discovering art history...visual arts and its role in and impact on society. students will analyze...

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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

DISCOVERING ART HISTORY

Revision Date: 7/20/2018

Submitted by: Allie Guarini

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Table of Contents: Course Overview

Page 3

Pacing Chart

Page 4

Unit #1 Overview At-a-Glance

Page 5

Unit #1 Targeted Instructional Planning to Address Central Unit Standards

Page 7


Page 9


Page 11


Page 13


Page 15


Page 19


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Course Overview In this course, students will be immersed in various artistic styles and artistic time periods across the world. Students will explore the

history of visual art from a global perspective and build understanding of the place of the arts within broader historical, cultural,

religious, and political frameworks. Through oral, written, collaborative and hands-on assignments, students will analyze artworks

based on the time and place that each work comes from.

The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so

teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real

world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students

fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to

ensure that students will be prepared for college and career opportunities following high school graduation.

Primary Resource(s)

Textbooks

Title: Discovering Art History, Fourth Edition

Publisher: Gerald F. Brommer, Davis Publications, Inc. Copyright: 2007

Title: Exploring Visual Design: The Elements and Principles

Publisher: Wyatt Wade, Davis Publications, Inc. Copyright: 2000

Supplemental Materials (including various level of texts at each grade level)

http://www.getty.edu/education/teachers/classroom_resources/curricula/

http://arthistoryteachingresources.org

https://www.archaeological.org/education/lessons/simulateddigs

http://www.getty.edu/education/teachers/classroom_resources/curricula/

http://arthistoryteachingresources.org/

https://www.archaeological.org/education/lessons/simulateddigs

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Pacing Chart

Unit # & Title Pacing

(must equal 165 days for full-year or 83 days for

half-year course)

UNIT 1: The World and Work of the Artist

Weeks 1- 6, 30 days

UNIT 2: Non-Western Art

Weeks 7 - 10, 20 days

UNIT 3: Western Art

Weeks 11 – 21, 55 days

UNIT 4: Modern Art and the “Isms”

Weeks 22 – 33, 60 days

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Unit 1 Overview At-a-Glance Unit #1 – The World and Work of the Artist

Unit Description:

In this unit students will explore why people create art, how art is evaluated, and how art is discovered and preserved. Students will learn

the art of visual communication focusing on artistic subject matters, various art media, and the elements and principles of art.

Essential Skills:

Students will develop informed personal responses to an assortment of artworks using historical significance, craftsmanship,

cultural context, and originality as criteria for assigning value to the works.

Students will identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-

dimensional artworks and emulate those styles by creating an original body of work.

Students will distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse

cultural perspectives and identify specific cross-cultural themes.

Standards Addressed within this Unit

Central Unit Standards- This unit will focus primarily on

learning goals aligned with the following standards:

1.4.12.A.3

1.3.12.D.5

1.4.12.D.1

Supporting Unit Standards- This unit will also include activities

aligned with the following standards:

NJSLSA.SL1, NJSLSA.SL2, NJSLSA.L1, NJSLSA.L2,

NJSLSA.W6, NJSLSA.W2, NJSLSA.W9

Unit Details

Modifications for Special Education Students, English Language

Learners, Students at Risk of Failure, and Gifted Students- Modify

instructional approach and/or assignments and evaluations as needed

based for students with IEPs, 504s, ELLs and gifted and talented students

including but not limited to:

Alternate Responses (drawings with captions, spoken responses,

Integration of 21st century skills through NJSLS 9

and Career Education:

Lessons, where appropriate, incorporate multiple

perspectives to infuse cultural and global

awareness.

Research career opportunities in the United States

6

etc.)

Translated worksheets

Interactive questioning strategies

Visual aids – English word next to images

Write key vocabulary on the board when present new information

Emphasize key words and phrases (repetition)

Use a variety of materials: oral, visual, graphic, etc.

Advance/guided notes

Extended time

Teacher Modeling (non-verbal teacher communication in addition

to spoken instructions)

Modify approaches, assignments, and evaluations as needed to

challenge gifted students:

Independent study options

Alternate learning activities/alternate resources of higher grade

level

Allow student leadership role as a mentor to lower level learners

Provide enrichment activities

and abroad that require knowledge of world

languages and diverse cultures.

Lessons integrate a focus on civic literacy so that

students can better understand the rights and

obligations of citizenship.

Lessons explore the history and evolution of the

visual arts and its role in and impact on society.

Students will analyze how the application of

visual arts elements and principles of design

communicate and express ideas.

Students will analyze and create two and

three‐dimensional visual art forms using various

media.

Students must be able to use technology as a tool

in order to research, organize, evaluate, and

communicate information.

Assessments- including benchmarks, formative, summative, and

alternative assessments

Entrance/exit tickets

End of unit quizzes

Student self-reflection

Teacher feedback

Project Rubric

Pair-share

Gallery walk

Class critique

Research projects

Questioning

Class discussions

Suggested Interdisciplinary Activities for this Unit

Career Education: Research various art careers

including fine artists, Museum educators, art preservation

and archaeologists.

English Language Arts/Literacy: Write an art critique

of a specific artwork in history.

Science: Simulated archeological dig (types of soil,

carbon-dating)

Social Studies: Explore how findings from archeological

digs have led to the understanding of various cultures.

World Languages: Investigate how visual images have

been used in communication throughout different

geographical areas.

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Unit Resources

Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.

Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support

struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate

resources to facilitate challenging levels of work for all students.

Leveled Supplemental Materials and Media/School Library

Resources

Internet research

Various art magazines

Supplemental articles as needed

Integration of the Technology Standard

8.1.12.D.1: Demonstrate appropriate application of

copyright, fair use and/or Creative Commons to an original

work.

8.2.12.B.4: Research the impact of technology on the arts

Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and

Student Learning Objective

Suggested Instructional

Activities

Suggested Student Output Formative Assessments

(Portfolios, Projects, Tasks,

Evaluations, & Rubrics)

1.4.12.A.3 Develop informed

personal responses to an

assortment of artworks using

historical significance,

craftsmanship, cultural

context, and originality as

criteria for assigning value to

the works.

- Teach various reasons for the

creation of visual arts

- Introduce how artists

throughout history from

various backgrounds and

cultures have used visual

images to communicate

- Introduce various cultural

and geographical influences in

art

-Model a simulated

archaeological dig

- Collaborative note- taking

and think/pair/share evaluation

- Guided reading of chapter 1

- Written response in

sketchbooks to different

categories of art including

Religion, politics and

aesthetics

- Collaborate with classmates

to complete simulated

archeological dig

- Guided notes

- Sketchbook entries

- Exit ticket

- Completed archaeological

dig worksheet/packet

- Group evaluation form

- Group project rubric

- Questioning

- Class discussions

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1.3.12.D.5 Identify the styles

and artistic processes used in

the creation of culturally and

historically diverse two- and

three-dimensional artworks

and emulate those styles by

creating an original body of

work.

- Introduce various artistic

subject matter with visual

examples

- Model how various art media

are used through

demonstration

- Define various art

vocabulary through written

and visual examples found in

magazines and internet

research

- Hands-on exploration of

various art media in through

art stations (completed in

sketchbooks)

- Visual vocabulary

-Sketchbook entries

- Exit tickets

- End of chapter quiz

- Questioning

- Class discussions

1.4.12.D.1 Distinguish

innovative applications of the

elements of art and principles

of design in visual artworks

from diverse cultural

perspectives and identify

specific cross-cultural themes.

- Teach the elements and

principles of art

- Model how to find visual

examples of elements and

principles in an artwork

- Introduce the four parts of an

art critique

- Complete written and visual

vocabulary for elements and

principles of art

- View video and written

examples of professional art

criticisms

- Complete group critique of a

specific artwork and

contribute to class discussion

- Select an artwork from

textbook and complete an

independent and developed

written art critique

- Sketchbook entries (notes

and visual vocabulary)

- Rubric/checklist for

completed critique

- Entrance/exit tickets

- Questioning

- Class discussions

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Unit 2 Overview At-a-Glance Unit #2 – Non-Western Art

Unit Description:

In this unit, students will explore the artwork of the Non-Western World and how the visual arts developed in various geographical

areas. Teaching will focus on visual arts in India, China, Japan, Southeast Asia, Oceania/Highland Asia, Islam, Africa, Pre-Columbia

and Native America.

Essential Skills:

Students will evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses

to artwork.

Students will determine how dance, music, theatre, and visual art have influenced world cultures throughout history.




1.4.12.A.4

1.2.12.A.1





Unit Details

Modifications for Special Education Students, English

Language Learners, Students at Risk of Failure, and Gifted

Students:

Modify instructional approach and/or assignments and evaluations

as needed based for students with IEPs, 504s, ELLs and gifted and

talented students including but not limited to:

Integration of 21st century skills through NJSLS 9 and Career

Education:


perspectives to infuse cultural and global awareness.

Research career opportunities in the United States and

abroad that require knowledge of world languages and

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Alternate Responses (drawings with captions, spoken

responses, etc.)




Write key vocabulary on the board when present new

information




Extended time

Teacher Modeling (non-verbal teacher communication in

addition to spoken instructions)




Alternate learning activities/alternate resources of higher

grade level

Allow student leadership role as a mentor to lower level

learners


diverse cultures.

Lessons integrate a focus on civic literacy so that students

can better understand the rights and obligations of

citizenship.

Lessons explore the history and evolution of the visual arts

and its role in and impact on society.

Students will analyze how the application of visual arts

elements and principles of design communicate and express

ideas.

Students will analyze and create two and three‐dimensional

visual art forms using various media.

Students must be able to use technology as a tool in order

to research, organize, evaluate, and communicate

information.

Assessments- including benchmarks, formative, summative,

and alternative assessments


End of unit quizzes


Teacher feedback

Project Rubric

Pair-share

Gallery walk

Class critique

Research projects


Social Studies: Research geographical influences on the artwork

created in specific countries.

Technical Subjects: Create a virtual video or presentation focused

on an assigned Non-Western location.

World Languages: Research spoken language of different areas of

the Non-Western world and their influence on the arts

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Unit Resources






Resources

Internet research

Various art magazines

Media center resources

Classroom Library – various art history books




work.





Activities




1.4.12.A.4 Evaluate how

exposure to various cultures

influences individual,

emotional, intellectual, and

kinesthetic responses to

artwork.

- Teacher will introduce art of

the non-western world and the

most common religious

themes and symbols in the art

- Provide visual examples of

Non-Western artworks

- Model how to properly

identify the differences in

artworks inspired by various

religions including Hindu,

Buddhism and Islam

- Students will collaborate to

identify which religion a set of

artworks/relics was inspired

by

- Guided reading chapter 4

- Students will respond in

sketchbooks with visual and

written notes

- Homework

- Sketchbooks entries

- Exit ticket

- Guided reading

- Questioning

- Class discussions

1.2.12.A.1 Determine how

dance, music, theatre, and

- Teacher will review the areas

of the world included in Non-

- Students will work in groups

to create a presentation of an

- Presentation Rubric

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visual art have influenced

world cultures throughout

history.

Western Art

- Teacher will demonstrate

how to create a visual

presentation through

technology or hands on

display

assigned are of the Non-

western world

- Students will complete

internet and media center

research on the geography,

cultural influences and

architecture in their location

-Students will present

information with oral and

visual presentation

-Students will select a specific

artwork from their Non-

Western location to replicate

- Homework

- Visual replica of artwork

- Group reflection

- Self-reflection


- Questioning

- Class discussions

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Unit 3 Overview At-a-Glance Unit #3 – Western Art

Unit Description:

In this unit, Students will explore the art of the Western World including that of Egypt, Mesopotamia, Greece, Rome, Christian,

Byzantine, Romanesque and Gothic. Students will also discover the art of the Renaissance and the “Master Artists” of that time.

Essential Skills:




dimensional artworks, and emulate those styles by creating an original body of work.

Students will justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of

mind in various historical eras.

Students will produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy,

methods, techniques, and cultural understanding.




1.1.12.D.1

1.3.12.D.5

1.2.12.A.2

1.3.12.D.2

1.4.12.A.3





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Unit Details



Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Alternate responses (drawings with captions, spoken

responses, etc.)





information




Extended time

Teacher modeling (non-verbal teacher communication in






grade level


learners



Education:





diverse cultures.



citizenship.





ideas.





information.




End of unit quizzes


Health/PE: Students will research and created study sketches of

the human anatomy in reference to figure drawing.

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Teacher feedback

Project rubric

Pair-share

Gallery walk

Class critique

Research projects

Questioning

Class discussions

English Language Arts/Literacy: Essay exploring the influence

of religion on Western Art.

Math: Utilize 2-point linear perspective in the creation of Greek

orders/Architecture.

Technical Subjects: Study technological advances used in the

creation of architecture and compare to those used in Greek/Roman

Architecture.

Unit Resources






Resources

Internet research

Classroom library

Various media center resources




work.





Activities








- Teacher will explain the

beginning of Western Art

- Teacher will compare and

- Students will view a video

on the history of Mesopotamia

- Students will research

- Project rubric

- Completed interactive

notebook/class work

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contrast the culture of Egypt

with that of Burlington City


contrast the art of Egypt and

Mesopotamia

Burlington City history and

record their findings.

- Students will create a “tomb”

for Burlington City

- Students will identify the

styles and artistic processes

used in the creation of

Egyptian Art and create

artwork emulating that

assignments

- Sketchbook assignments

- Final project

- Quiz

- Questioning

- Class discussions





Three-dimensional artworks,



work

-Teacher will introduce Greek

and Roman Artworks

-Teacher will provide visual

examples and video on Greek

and Roman art/Architecture

- Teacher will model how to

identify the differences in

Greek and Roman Art

- Teacher will model how to

use linear perspective in the

creation of Greek Columns

- Students will identify the

styles and artistic processes

used in the creation of Greek

and Roman art in their

sketchbooks

- Students will create a visual

replica of the 3 types of Greek

order utilizing linear

perspective.

- Students will record relevant

art vocabulary in sketchbooks

- Project

- Exit Ticket

- sketchbook assignments

- Project rubric

- Questioning

- Class discussions

1.2.12.A.2 Justify the impact

of innovations in the arts (e.g.,

the availability of music

online) on societal norms and

habits of mind in various

historical eras.

- Teacher will introduce

religious influences in

Western Art

- Teacher will invoke class

discussion on the importance

of text in religious art

- Students will translate

religions by using them as

stimulus/inspiration for an

illuminated manuscript

- Students will utilize pen and

ink techniques to compare and

contrast cultural/technological

- Final project rubric

- Sketchbook/writing

assignments

- Pair-share

- Gallery walk

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- Teacher will provide visual

images of illuminated

manuscripts


how to use pen and ink to

create calligraphy

advances in writing styles

- Students will create an

illuminated manuscript

inspired by their initials

- Exit/Entrance tickets

- Questioning

- Class discussions

1.3.12.D.2 Produce an original

body of artwork in one or more

art mediums that demonstrates

mastery of visual literacy,

methods, techniques, and

cultural understanding.


contrast gothic and

Romanesque artworks


examples of Gothic and

Romanesque Architecture


stained glass and its relevance

in Gothic Art


how to create a small-scale

stained-glass window

- Read informational text and

complete guided worksheet on

differences in Gothic

Romanesque Artwork

- Complete visual and written

notes in sketchbooks

- Complete a personally

symbolic stained-glass

window

- Final Project

- Guided worksheet

- Sketchbook notes

- Project rubric

- Quiz


- Questioning

- Class discussions

1.4.12.A.3 Develop informed

personal responses to an

assortment of artworks across

the four arts disciplines (dance,

music, theatre, and visual art),

using historical significance,

craftsmanship, cultural

context, and originality as

criteria for assigning value to

- Teacher will discuss the

Renaissance and the cultural

influences of the Renaissance

focusing on Italy

Teacher will introduce he

artwork of Da Vinci focusing

on portraits and figure

drawing

- Students will analyze and

critique the innovations in

figure drawing and portraiture

during the Italian Renaissance


guided notes of chapter 9

- Students will practice

- Final Project


- Sketchbook

assignments/notes

- Homework

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the works.


how to accurately draw

portraits utilizing proportion

- Teacher will introduce the

artists of Rembrandt,

Caravaggio and Gentileschi

and the eras of Baroque and

Rococo


various painting techniques

drawing in portraits in

proportion by pairing up and

posing as models for a

classmate

- Students will complete a

final portrait of a family

member utilizing the

techniques of Da Vinci

- Students will explore various

painting techniques in

sketchbooks

- Students will use the

techniques of Baroque and

Rococo paintings to add color

to their portraits

- Pair-Share

- Quiz

- Questioning

- Class discussions

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Unit 4 Overview At-a-Glance Unit #4 – Modern Art and the “Isms”

Unit Description:

In this unit, students will be introduced to Modern art and the “Isms.” Students will explore the styles of Romanticism, Realism,

Impressionism, Expressionism, Abstract art, Surrealism, Pop Art, Color Field Abstraction and Photorealism.

Essential Skills:




dimensional artworks and emulate those styles by creating an original body of work.

Students will organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression

of ideas relates to the art media, art mediums, and techniques used.

Students will use contextual clues to differentiate between unique and common properties and to discern the cultural implications

of works of dance, music, theatre, and visual art.

Students will translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for

corresponding visual artworks.

Students will determine how visual art has influenced world cultures throughout history.

Students will analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art

media and interpret themes and symbols suggested by the artworks.

Students will determine the role of art and art-making in a global society by analyzing the influence of technology on the visual,

performing, and multimedia arts for consumers, creators, and performers around the world.

Students will produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy,

methods, techniques, and cultural understanding.

20




1.1.12.D.1 1.3.12.D.5

1.3.12.D.3 1.4.12.A.1

1.1.12.D.2 1.3.12.D.4

1.4.12.B.3 1.3.12.D.2





Unit Details



Students- Modify instructional approach and/or assignments and

evaluations as needed based for students with IEPs, 504s, ELLs

and gifted and talented students including but not limited to:

Alternate responses (drawings with captions, spoken

responses, etc.)





information




Extended time

Teacher modeling (non-verbal teacher communication in







Education:





diverse cultures.



citizenship.





ideas.





information.

21

grade level


learners





End of unit quizzes


Teacher feedback

Project rubric

Pair-share

Gallery walk

Class critique

Research projects

Class discussions

Questioning


Career Education: Students will research current modern art

careers and their financial and educational backgrounds.

English Language Arts/Literacy: Students will study American

art and the influence of American Literature on visual art.

Technical Subjects: Students will watch interactive video of

“Starry Night” come to life.

Unit Resources






Resources

Various Media Center resources

Classroom Library

Art Magazines

Additional articles as needed.




work.


22




Activities











-Teacher will discuss

Romanticism and Realism and

their characteristics

-Teacher will model how to

create artworks in the styles of

Realism and Romanticism

using oil pastel

- Students will take visual and

written notes on the topic of

Romanticism and Realism in

sketchbooks

- Students will compare and

contrast Romanticism and

Realism in writing assignment

- Students will take the same

blank still life image and,

using oil pastels, add color in

the styles of romanticism and

realism


- Writing assignment rubric

- Final coloring activity

- Final project

- Questioning

- Class discussions





three-dimensional artworks



work.

- Teacher will compare

impressionism, post-

impressionism, and

expressionism

-Teacher will demonstrate

how to create the different

techniques used in these styles

of art


artistic techniques used in the

artwork of Monet, Degas,

Seurat and Van Gogh


guided reading and sketches of

chapter 13

- Students will explore

techniques used in

impressionism, post-

impressionism, and

expressionism in their

sketchbooks

- Students will select a

specific artist from this

chapter to replicate an artwork


- Guided notes

- Final project

- Class work assignments

- Self-reflection

- Questioning

- Class discussions

23

1.3.12.D.3 Organize an exhibit

of personal works of visual art

that convey a high level of

understanding of how the

expression of ideas relates to

the art media, art mediums,

and techniques used.

- Teacher will discuss abstract

art

- Teacher will provide

students various examples of

abstract art such as: Piet

Mondrian, Pablo Picasso,

Marcel Duchamp and Joseph

Stella

-Teacher will demonstrate the

way to develop an abstract

concept

- Students will study the

artwork and critical thought

process that goes into creating

abstract artworks and take

visual and written notes in

sketchbooks

- Students will experiment

with various ways to create

abstract art

- Students will create various

abstract art studies in

sketchbooks


- Interactive notebook

- Abstract art studies rubric

- Gallery walk


- Questioning

- Class discussions

1.4.12.A.1 Use contextual

clues to differentiate between

unique and common properties

and to discern the cultural

implications of works of


visual art.


Surrealism in textbook and

provide visual examples

- Teacher will show clips from

pop culture movies and

compare and contrast them to

the artwork of famous

surrealist artists.


examples of the artwork of

Dali, Magritte, Chagall and

Klee.


compare/contrast exercises in

sketchbooks

- Students will create a

concept for a modern cartoon

character in a surreal world.


- Pair-share

-Entrance/exit ticket

- Project Rubric

- Quiz

- Questioning

- Class discussions

1.1.12.D.2 Translate literary,

musical, theatrical, and dance

compositions by using them as

stimulus/inspiration for

-Teacher will introduce

American art

- Teacher will invoke Class

critique on the artworks of


guided reading of chapter 15

in textbooks

- Students will research



- Final project rubric

24

corresponding visual artworks. various American artists

including John Singer Sargent,

Henry O. Tanner, Georgia

O’Keeffe, Charles Demuth,

and Alexander Calder

- Teacher will point out the

correlations between

American art and Literature

American artists and how they

were influence by American

literature and take notes in

sketchbooks

- Students will select an

American writer to create an

original artwork based on

- Quiz

- Guided notes

- Questioning

- Class discussions

1.4.12.B.3 Determine the role

of art and art-making in a

global society by analyzing the

influence of technology on the

visual, performing, and

multimedia arts for consumers,

creators, and performers

around the world.

-Teacher will cite examples of

various types of art in the

early 1900’s


events of history, which

influenced American art

- Artists such as Grant Wood,

Edward Hopper and Jacob

Lawrence will be introduced

- Students will think about

current social issues in our

community and create

sketches in sketchbook

- Students will develop a

concept to advertise a solution

for a modern day social issue

- Students will create a poster

advertisement of their selected

social issue

- Project rubric

- Sketchbook/class work

assignments


- Class critique

- Questioning

- Class discussions

1.2.12.A.1 Determine how


visual art have influenced

world cultures throughout

history.


contrast abstract

expressionism and pop art

- Teacher will lead class

discussion on artists such as

Wilem de Kooning, Jackson

Pollock, and Mark Rothko


how to create pop art imagery

inspired by modern pop

- Students will research the

impact these two styles of art

had on modern-day life and

which aspects of our lives

portray these styles

- Students will use magazines

and mixed painting media to

create an original pop artwork

assemblage

- Project rubric

- Guided research worksheet

- Pair-share

- Teacher feedback

- Exit ticket

- Questioning

25

culture


images from Jasper Johns,

Roy Lichtenstein, and Andy

Warhol, Claus Oldenburg

- Class discussions

1.3.12.D.4 Analyze the syntax

and compositional and

stylistic principles of two- and

three-dimensional artworks in

multiple art media (including

computer-assisted artwork),

and interpret themes and

symbols suggested by the

artworks.

- Teacher will review the

elements of art and simplify

them to introduce the concept

of Color Field Painting

- Teacher will lead discussion

on artwork by Joseph Albers,

Barnett Newman, and Frank

Stella

- Students will review color

theory and study the work of

color field painting

- Students will compare and

contrast color theory to the

scientific processes

- Students will practice Color

Field Abstraction in

Sketchbooks

- Color theory C\checklist

- Sketchbook/notes

- Quiz

- Exit ticket

- Questioning

- Class discussions

1.3.12.D.2 Produce an original

body of artwork in one or

more art mediums that

demonstrates mastery of

visual literacy, methods,

techniques, and cultural

understanding.

- Teacher will introduce the

art of Photorealism

- Teacher will discuss a brief

history of Chuck Close

- Teacher will demonstrate the

use of a grid to replicate a

photograph accurately

- Students will study

photorealism and the artwork

of Chuck Close

- Students will practice using a

grid to replicate an image

- Students will find a

photograph in magazine and

cut in half. Students will

replicate the other half of the

images accurately

- Project rubric

- Guided research worksheet

- Pair-share

- Teacher feedback

- Exit ticket

- Questioning

- Class discussions

discovering art history...visual arts and its role in and impact on society. students will analyze...

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