layering material


Sculpture, Ceramics, Other Media: three-dimensional piece using clay

World Arts Sculpture, Ceramics, Other Media: hand-building process, joining techniques, and uniform thickness

Art Fundamentals

Sculpture, Ceramics, Other Media: concepts of sculpture; variety of media

Ceramics I Sculpture, Ceramics, Other Media: footed pinch form; wedging/kneading clay; glaze as decorative finish; coil-built vessel; sgraffito; burnish/polish; slab-built form with beveled joints and welded seams; combining pinch, coil and slab; underglaze/slip;

Sculpture I Sculpture, Ceramics, Other Media: armature; pliable media; manipulate wire; carving tools and techniques; carving to create contrast in form and texture; mixed media; mold from simple form/cast a positive; sculpture from observation; human figure; realistic, abstract or non-objective sculpture; personal or cultural issue; specific site; maquette; choose appropriate site

Ceramics II Sculpture, Ceramics, Other Media: terra sigillata; majolica; symmetrical cylinder, symmetrical bowl; symmetrical cup; symmetrical plate; repeated wheel-thrown forms; piercing or openwork; trimmed, thrown piece; inlay/mishima

Sculpture II Sculpture, Ceramics, Other Media: sculpture upon student-produced armature; use traditional carving tools; scale model; casting process; sculpture basd on observation

AP Art Studio Sculpture, Ceramics, Other Media: surface manipulation; activation of physical space and volume;

STRAND I: Product/Performance Scope and Sequence Chart

3. Communicate ideas about subject matter and themes in artworks created for various purposes

Grade/Course Content and Skills Kindergarten Subject Matter – Fine Art:

Portrait – self or other person Landscape – outside Non-objective – design using lines Theme: people, indoors, outdoors, stories

Grade 1 Subject Matter – Fine Art: Portrait – family; Still life – one object Subject Matter – Functional Art: Design Wearable art Theme: people, animals, things

Grade 2 Subject Matter – Fine Art: still life – from observation; landscape Subject Matter – Functional Art: design a building Theme: nature, places

Grade 3 Subject Matter – Fine Art: Figure – action pose; Landscape – seascape or cityscape; Non-objective – using line, shape and color Subject Matter – Functional Art: Create a container Theme: community, group identity (family, scouts, sports)

Grade 4 Subject Matter – Fine Art: Portrait – Realistic; facial features in correct proportion/Abstract; Still life – Abstract; Landscape - Weatherscape Subject Matter – Functional Art: graphic art Theme: Missouri, environment

Grade 5 Subject Matter – Fine Art: Portrait – from observation; Still life – from observation showing the illusion of form; Landscape – outdoor scene showing illusion of space Subject Matter – Functional Art: create an original building based on architectural styles Theme: United States, Patriotism, World, Point of view

Grade 6 Art Studio

Subject Matter – Fine Art: work from observation; expressive artwork


Subject Matter – Functional Art: illustrate text; form and function Theme: personal identity; functions of art in culture

Grade 7 Art Studio

Subject Matter – Fine Art: still life – from observation


Subject Matter – Fine Art: still life – from observation; realistic landscape Subject Matter – Functional Art: wearable art Theme: nature; group identity

Grade 8 Art Studio

Subject Matter – Fine Art: realistic portrait; abstract landscape


Subject Matter – Functional Art: original functional object; form and function of design Theme: culture and environment

World Arts Subject Matter – Functional Art: functional purpose based on a cultural example Art Fundamentals Subject Matter – Fine Art: work from observation; abstract; non-objective;

realistic; portrait; still life Theme: communicate ideas through themes (identity, power, time, nature, illusion)

Drawing I Subject Matter – Fine Art: portrait, still life, landscape and architecture; complex object still life Theme: emphasis to create ideas through theme

Painting I Subject Matter – Fine Art: landscape; non-objective; portrait; still life Theme: conceptual painting based on student interest

Sculpture I Theme: social, political or cultural message Graphic Design I Theme: communicating historical and cultural influences to mass audience; social

commentary; symbolism; advertisement Drawing II Subject Matter – Fine Art: underlying skeletal and muscular structure

Theme: national identity, spirituality, vision, progress, human condition, narrative Painting II Subject Matter – Fine Art: portrait; human figure; landscape, seascape or

cityscape Sculpture II Subject Matter – Fine Art: communicate personal or cultural issues

Theme: memorial Graphic Design II Subject Matter – Functional Art: design reflects purpose

Theme: series of related images; metaphors and design as social commentary; create identity system; communicate text in visual format

AP Art Studio Subject Matter – Fine Art: media use; body of work around an idea; effective integration of concept and technique; range of intentions and purposes through elements and principles of design; manipulation and transformation of appropriated imagery; imagination, experimentation, and risk-taking Theme: communicate variety of themes or subject matter

STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and use elements of art for their effect in communicating ideas through artwork

Grade/Course Content and Skills Kindergarten Line: identify and use lines

Shapes: identify and use shapes; categorize as small and large Color: identify and use color

Grade One Line: straight, curved, thick, and thin lines Shapes: triangle, circle, square, rectangle, oval; categorize as large, medium, small Form: identify and use form Texture: identify and use texture Color: primary colors Value: identify and use value

Grade Two Line: zigzag, dotted, wavy lines Shapes: geometric shapes Form: geometric forms – sphere, cube, cylinder, and cone Texture: actual texture Color: secondary colors Value: light and dark values Space: foreground and background to create illusion of space

Grade Three Line: horizontal, vertical and diagonal Shapes: differentiate between shapes and forms Form: sculpture in-the-round Texture: invented texture Color: warm and cool colors Space: middle ground, overlapping, and change of size to create illusion of space

Grade Four Line: Identify and use outlines Form: organic form; identify and demonstrate relief sculpture Color: Identify and use tints and shades Value: Identify and demonstrate a value scale Space: placement and change of detail; positive and negative space

Grade Five Line: contour lines Shapes: symbolic shapes Form: illusion of form – cube, sphere, cylinder, and cone Texture: implied or simulated texture Color: identify and use intermediate colors; neutral colors. Identify the arrangement of colors on a color wheel Space: Identify and use converging lines to create the illusion of space. Identify and use a single horizon line.

STRAND II: Elements and Principles Scope and Sequence Chart Grade Six Art Studio

Line: contour lines Texture: actual and simulated texture Color: monochromatic colors


Space: positive and negative shapes in 2-D


Line: rhythmic lines Shapes: complex shapes; rhythmic shapes Texture: simulated texture Color: analogous colors Space: positive and negative space in 3-D; one-point perspective


Form: organic and inorganic forms


Line: varied line quality Color: complementary colors Value: tints and shades; value scale; range of value


Shapes: varied shapes Texture: invented texture

STRAND II: Elements and Principles Scope and Sequence Chart World Arts Shapes: geometric, organic

Form: relief (high and low), freestanding/in-the-round Space:

Art Fundamentals

Line: converging, parallel and perpendicular lines with ruler Shapes: geometric and freeform, organic Form: illusion of form – sphere, cube, cone, and cylinder Texture: real, invented and simulated textures Color: color theory – value and schemes; primary, secondary, and intermediate colors Value: lines to define objects, show shape or form through contrast of values Space: positive and negative space in 2-D; perspective techniques to create illusion of space (1-ponit linear perspective, overlapping and change of size, detail, placement and value/color)

Ceramics I Form: organic and geometric Texture: applied, incised/carved, and impressed ceramic textures

Drawing I Line: gestured, implied and weighted lines Texture: specific and observed texture through mark making Space: positive and negative space; 2-ponit perspective, atmospheric perspective, overlapping and change in size, detail, placement

Graphic Design I Line: text as line; calligraphic line using brush definition Shapes: letterforms as symbolic or implied shape; text body as symbolic or implied Color: psychological color information; culturally-based color symbolism; arbitrary color based on personal meaning

Painting I Texture: contrast textures to show illusion of depth or form Color: color theory – intensity; split complementary color scheme; local, real, and optical color; expressive use; arbitrary and symbolic Value: 9-step and graduated monochromatic value scale; values to show illusion of depth or form; color values to produce sequential movement

Sculpture I Line: contour line Form: organic Texture: contrast in surface qualities Space: balance between positive and negative

Photography I Line: demonstrate use of line Shapes: demonstrate the use of shapes Form: demonstrate form Texture: simulated texture Space: demonstrate illusion of space through perspective

Drawing II Line: expressive use Color: arbitrary, symbolic and expressive; color theory to layer media for variety of hues, values and intensities Space: positive and negative space; perspective techniques to create illusion of space

Painting II Line: expressive use Texture: expressive use Color: local, real and optical color, mixing paints to match range of observed color; expressive use

Ceramics II Form: complex clay form Photography II Line: various types of line

Form: demonstrate form Texture: lighting to create texture

Sculpture II Form: in-the-round complex form Space: balance between positive and negative

AP Art Studio Line: wide range of line qualities Form: wide range of value to create illusion of form Value: wide range of tonal values Space: illusion of depth (space) through linear perspective, atmospheric perspective, overlapping and change in size, detail, value

STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 2. Select and use principles of art for their effect in communicating ideas through artwork

Grade/Course Content and Skills Kindergarten Rhythm/Repetition:

Identify and use a pattern by repeating single shape, line or color Grade One Balance: Identify and demonstrate the concept of middle or center

Rhythm/Repetition: alternating pattern (abab) Grade Two Rhythm/Repetition: Identify and create acomplex pattern

Contrast: Identify and use color contrast Grade Three Balance: symmetrical (formal)

Contrast: size contrast Grade Four Balance: radial

Emphasis: center of interest (focal point) Contrast: value contrast Proportion: realistic facial proportion

Grade Five Balance: asymmetrical Contrast: texture contrast Proportion: relative size (realistic scale)


Balance: symmetrical Contrast: one element (color, line, shape)


Balance: radial Emphasis: center of interest Rhythm/Repetition: regular rhythm


Proportion: abstract facial proportion


Balance: asymmetrical (informal) Contrast: three elements (color, line, shape) Proportion: facial features in realistic proportion; scale relationship


Rhythm/Repetition: identify and use rhythm

STRAND II: Elements and Principles Scope and Sequence Chart World Arts Balance: symmetrical, asymmetrical, radial

Rhythm/Repetition: regular, alterring Unity: as created through repetition

Art Fundamentals Balance: symmetrical, asymmetrical, radial Emphasis: creating a focal point Contrast: variation within a single element Rhythm/Repetition: regular, alternating, random, flowing and progressive rhythms Unity: explain how elements and principles create unity Proportion: realistic size relationships of the face

Ceramics I Balance: symmetrical Unity: through continuous repetition of a motif Proportion: functional form - lip, neck, shoulder, body, foot

Drawing I Balance: compositional balance through at least 3 elements Emphasis: focal point through contrast, convergence, isolation and location, overlapping, unusual juxtaposition Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of an element Unity: unified composition through elements Proportion: realistic facial proportions ; realistic figure proportions ; objects in relative size to each other

Graphic Design I Emphasis: differentiate the use of dominant and subordinate elements in a layout. Proportion: letter spacing (kerning, leading).

Painting I Contrast: variation of elements in same artwork Rhythm/Repetition: Specific, sequential movement within a composition using color/value Unity: unity to support communication of an idea Proportion: realistic; distortion for expressive purpose

Photography I Balance: symmetrical, asymmetrical, or radial Emphasis: create a focal point through contrast and emphasis Contrast: demonstrate contrast Rhythm/Repetition: demonstrate rhythm Unity: use relating elements to create unity Proportion: placement, size of objects, and proximity to camera lens Composition: rule of thirds, space, detail, leading lines, rile of odds, breaking the edge, triangular arrangements, framing, and contrast

Sculpture I Balance: actual physical stability in 3-dimensional form Contrast: textures Unity: repetition of elements Proportion: realistic 3-dimensional human proportions

Ceramics II Balance: Asymmetrical Unity: repetition and balance of positive and negative spaces Proportion: traditional and non-traditional forms

Drawing II Balance: compositional balance using 3 or more elements Emphasis: support communication of idea Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of elements Unity: unified composition through elements Proportion: foreshortened and realistic figure proportions

Painting II Balance: use 4 elements and unity; use to support communication of idea Contrast: variation of elements in same artwork; use to support communication of idea Unity : unity to support communication of an idea

Sculpture II Balance: actual physical stability Contrast: texture; elements Rhythm/Repetition:.lead viewer’s eye around and through the artwork Unity: through use of elements Proportion: accurate proportions

AP Art Studio

Balance: various types – 2D and 3D Emphasis: strong focal point through various methods – 2D and 3D Contrast: simultaneous contrast of elements Rhythm/Repetition: use motif to create rhythm Proportion: correct size relationships according to scale – 2D and 3D

STRAND III Artistic Perceptions Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Investigate the nature of art and discuss response to artworks (Aesthetics)

Grade/Course Content and Skills Grade One Discuss a response (feeling or idea) to an artwork based upon the student's life

experience Grade Two Explain different responses you have to different artworks Grade Three Compare different responses students may have to the same artwork Grade Four Discuss and develop answers to questions about art. (What is art? Should art be

beautiful?) Grade Five Discuss and develop answers to questions about art, such as: Who decides what

makes an artwork special, valuable or good? Grade Six Design Studio

Explain how feelings, ideas, and perceptions of artwork are tied to experience.


Discuss and develop answers to questions about art. (What is art? Should art look real? Should art be beautiful?); Compare and contrast realistic, abstract, and non-objective artworks through group discussion.


Describe, analyze, interpret, and judge an artwork; Discuss how different cultures have different concepts of beauty


Identify and explain symbolism or message communicated in an artwork; Discuss how people might respond differently to specific American artworks based upon their context.

STRAND III: Artistic Perceptions Scope and Sequence Chart Art Fundamentals

Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism; Define Aesthetics as the branch of philosophy that deals with the nature and value of art; Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)

Ceramics I Express personal idea of ceramic piece; compare and contrast the cultural expectations and aesthetic values of ceramic objects in Native American and Chinese cultures.

Drawing I Compare and contrast two artworks on ideas of beliefs and culture, function of art in culture/society; Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism

Graphic Design I Analyze graphic design examples (posters, magazine layouts, pamphlets, brochures, etc.) made to protest or promote current events; Analyze the relationship between definitions of good design and a particular target audience.

Painting I Compare and contrast the aesthetic value of Painting in the context in which it was created with viewer’s personal response.

Photography I Develop a definition for what makes a photograph fine art. Ceramics II Create a functional artwork that communicates personal ideas and values. Painting II Analyze, compare, and contrast the aesthetic value placed upon originality

for works created in different time periods and cultural contexts. Sculpture II Relate a sculpture's depiction of a significant historical figure, to the role

they played in history. AP Art History Analyze how the subject matter and style of artworks reflect aesthetic

preferences in a particular historical/ cultural context; Demonstrate the role of aesthetics in art production as influenced by society, politics, religion, and/or individual needs and tastes.

STRAND III: Artistic Perceptions Scope and Sequence Chart 2. Analyze and evaluate using art vocabulary (Art Criticism)

Grade/Course Content and Skills Kindergarten Identify the subject of artworks Grade One Identify the following in artworks: Lines, Shapes, Colors, Patterns Grade Two Identify the following in artworks: Geometric shapes, Geometric forms,

Foreground and Background, Real textures, Contrast/variety of colors Grade Three Identify the following in Artworks: Warm and cool colors, Symmetrical

Balance, Invented textures, Horizontal, vertical and diagonal lines, contrast/variety of sizes

Grade Four Identify the following in artworks: Outlines, organic shapes, organic forms, tints and shades, values, positive and negative space, radial balance, center of interest, contrast, complex patterns, facial proportions

Grade Five Describe use of the following in artworks: Contour lines, Symbolic shapes, Illusion of form, Implied/Simulated textures, Intermediate and Neutral colors, Asymmetrical balance, Contrast/Variety of textures, Perspective: Change in size, Point of View


Identify the type of artwork/media used.


Describe, analyze, interpret, and judge an artwork.

STRAND III: Artistic Perceptions Scope and Sequence Chart World Arts Write a critique of an artwork that follows the Feldman Model Art Fundamentals Write a critique of an artwork that follows the Feldman Model Ceramics I Use components of the Feldman model of art criticism to describe, analyze,

interpret, and judge a work of art. Drawing I Use components of the Feldman model of art criticism to describe, analyze,

interpret, and judge a work of art. Graphic Design I Use components of the Feldman model of art criticism to describe, analyze,

interpret, and judge a work of art. Painting I Use components of the Feldman model of art criticism to describe, analyze,

interpret, and judge a work of art. Photography I Use components of the Feldman model of art criticism to describe, analyze,

interpret, and judge a work of art. Sculpture I Compare and contrast aesthetic value and meaning among sculptures

created in various historical periods and cultures; Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Ceramics II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Drawing II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Graphic Design II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Painting II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Photography II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.

Sculpture II Write critiques of sculpture using the Feldman Model Advanced Placement Art History

Complete the process of art criticism for historical artworks, comparing and contrasting how the work would have been judged when/where it was created with how it is judged today.

STRAND IV: Interdisciplinary Connections Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Explain connections between visual art and performing arts

Grade/Course Content and Skills Kindergarten Use physical movement to interpret line artwork Grade One Create and discuss an artwork with a piece of music Grade Two Compare patterns in music to patterns in artworks Grade Three Compare the art and music of a particular culture. Grade Four Compare a work of art to a work of music. Grade Five Compare a work of art to a work of music. Grade Six Design Studio

Compare and contrast artworks from contexts of history and cultures.


Compare and contrast music and art from the same culture.


Explain connections between visual art and performing arts;


Compare and contrast examples of American art and music.

World Arts Connect meanings of Elements of art with terms in music, theatre or dance. Graphic Design II

Use theater techniques to present information in art (voice, stage presence, props, video, or script-writing)

STRAND IV: Interdisciplinary Connections Scope and Sequence Chart 3. Explain the connections between Visual Arts and Communication Arts, Math, Science

or Social Studies Kindergarten Explain how stories can be told in pictures and /or words Grade One Explain how patterns in art are similar to patterns in other disciplines Grade Two Explain the connection between Native American culture and art Grade Three Explain how the math principle of symmetry is used in art Grade Four Explores subjects discussed in the general education classroom and integrate

the visual arts to further understanding. Grade Five Explore subjects discussed in the general education classroom and integrate

the visual arts to further understanding. Grade Six Art Studio

Compare and contrast artworks from contexts of history and cultures.


Compare and contrast historical and modern design.


Explain the relationship between illustration and written text.


Explain how events and ideas in the United States are communicated through artworks.

World Arts Explain how historical events and social ideas are reflected in artworks from

selected cultures or historical time periods. Art Fundamentals

Compare and contrast the art criticism method with the process for analytical writing in Language arts.

Ceramics I Make connections between visual arts and another content area; connect clay bodies in ceramics to mineral composition in science.

Photography I Compare and contrast the human eye and the lens of a camera; Compare and contrast different types of lenses; Understand how light rays are recorded on film or paper

Ceramics II Compare and contrast the chemical composition of glazes; compare and contrast the chemical composition of underglazes.

Painting II Use a student-composed creative writing as the stimulus for a painting.

STRAND V: Historical and Cultural Contexts 1. Compare and contrast artworks from different historical time periods and/or cultures

Grade One Historical Period or Culture: Identify works of art from : United States,

Europe(cave), Asia Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, Use of line, color, and shape

Grade Two Historical Period or Culture: Identify works of art from: United States, Native American, Egypt Characteristics of Artworks: Compare and Contrast two artworks on : Subject matter, Media, use of line, color, shape, and texture, Theme: Purpose of art in culture, place

Grade Three Historical Period or Culture: Identify works of art from: United States, Europe (Realistic), and Africa Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, media, Use of line, color, shape and texture, Theme: Purpose of art in culture, Place

Grade Four Historical Period or Culture: Identify works of art from: United States, (Realistic: Missouri, Westward Expansion) Europe (Abstract) Characteristics of Artworks: Compare and Contrast two artworks on: Subject matter, Media, Use of value and space, Theme: Purpose of art in culture, Place

Grade Five Historical Period or Culture: Identify works of art from: United States (Painting, Architecture) Europe (Painting, Architecture) Characteristics of Artworks: Compare and contrast two artworks on: Time, Place, Subject Matter, Media, Use of Elements, Theme, Purpose of art in culture, Use of materials and technology


Characteristics of Artworks: Compare and contrast two artworks on time, place, subject matter, characteristics, and cultural context.


Historical Period or Culture: Compare and contrast the cultural meaning of art from various cultures; Identify works of art from various cultures of early civilization


Historical Period or Culture: Identify works of art from Europe and United States (Real, Abstract, Non-Objective). Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, and characteristics of style.


Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, cultural context.


Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, characteristics of style, and beliefs of culture.


Historical Period or Culture: Identify works of art from the United States (Native American, Painting, Sculpture, Architecture, Industrial Design) Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, materials/technology, and function in culture.

STRAND V: Historical and Cultural Contexts World Arts Historical Period or Culture: Identify artworks from the following

cultures: Ancient Greece/Rome, African, Pre-Columbian/Native American, Asian and Latin American art Characteristics of Artworks: Analyze artworks to determine how they would be valued according to the aesthetic beliefs of a society; Compare and contrast 2 artworks with reference to time period, place, theme/subject matter, materials/technology, ideas and beliefs of culture, function of art in culture/society, and characteristics of style.

Art Fundamentals Historical Period or Culture: Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art Characteristics of Artworks: Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme

Drawing I Historical Period or Culture: Identify architectural styles from the classical, gothic and modern time periods; identify drawings by Renaissance (i.e. Durer) and German Expressionism artists (i.e. Kollwitz) Characteristics of Artworks:

Graphic Design I Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, characteristics, and purpose of style based on their beliefs and culture, function of art in culture and society.

Painting I Historical Period or Culture: Identify artworks from the following: Baroque (e.g. Rembrandt, Caravaggio, Vermeer), Impressionism, Post Impressionism (e.g. Van Gogh, Cezanne, Gaugin, Seurat), Expressionism/Fauvism (e.g. Marc, Kandinsky, Blue Riders, The Bridge), Cubism (e.g. Picasso, Braque, Hockney) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style.

Photography I Historical Period or Culture: Explain how camera obscuras were used throughout history; Understand the relevance of certain artists, including but not limited to: (Inventors) i.e. Louis Daguerre, Joseph Nicephore Niepce, Willam Henry Fox Talbot; Understand the relevance of certain artists, including but not limited to: (Early) i.e. Matthew Brady, Julia Margaret Cameron; Understand the relevance of certain artists, including but not limited to: (Modern) i.e. Ansel Adams, Henri Cartier Bresson, Alfred Stieglitz, Dorothea Lange; Understand the relevance of certain artists, including but not limited to: (Camera Obscura) Abelardo Morell; Understand the relevance of certain artists, including but not limited to: (Post-Modern) i.e. Jerry Uelsmann, Gordon Parks Characteristics of Artworks:

Ceramics II Historical Period or Culture: compare and contrast art/craft with reference to time period, place, characteristics of style and context. (Asian Teapots, Contemporary Ceramicist, Greek Vessel Forms, Islamic Tiles)

Drawing II Historical Period or Culture: Identify artworks from Photorealism, Surrealism and the following themes: figure as a compositional element, architecture as a compositional element, series, narrative, and reflections/transparencies

Graphic Design II Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style among historical design styles: Art Deco, Destijl, Swiss School, and New York School.

Painting II Historical Period or Culture: Identify artworks from the following: American Regionalism (e.g. Hudson River School, George Caleb Bingham, Grant Wood), Surrealism (e.g. Dali, Escher, Magritte, Kahlo), Post-Modernism (e.g. contemporary, conceptual, multimedia, performance, digital, etc.) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, meaning, and characteristics of style.

Photography II Historical Period or Culture: Make photographic connections between historical events and social ideas; Understand the relevance of certain artists, including but not limited to: (Infrared) Robert W. Wood, Jill Enfield; Understand the relevance of certain artists, including but not limited to: (Surrealism) Jerry Uelsmann, Gregory Crewdson, Man Ray; Understand the relevance of certain artists, including but not limited to: (Portraiture) Cindy Sherman, Diane Arbus, Richard Avedon, Annie Liebovitz; Understand the relevance of certain artists, including but not limited to: (Conceptual) Sandy Skoglund; Understand the relevance of certain artists, including but not limited to: (Narrative) W. Eugene Smith, Gordon Parks, David Hockney; Understand the relevance of certain artists, including but not limited to: (Low light Exposures) Michael Frye, Brassї Characteristics of Artworks:

Sculpture II Characteristics of Artworks: Compare and contrast artworks with reference to the time, place, context, aesthetics, and characteristics of style.

Advanced Placement Art History

Historical Period or Culture: Demonstrate how artists have had an influence upon the cultures in which they lived; Compare and contrast artwork in terms of: time period, place/culture, artist, style, elements and principles of art, technical processes, themes, and the function of the work in its historical context; Evaluate artworks in historical context, considering such issues as patronage, gender, and their functions and effects; Demonstrate how particular artists have had an influence on other artists

European and American

Art

Identify and explain

realistic, abstract, and

non-objective art

Identify realistic,

abstract, and non-

objective art

Identify some realistic,

abstract, and non-

objective art

Identify less than half of

realistic, abstract, and

non-objective art

Discuss and develop

answers to questions

about art

Discusses and develops

clear guidelines to

questions about art.

(What is art? Should art

look real? Should art be

beautiful?)

All objects can be

classified based upon

their guidelines

Other people can use the

student’s guidelines and

end up with the same

objects classified in the

same manner

Develops clear

guidelines to questions

about art. (What is art?

Should art look real?

Should art be beautiful?)

Almost all objects can be


their guidelines



end up with the same

objects classified in the

same manner

Lists guidelines to




beautiful?)

Most objects can be


their guidelines



end up with most objects

classified in the same

manner

Lists guidelines to




beautiful?)

Too many/few guidelines

Explanation and

guidelines are too vague

Grade Level/Course: 8th Grade Art Studio

Content Area: Visual Arts

Grade Level/Course Overview: Students will create original, two and three-dimensional art based upon observation, landscape in two-point perspective, still life, the human figure, and contemporary visual culture. They will learn and use drawing, painting, printmaking, and sculpture techniques. Students will be inspired by realistic and abstract art. They will analyze and critique artworks, discuss aesthetic issues, and understand how art is related to history and culture. Strands/Domains Product and Performance Elements and Principals Artistic Perceptions Interdisciplinary Connections Historical and Cultural Context

Interdisciplinary Themes

Program Understandings (pk-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.

Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.

Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.

Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.

Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live. Units of Study Drawing from Observation Landscape Printmaking Portrait Sculpture Computer Art

8th Grade Art Studio

Strand/Domain* Product-Performance

Cluster* Drawing

CROSSWALK TO STANDARDS:

Grade/Course Level Expectations ACT Readiness Standards

Common Core State Standards Missouri Show-Me Standards

National Standards

Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not

GLE/CLE’s ACT CCSS MO National

E Create even, continuous, and graduated tone using pencil or Colored pencil. I.1.A.8 FA

1 VA1


Cluster* Painting




National Standards



E Create a variety of Colors, tints, and shades by mixing pigments. I.1.B.8 FA

1 VA1



Cluster* Digital/Computer




National Standards



E Create artwork using most current version of Adobe Design Premium Creative Suite. I.1.C.8 FA

1 VA1


Cluster* Other Media




National Standards



E Demonstrate a printmaking process using a variety of ink Colors (i.e. etching press) I.1.D.8 FA

1 VA1



Cluster* Subject Matter: Fine Art




National Standards



E Create an artwork from observation. I.3.A.8 FA

1 VA1

E Create an original realistic portrait. I.3.A.8 FA

1 VA1

E Create an original abstract landscape. I.3.A.8 FA

1 VA1

Strand/Domain* Elements and Principles

Cluster* Line




National Standards



E Identify and use varied Line quality. II.1.A.8 F2

A VA2



Cluster* Form




National Standards



E Identify and use a range of value to create the illusion of form. II.1.C.8 F2

A VA2


Cluster* Color




National Standards



E Identify and use complementary Colors. II.1.E.8 F2

A VA2



Cluster* Value




National Standards



E Identify and demonstrate Color value (tints and shades). II.1.F.8 F2

A VA2

E Identify and create a value scale. II.1.F.8 F2

A VA2


Cluster* Balance




National Standards



E Identify and use asymmetrical/informal balance. II.2.A.8 F2

A VA2



Cluster* Contrast




National Standards



E Identify and create contrast of Color, Line, and size. II.2.C.8 F2

A VA2

E Identify and use Color and value contrast. II.2.C.8 F2

A VA2


Cluster* Proportion




National Standards



E Create facial features in realistic proportion. II.2.F.8 F2

A VA2

E Identify and use appropriate scale relationship. II.2.F.8 F2

A VA2


Strand/Domain* Artistic Perceptions

Cluster* Art Criticism




National Standards



E Describe, analyze, interpret, and judge an artwork. III.2.A.8 FA

3 VA3

Strand/Domain* Interdisciplinary Connections

Cluster* Connecting Visual and Performing Arts




National Standards



E Compare and contrast examples of American art and music. IV.1.A.8 FA

4 VA6


Strand/Domain* Historical and Cultural Contexts

Cluster* Characteristics of Artworks




National Standards



E Compare and contrast artworks with reference to the time, subject matter, characteristics of style, and beliefs of culture. V.1.B.8 FA

5 VA4

COURSE/GRADE LEVEL: 8th Grade Art Studio UNIT TITLE: Drawing From Observation

SUGGESTED UNIT TIMELINE: 2-4 Weeks

ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How do artists accurately represent what they see? How do artists use the elements and principles to realistically depict observed subjects? What do Artists learn by drawing from Observation?

WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD

STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.

MAJOR STANDARD

SUPPORTING STANDARD

1 Create an artwork from Observation x

2 Identify and create a value scale x

3 Create even, continuous, and graduated tone using pencil or colored pencil x

4 Identify and use a range of value to create the illusion of form x

5 Identify and create examples of contour line using pencil or marker x

6 Identify and use a range of value x

UNIT DESCRIPTION: Students will create a still life from observation using value.

UNIT VOCABULARY: Drawing From Observation Still Life Value Value Scale Range of Value Continuous Tone Graduated Tone Illusion of Form

HOW DO WE KNOW STUDENTS HAVE LEARNED?

UNIT ASSESSMENT BLUEPRINT Curriculum

Strand/Domain Curriculum

Cluster Learning Target

(Standard) Type of

Target/DOK Level

Assessment Method

Number of Items Notes

Strand I: Product/Performance

Subject Matter Create an artwork from Observation

DOK 1 DOK 2

Scoring Guide

Strand II: Elements and Principles

Value Identify and create a value scale

DOK 1 DOK 2

Scoring Guide


Drawing Create even, continuous, and graduated tone using pencil or colored pencil

DOK 2 Scoring Guide


Form Identify and use a range of value to create the illusion of form

DOK 1 DOK 2

Scoring Guide


Line Identify and create examples of contour line using pencil or marker

DOK 1 DOK 2

Scoring Guide

FACILITATING ACTIVITIES Strategies and methods for teaching and learning

HOW WILL WE RESPOND WHEN STUDENTS HAVE

NOT LEARNED?

HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?

STANDARD #

TEACHER INSTRUCTIONAL STRATEGIES

STUDENT LEARNING TASKS

INTERVENTIONS

EXTENSIONS

Create an artwork from Observation

Lecture, Demonstration, Guided Practice

Discussion, Practice, Creation of Original Artwork

Re-teach, Re-assess, Break Tasks into smaller elements, Simplify

Have Students incorporate additional elements/principles into work Create a more in depth artwork

Identify and create a value scale





Create even, continuous, and graduated tone using pencil or colored pencil





Identify and use a range of value to create the illusion of form





Identify and create examples of contour line using pencil or marker





RESOURCES

COURSE/GRADE LEVEL: Art Studio 8th Grade UNIT TITLE Landscape

SUGGESTED UNIT TIMELINE: 2-4 weeks

ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How do artists’ represent their surroundings (or imagined surroundings) through the use of abstraction?



MAJOR STANDARD

SUPPORTING STANDARD

1 Identify and demonstrate color value (tints and shades). X

2 Create a variety of colors, tints, and shades by mixing pigments. X

3 Create an original abstract landscape. X

4 Identify and use color and value contrast. X

5 Compare and contrast examples of American art and music. X

UNIT DESCRIPTION: Students will mix tints and shades. Students will create an abstract landscape that utilizes value and contrast. Students will listen to American music while viewing American artwork.

UNIT VOCABULARY: Landscape Abstract Value Tint Shade Color Contrast

HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT

Curriculum Strand/Domain

Curriculum Cluster

Learning Target (Standard)

Type of Target/DOK

Level

Assessment Method



Value Identify and demonstrate color value (tints and shades).

DOK 1 DOK 2


Painting Create a variety of colors, tints, and shades by mixing pigments.

DOK 2


Subject Matter: Fine Art

Create an original abstract landscape.

DOK 3


Contrast Identify and use color and value contrast.

DOK 1 DOK 2

Strand IV: Interdisciplinary Connections

Connecting Visual and Performing Arts

Compare and contrast examples of American art and music.

DOK 4



NOT LEARNED?


STANDARD #



INTERVENTIONS

EXTENSIONS

1 Lecture, Demonstration, Guided Practice
















5 Lecture, Question Answer Class/small group discussion, cooperative learning


Work with additional artworks

RESOURCES

COURSE/GRADE LEVEL: Art Studio 8th Grade UNIT TITLE Portrait


ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How does an artist capture the essence of a person through portraiture? How are portraits used to portray people? How do artists use proportion to realistically represent themselves or the people around them?



MAJOR STANDARD

SUPPORTING STANDARD

1 Create an original realistic portrait X

2 Create facial features in realistic proportion X

3 Identify and use appropriate scale relationship. X

4 Identify and use varied line quality. X

UNIT DESCRIPTION: Students will create a realistic portrait drawing using appropriate scale relationship.

UNIT VOCABULARY: Line Types of line Line quality Value Facial proportion/scale



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method



Portrait Identify and create examples of realistic facial proportions.

DOK 3 Scoring Guide


Line Identify and use varied line quality.

DOK 2 Scoring Guide


Proportion Identify and use appropriate scale relationship.

DOK 3 Scoring Guide



NOT LEARNED?


STANDARD #

TEACHER INSTRUCTIONAL

STRATEGIES


INTERVENTIONS

EXTENSIONS













RESOURCES

COURSE/GRADE LEVEL: 8th Grade Art Studio UNIT TITLE: Printmaking

SUGGESTED UNIT TIMELINE: 2-4 Weeks

ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How does the printmaking process influence the final print? How does the printmaking process create a reproducible artwork? How does printmaking compare/contrast with other art media?



MAJOR STANDARD

SUPPORTING STANDARD

1 Demonstrate a printmaking process using a variety of ink colors x

2 Identify and use asymmetrical/informal balance x

3 Create a three-dimensional artwork using carving techniques x

4 Compare and contrast artworks with reference to the time, subject matter, and characteristics of style, and beliefs in culture. x

UNIT DESCRIPTION: Students will learn a printmaking process and create a multi-color print.

UNIT VOCABULARY: Printmaking Process Asymmetrical/Informal Balance 3D artwork Carving Techniques Compare/Contrast



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method

Number of Items

Notes


Other Media Demonstrate a printmaking process using a variety of ink colors

DOK 2 DOK 3

Scoring Guide


Balance Identify and use asymmetrical/informal balance

DOK 2 DOK 3

Scoring Guide


Sculpture, Ceramics, Other Media

Create a three-dimensional artwork using carving techniques

DOK 2 DOK 3

Scoring Guide

Strand V: Historical and Cultural Contexts

Characteristics of Artworks

Compare and contrast artworks with reference to the time, subject matter, and characteristics of style

DOK 2 DOK 3

Scoring Guide



NOT LEARNED?


STANDARD #

TEACHER INSTRUCTIONAL

STRATEGIES


INTERVENTIONS

EXTENSIONS

Demonstrate a printmaking process using a variety of ink colors





Identify and use asymmetrical/informal balance





Create a three-dimensional artwork using carving techniques





Compare and contrast artworks with reference to the time, subject matter, and characteristics of style

Lecture, Question Answer Class/small group discussion, cooperative learning

Re-teach, Reassess Work with additional artworks

RESOURCES

COURSE/GRADE LEVEL: Art Studio 8th Grade UNIT TITLE Computer Art


ESSENTIAL QUESTION(S): (the hook that grabs student’s interest) How can artists use Photoshop to create art? How does the use of technology influence an artists’ ability to express and communicate ideas?



MAJOR STANDARD

SUPPORTING STANDARD

1 Identify and create contrast of color, line, and size. x

2 Create artwork using most current version of Adobe Design Premium Creative Suite. x

3 Identify and use complementary colors x

4 Describe, analyze, interpret, and judge and artwork x

UNIT DESCRIPTION: Students will create an original artwork using Photoshop software.

UNIT VOCABULARY: Photoshop Tools (i.e.: elements: shape, paintbrush, paint bucket, crop, text, magic wand, etc…) Color (Complementary) Line Size Describe Analyze Interpret Judge



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method



Contrast Identify and create contrast of color, line, and size.

DOK 1 DOK 2

Scoring Guide


Digital/Computer Art

Create artwork using most current version of Adobe Design Premium Creative Suite.

DOK 2 DOK 3

Scoring Guide


Color Identify and use complementary colors

DOK 1 DOK 2

Scoring Guide

Strand III: Artistic Perceptions

Aesthetics Describe, analyze, interpret, and judge and artwork

DOK 3 DOK 4

Scoring Guide



NOT LEARNED?


STANDARD #



INTERVENTIONS

EXTENSIONS

















RESOURCES


Strand/Domain: Interdisciplinary Connections

Cluster: Connecting Visual And Performing Arts

Understand (Conceptual): Students will understand that… Music and visual art are often linked in American culture.

Standard: Compare and contrast examples of American art and music.

Learning Targets DOK Know

(Factual) Do

(Reasoning/Performance/Product)

Students will know… Students will… Music elements and principles related to those of art (e.g. rhythm/repetition, color (timbre), line, form) Cultural identifiers of American music and art

Listen critically to a piece of American music Identify key elements in the music that characterizes it sonically and culturally American View an American artwork with a critical eye. Identify key elements in the artwork that characterizes it visually and culturally American Explain how the elements in the artwork are related to those in the music, using textual evidence to support their claims

☐Level-1 Recall

☐Level-2 Skill/Concept

☐Level-3 Strategic-Thinking

☒Level-4 Extended Thinking


Strand/Domain: Artistic Perceptions

Cluster: Art Criticism

Understand (Conceptual): Students will understand that… Artists use Aesthetics as a mode of developing answers to questions about art and its value.

Standard: Describe, analyze, interpret, and judge an artwork.


(Factual) Do


Students will know… Students will… Aesthetics Feldman Model Imitationalism Emotionalism Formalism Functionalism

Write a critique of an artwork that follows the Feldman Model

Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism

Define Aesthetics as the branch of philosophy that deals with the nature and value of art.

Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)

☐Level-1 Recall





Strand/Domain: Elements and Principles

Cluster: Balance

Understand (Conceptual): Students will understand that… Artists use asymmetrical balance to make an artwork expressive

Standard: Identify and use asymmetrical/informal balance.


(Factual) Do


Students will know… Students will… Balance Symmetrical Asymmetrical/Informal Balance

Demonstrate a clear example of asymmetrical balance – objects/ elements are scattered and balance is achieved without use of a centerline Create an original compositions that is complex, with several elements precisely arranged Demonstrate that the use of asymmetrical balance helps make the artwork expressive

☐Level-1 Recall


☒Level-3 Strategic-Thinking

☐Level-4 Extended Thinking



Cluster: Color

Understand (Conceptual): Students will understand that… Color Choice is expressive to artists

Standard: Identify and use complementary colors.


(Factual) Do


Students will know… Students will… Color Wheel Color Scheme Complimentary Colors Tint Shade

Identify “complements:” two colors opposite each other on the color wheel (for example red and green) Create a complimentary color scheme that uses tints and shades for each color

☐Level-1 Recall

☒Level-2 Skill/Concept





Cluster: Contrast

Understand (Conceptual): Students will understand that… Contrast occurs when two elements are different. Contrast adds interest to the artwork and provides a means of emphasizing what is important.

Standard: Identify and use Color and value contrast.


(Factual) Do


Students will know… Students will… Contrast Color Color Wheel Value Hue Saturation

Demonstrate a clear knowledge of Color and Value Demonstrate that the relative lightness or darkness of two elements to each other can create a contrast in value. Demonstrate that the use of contrast with color and value helps to add interest to an artwork.

☐Level-1 Recall




http://desktoppub.about.com/cs/designprinciples/a/emphasis.htm

http://desktoppub.about.com/cs/designprinciples/a/emphasis.htm



Cluster: Contrast

Understand (Conceptual): Students will understand that… Artists use variations and contrast in elements and principles in an art work to show unity and expression

Standard: Identify and create contrast of color, line, and size.


(Factual) Do


Students will know… Students will… Contrast High Contrast Low Contrast Tone Color Line Size

Explain that contrast is the difference between the lightest and darkest tones in an image.

Distinguish between a high or low contrast image.

Express a well-reasoned preference why they prefer one contrast level to another.

☐Level-1 Recall




Strand/Domain: Product Performance

Cluster: Digital/Computer

Understand (Conceptual): Students will understand that… Artists employ current technology to create art.

Standard: Create artwork using most current version of Adobe Design Premium Creative Suite.


(Factual) Do


Students will know… Students will… Order of operations for current software

Study Graphic Artists and learn how technology can be used as a tool for artists. Learn the basic functions of Adobe Design Premium Creative Suite Make an artwork in which technology was used as a tool or media.

☐Level-1 Recall






Cluster: Drawing

Understand (Conceptual): Students will understand that… Graduated and continuous tones are used to achieve a variety of effects to create the illusion of 3-D form on a 2-D surface.

Standard: Create even, continuous and graduate tones using pencil or colored pencil.


(Factual) Do


Students will know… Students will… Define: Tone Continuous tone Graduate tone Edge Value Contrast Edge with value contrast

Create an even, continuous tone using pencil or color pencil.

Create an even, graduate tone using pencil or color pencil.

Use pencils to define the edges of shapes by using value contrast.

Use a range of values that implies the illusion of form.

☐Level-1 Recall






Cluster: Subject Matter: Fine Art

Understand (Conceptual): Students will understand that… Observation helps make an artist’s artwork expressive though their choice of what details to include or omit, their focal point, and shows the views of the artist

Standard: Create an artwork from observation.


(Factual) Do


Students will know… Students will… Observation Details Focal Point

Create an artwork that shows a strong likeness of a subject (e.g. portrait, still life, landscape) Display knowledge that the use of observation helps make an artist’s artwork expressive though choice of what details to include or omit, focal point, showing the attitudes or views of the artist, etc.

☐Level-1 Recall







Understand (Conceptual): Students will understand that… Portraiture has played a vital role in art and portraiture has evolved from a purely documentary art form into a means of addressing complex social and cultural issues.

Standard: Create an original realistic portrait.


(Factual) Do


Students will know… Students will… Observation Details Viewpoint Focal Point

Identify and use realistic size relationships (proportions) of the face

Create an artwork that shows a strong likeness of a subject Display knowledge that the use of observation helps make an artist’s artwork expressive though choice of what details to include or omit, focal point, showing the attitudes or views of the artist, etc.

☐Level-1 Recall







Understand (Conceptual): Students will understand that… Artists use abstract art as a form of expression.

Standard: Create an original abstract landscape.


(Factual) Do


Students will know… Students will… Landscape Abstract Realistic Expression

Be introduced to Abstract Art and Landscape Art Be able to distinguish between realistic and abstract art Identify abstract art and landscapes Create sketches of their own original abstract landscape Create a final original abstract Landscape

☐Level-1 Recall






Cluster: Form

Understand (Conceptual): Students will understand that… Value affects the illusion of form.

Standard: Identify and use a range of values to create the illusion of form.


(Factual) Do


Students will know… Students will… Define Value Define Form

Identify values Use a range of values to create the illusion of form.

☐Level-1 Recall





Strand/Domain: Historical and Cultural Contexts

Cluster: Characteristics of Artworks

Understand (Conceptual): Students will understand that… Artworks can be compared and contrasted based on a multitude of criteria

Standard: Compare and contrast artworks with reference to the time, subject matter, beliefs of culture, and characteristics of style.


(Factual) Do


Students will know… Students will… Characteristics of Artworks Compare Contrast Time Periods of Art Subject Matter Beliefs of Cultures Characteristics of Style

Learn how to compare 2 artworks Learn how to contrast 2 artworks Learn the meaning of time period, subject matter, beliefs of culture, and characteristics of style. Practice comparing and contrasting 2 artworks based on time period, subject matter, beliefs of culture, and characteristics of style. Compare and contrast 2 artworks based on time period, subject matter, beliefs of culture, and characteristics of style.

☐Level-1 Recall






Cluster: Line

Understand (Conceptual): Students will understand that… Line quality affects the process of art and determines a viewer’s navigation and perception of a piece of artwork.

Standard: Identify and use varied line quality


(Factual) Do


Students will know… Students will… Define: Line Types of Line Varied Line quality

Identify varied line quality Use varied line quality

Level-1 Recall

XLevel-2 Skill/Concept

Level-3 Strategic-Thinking

Level-4 Extended Thinking



Cluster: Other Media

Understand (Conceptual): Students will understand that… The printmaking process may be used by artists to for repetition or mass-production. The printmaking process applies a variety of ink colors to create art.

Standard: Demonstrate printmaking processes using a variety of ink colors.


(Factual) Do


Students will know… Students will… Multiple Printmaking processes (block, collagraph, etching, silkscreen, monoprint, Intaglio, etc…) Tools used in chosen printing process (blocks, screens, plates, ink, printing press, etc…) Procedures used chosen printing process

Demonstrate a printmaking process using a variety of ink colors. Create a print the chosen printmaking process.

Level-1 Recall

Level-2 Skill/Concept





Cluster: Other Media

Understand (Conceptual): Students will understand that… The printmaking process applies a variety of ink colors to create art.

Standard: Demonstrate printmaking processes using a variety of ink colors.


(Factual) Do


Students will know… Students will… Define: Printmaking process Ink Etching Etching Process Relief Intaglio Dry Point Collagraph Silk Screen Mono Print

Demonstrate a printmaking process using a variety of ink colors. Create a print using an etching press.

Level-1 Recall



X -Level-4 Extended Thinking



Cluster: Painting

Understand (Conceptual): Students will understand that… Artists mix pigment to create a variety of effects in their painting, ink, or glaze, or other liquid media.

Standard: Create a variety of colors, tints and shades by mixing pigments.


(Factual) Do


Students will know… Students will… Define: Color Tint Shade Mixing Pigment Palette Media Value

Mix colors without streaks Mix variety of colors Mix different tints of color Mix different shades of color

Create Value

Level-1 Recall



X- Level-4 Extended Thinking



Cluster: Proportion

Understand (Conceptual): Students will understand that… Artist use proportion to create an overall harmony in a piece of artwork.

Standard: Identify and use appropriate scale relationship.


(Factual) Do


Students will know… Students will… Proportion Scale

Demonstrate a clear knowledge of Proportion and Scale Identify that scale refers to the size of and object (a whole) in relationship to another object (another whole) Identify that proportion refers to the relative size of parts of a whole (elements within an object) Create an original artwork that demonstrates their knowledge of proportion and scale.

☐Level-1 Recall






Cluster: Proportion

Understand (Conceptual): Students will understand that… A systematic approach may be used to understand and represent basic human facial proportions.

Standard: Create facial features in realistic proportion.


(Factual) Do


Students will know… Students will… Realistic proportions

Placement of facial features

Fractions

Demonstrate knowledge of simple fractions related to placement of facial features.

Identify examples of realistic facial proportions.

Creating an artwork from observation using facial proportion.

☐Level-1 Recall






Cluster: Sculpture, Ceramics, Other Media

Understand (Conceptual): Students will understand that… There are specific processes in forming a three dimensional sculpture. 0T

Standard: Create a three-dimensional artwork using carving and/or modeling techniques demonstrating appropriate joining.


(Factual) Do


Students will know… Students will… Terminology associated with carving and/or modeling techniques. Additive Subtractive Assemblage Casting

Apply appropriate joining techniques and/or modeling processes to construct a three dimensional sculpture. Demonstrate the additive, subtractive, and assemblage/casting processes to the construction of a three dimensional sculpture.

☐Level-1 Recall


X Level-3 Strategic-Thinking




Cluster: Value

Understand (Conceptual): Students will understand that… Artists use value to add dimension to their artwork make an artwork expressive

Standard: Identify and create a value scale.


(Factual) Do


Students will know… Students will… Value Value Scale Highlights Shadows

Demonstrate a clear knowledge of Value Identify and create a value scale Demonstrate that the use of value helps to add dimension to an artwork and make the artwork expressive

☐Level-1 Recall






Cluster: Value

Understand (Conceptual): Students will understand that… Artists use color value to make an artwork expressive

Standard: Identify and demonstrate Color value (tints and shades.


(Factual) Do


Students will know… Students will… Color Color Wheel Value Tint Shade

Demonstrate a clear knowledge of the color wheel Identify and create tints and shades of colors Demonstrate that the use of color value helps to make the artwork expressive

☐Level-1 Recall




Date post:	25-Apr-2020
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