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ROCKWOOD SCHOOL DISTRICT VISUAL ART

CURRICULUM

GRADES 9-12

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

Grade Level/Course: Art Fundamentals

Content Area: Visual Arts

Grade Level/Course Overview: Art Fundamentals is the beginning course for all students who want to pursue an interest or future career in visual arts. Students will create original artwork in realistic, abstract, and nonobjective styles. Inspired by observation and imagination, they will express themselves through the themes of still life, landscape, and portrait. They will learn about and use drawing, painting, sculpture, and mixed-media techniques to create two and three-dimensional artworks. Students 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 Still Life Color Portrait Sculpture Perspective Art Criticism Art History

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 Demonstrate proficiency using a single drawing media I.1.A.9 FA

1 VA1

E Use dry media to create smooth areas of a single value. I.1.A.9 FA

1 VA1

E Use dry media to create areas where values change smoothly and gradually. I.1.A.9 FA

1 VA1

E Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)

I.1.A.9 FA1 VA1


Cluster* Painting




National Standards



E Match proper choice of brush size or type for task (e.g. round for Lines, flats for filling large areas) I.1.B.9 FA

1 VA1

E Demonstrate proper use and cleaning of brushes and palettes I.1.B.9 FA

1 VA1

E Mix tempera or acrylic paint to create different hues I.1.B.9 FA

1 VA1

E Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given Color. I.1.B.9 FA

1 VA1


Cluster* Sculpture, Ceramics, Other Media




National Standards



E Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.) I.2.A.9 FA

1 VA1

E Use a variety of media I.2.A.9 FA

1 VA1


Cluster* Subject Matter: Fine Art




National Standards



E Create an original artwork from observation. I.3.A.9 FA

1 VA1

E Create an original artwork that is abstract. I.3.A.9 FA

1 VA1

E Create an original artwork that is nonobjective. I.3.A.9 FA

1 VA1

E Create an original artwork that is realistic. I.3.A.9 FA

1 VA1

E Create an original portrait. I.3.A.9 FA

1 VA1

E Create an original still life. I.3.A.9 FA

1 VA1


Cluster* Theme




National Standards



E Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) I.3.C.9 FA

1 VA1

Strand/Domain* Elements and Principles

Cluster* Line




National Standards



E Identify and use a ruler to create converging, parallel and perpendicular Lines II.1.A.9 FA

2 VA2


Cluster* Shapes




National Standards



E Identify and use geometric and freeform/organic shapes and/or forms II.1.B.9 FA

2 VA2


Cluster* Form




National Standards

Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not GLE/CLE’s ACT CCSS MO National

E Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder II.1.C.9 FA

2 VA2


Cluster* Texture




National Standards



E Identify and use real, invented and simulated textures II.1.D.9 FA

2 VA2


Cluster* Color




National Standards



E Identify and use Color theory including Color value, Color schemes (monochromatic, complementary, analogous, and triadic Color schemes.) II.1.E.9 FA

2 VA2

E Identify and use Color theory knowledge of primary, secondary, and intermediate Colors. II.1.E.9 FA

2 VA2


Cluster* Value




National Standards



E Use Lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.) II.1.F.9 FA

2 VA2


Cluster* Space




National Standards



E Identify and use positive and negative space in two-dimensional artwork II.1.G.9 FA

2 VA2

E Identify and use perspective techniques to create the illusion of space (one-point Linear perspective, overlapping, and change of: size, detail, placement, value/Color)

II.1.G.9 FA2 VA2


Cluster* Balance




National Standards



E Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) II.2.A.9 FA

2 VA2


Cluster* Emphasis




National Standards



E Identify and create emphasis (focal point) II.2.B.9 FA

2 VA2


Cluster* Contrast




National Standards



E Identify and use variation within a single element to create contrast (e.g. different values, categories of shape, etc.) II.2.C.9 FA

2 VA2


Cluster* Rhythm/Repetition




National Standards



E Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing and progressive) II.2.D.9 FA

2 VA2


Cluster* Unity




National Standards



E Explain how elements and principles create unity in artwork II.2.E.9 FA

2 VA2


Cluster* Proportion




National Standards



E Identify and use realistic size relationships (proportions) of the face II.2.F.9 FA

2 VA2

Strand/Domain* Artistic Perceptions

Cluster* Aesthetics




National Standards



E Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism III.1.A.9 FA

3 VA3

E Define Aesthetics as the branch of philosophy that deals with the nature and value of art. III.1.A.9 FA

3 VA3

E 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?)

III.1.A.9 FA3 VA3

Strand/Domain* Artistic Perceptions

Cluster* Art Criticism




National Standards



E Write a critique of an artwork that follows the Feldman Model III.2.A.9 FA

3 VA3

Strand/Domain* Interdisciplinary Connections

Cluster* Connecting Art and Non-Art Subjects




National Standards



E Compare and contrast the art criticism method with the process for analytical writing in Language arts. IV.2.A.9 FA

4 VA6

Strand/Domain* Historical and Cultural Contexts

Cluster* Historical Period or Culture




National Standards



E Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art V.1.A.9 FA

5 VA4

Strand/Domain* Historical and Cultural Contexts

Cluster* Characteristics of Artworks




National Standards



E Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme V.1.B.9 FA

5 VA4

COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Still Life SUGGESTED UNIT TIMELINE: 2-3 weeks

ESSENTIAL QUESTION(S): How do I become accomplished in an art form?

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

Identify and use geometric and freeform/organic shapes and/or forms X

Identify and use positive and negative space in two-dimensional artwork X

Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) X

Create an original artwork from observation. X

Create an original artwork that is realistic. X

Demonstrate proficiency using a single drawing media X

Use dry media to create smooth areas of a single value. X

Use dry media to create areas where 4 values change smoothly and gradually. X

Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder X

Use lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.)

X

Create an original still life. X


UNIT DESCRIPTION: Students will: 4 Create an original work of art with still life subject matter. 1 Students will be able to define unit vocabulary (i.e. Contour Line, Geometric Organic, Complex Shape, Illusion of Form, Graduated Tone, Continuous Tone, Media, Value) 4 Students will be able to construct the illusion of form by applying concepts of value, line, shape and continuous tone

UNIT VOCABULARY: Contour Line, Geometric Organic, Complex Shape, Illusion of Form, Graduated Tone, Continuous Tone, Media, Value

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

Elements and Principles (EP)

Form Identify and use geometric and freeform/organic shapes and/or forms

Level 2 Skill and Concept

Product Scoring Guide

Quiz/Test

2


Space Identify and use positive and negative space in two-dimensional artwork



Quiz/Test

2


Balance Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)



Quiz/Test

2

Product and Performance

Drawing Create an original artwork from observation.

Level 3 Strategic Thinking


1


Drawing Create an original artwork that is realistic.



1

Product/Performance Drawing Demonstrate proficiency using a single drawing media



Test Performance

2

Product/Performance Drawing Use dry media to

create smooth areas of a single value.



Test Performance

2

Product/Performance Drawing Use dry media to create areas where 4 values change smoothly and gradually.



Test Performance

2

Product/Performance Drawing Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder



Test Performance

2

Product/Performance Drawing Use lines to define objects but also shows shape or form solely through contrast of values (dark shape on light background, for example.)



Test Performance

2

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

Identify and use geometric and freeform/organic shapes and/or forms

Direct Instruction Note Taking, Sketch composition demonstrating knowledge

Reteach, simplify Use more complex subject matter beyond basic forms

Identify and use positive and negative space in two-dimensional artwork

Direct Instruction Guided Practice

Note Taking, Sketch a composition that uses complex shapes.


Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)

Direct Instruction Note-taking, Sketch composition demonstrating knowledge


Create an original artwork from observation.


Sketch a composition that uses complex shapes.

Reteach, simplify, modify project

Use more complex subject matter beyond basic forms

Create an original artwork that is realistic.




Demonstrate proficiency using a single drawing media


Shade with media on a practice worksheet

Reteach, simplify Use a dry media beyond graphite pencil

Use dry media to create smooth areas of a single value.


Shade with media to create one value in a box


Use dry media to create areas where 4 values change smoothly and gradually.

Direct Instruction

Guided Practice

Shade with media to create a 5-value scale on a 5 scale system of boxes


Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder

Direct Instruction

Guided Practice




Use lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.)

Direct Instruction

Guided Practice

Sketch a composition that uses shapes that overlap.


Create an original still life.

Direct Instruction

Guided Practice



Add a creative elements and/or designs to the background

UNIT SCORING GUIDE

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Geometric Shape and/or Forms

• All shapes and/or forms are precise and mathematical

• All shapes and/or forms are nearly precise and mathematical

• Freehand shapes and/or forms with uneven edges

• Freehand shapes and/or forms are mostly uneven and/or unclear

Space – Positive and negative

• Intentionally balances positive and negative space to support composition effectively

• Effectively and intentionally arranges positive and negative space to support expressive intent

• Intentionally balances positive and negative space to support composition

• Intentionally arranges positive and negative space to support expressive intent

• Creates near balance between positive and negative space to support composition

• Arranges positive and negative space, but pays more attention to positive space than negative space

• Does not create balance between positive and negative space to support composition

• Artwork is dominated by negative space

Balance

Asymmetrical

• Asymmetrical - Complex elements are precisely arranged on either side of a centerline/axis and have equal visual weight

• Asymmetrical - elements on either side of a centerline/axis have equal visual weight

• Asymmetrical – composition shows evidence of balance though too much visual weight on one area and too little in others

• Asymmetrical -composition is unbalanced, with too much visual weight in one area, and too little in others

Theme or Subject:


• Develops realistic, detailed contour, form, texture from subjects

• Chooses compositions that are balanced and expressive

• Composition has a clearly identifiable focus supported by the elements

• Chooses a particular point of view

• Shows realistic contour, form and texture of subjects

• Chooses compositions that are balanced

• Composition has a focus • Chooses a point of view

• Shows simplified contour, form, and texture of subjects

• Chooses compositions that are mostly balanced

• Composition is somewhat unfocused

• Point of view is somewhat unclear

• Shows a simplified form or contours

• Does not make compositional choices causing the composition to be unbalanced

• Composition is very unfocused

• Point of view is unclear

Theme or Subject: Working from Observation

• Develops realistic, detailed contour, form, texture from observed subjects




• Shows realistic contour, form and texture of observed subjects



• Shows simplified contour, form, and texture of observed subjects




• Shows a simplified form or contours instead of matching the observed one




Demonstrate proficiency using a

single drawing media

• Strokes overlap smoothly

• Uses side of tool to lay down a band of value

• Gradually presses harder to create darker values

• Gradually lessens pressure for lighter values

• Values follow form

• Strokes overlap smoothly

• Uses side of tool to lay down a band of value

• Gradually presses harder to create darker values

• Gradually lessens pressure for lighter values


• Some streaks are visible • Uses side of tool to lay

down a band of value • Gradually presses harder

to create darker values • Gradually lessens

pressure for lighter values


• Lines are visible • Bands of value rather

than smooth blending • Value inconsistent in

following shape of object

Drawing:

Continuous tone

• Shading is smooth, solid and consistent, covering an entire area in one value

• Shading is smooth and solid with a few spots slightly lighter or darker than the one value chosen

• Shading is sketchy and/or lighter or darker in some areas

• Shading is sketchy and/or lighter or darker in many areas

Drawing:

Graduated tone

• Shading is smooth with more than 5 gradual changes in value

• Shading is smooth with 4-5 gradual changes in value

• Shading shows 3 values and is banded and sketchy in some areas

• Shading shows 2 values and is banded and sketchy in many areas

Illusion of Form:

Sphere, Cylinder, Cone, Cube, Pyramid

• Shaded objects clearly indicate light source.

• Shading is consistent from object to object

• Cast shadows on flat surface are accurate in shading, shape, size and placement

• Five different forms used, including many overlapping forms

• Shaded objects indicate light source.

• Shading is mostly consistent from object to object

• Most cast shadows on flat surface are accurate in shading, shape, size and placement

• Five different forms used, including some overlapping forms

• Limited consistency in indicating light source.

• Shading is somewhat consistent from object to object

• Many cast shadows are inaccurate in shading, shape, size or placement

• Four different forms used, including some overlapping forms

• Shading does not indicate light source

• Shading is inconsistent from object to object

• No cast shadow • Two forms used (alone

or in combination) • Three different forms

used, including no overlapping forms

Drawing:

Use lines to define objects but also shows shape or form solely through contrast of

• Shows edges of objects by changing value, not an outline

• Shows edges of some objects through outline

• Show edges of most objects though outline

• Show edges of most all objects though outline

values (dark shape on light background, for example.)

COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Color SUGGESTED UNIT TIMELINE: 6-8 class periods

ESSENTIAL QUESTION(S): How do I become accomplished in an art form? How is a feeling or mood conveyed visually?



MAJOR STANDARD

SUPPORTING STANDARD

Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)

X

Identify and use color theory knowledge of primary, secondary, and intermediate colors. X

Explain how elements and principles create unity in artwork X

Identify and use variation within a single element to create contrast (e.g. different values, catagories of shape, etc.)

X

Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing and progressive) X

Identify and create emphasis X


Create an original artwork that is nonobjective. X

Identify and use invented textures X

Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas) X

Demonstrate proper use and cleaning of brushes and palettes X

Mix tempera or acrylic paint to create different hues X Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color. X

Mix tempera or acrylic to create different levels of color intensity. x Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity x

Blend one color/value smoothly into another x

UNIT DESCRIPTION: Students will: Identify and use color theory. Mix paints to create hues, range of values and intensities. Apply paint to a surface to create areas of solid color with no visual brushstrokes. Smoothly blend from one color/value into another.

UNIT VOCABULARY: Color scheme, monochromatic, complementary, analogous, triadic, primary, secondary, intermediate, warm and cool colors, hue, value, intensity

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


Elements and Principles

Color Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)

DOK 2 Product Scoring Guide, Quiz, Test

2


Color Identify and use color theory knowledge of primary, secondary, and intermediate colors.

DOK 2 Quiz, Test 2


Painting Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas)

DOK 1 Check for Understanding

1


Painting Demonstrate proper use and cleaning of brushes and palettes

DOK 1 Check for Understanding

1


Painting Mix tempera or acrylic paint to create different hues

DOK 2 Product Scoring Guide

1


Painting Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color.


1


Painting Mix tempera or acrylic to create different levels of color intensity.


1


Painting Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity


1


Painting Blend one color/value smoothly into another


1



NOT LEARNED?


STANDARD #




Identify and use color theory including color value, color schemes

Direct Instruction/Guided Practice

Note taking, paint each color scheme


Instruct and demonstrate the use of tones for each color scheme

(monochromatic, complementary, analogous, and triadic color schemes.)

Identify and use color theory knowledge of primary, secondary, and intermediate colors.


Note taking, mix paint creating each primary, secondary, and intermediate color


Instruct and demonstrate the use of tones for each color scheme

Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas)

Direct Instruction Choose correct brushes for particular task

Reteach Instruct and demonstrate use of high end brushes

Demonstrate proper use and cleaning of brushes and palettes

Direct Instruction Student will clean all supplies

Reteach Have students assist other students

Mix tempera or acrylic paint to create different hues


Student will mix paint and create different hues


Introduce tones to students

Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color.


Student will mix paints to create a range of values of a given color


Mix more than 3 tints and shades

Mix tempera or acrylic to create different levels of color intensity.


Student will mix paint to create levels of intensity


Have students create numerous color intensities

Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity


Student will mix paint to create a solid area of color


Have students blend colors

Blend one color/value smoothly into another


Student will blend color smoothly to create value


Blend variety of colors

RESOURCES

UNIT SCORING GUIDE

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Color:

Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous,

• Color scheme is clearly indicated with expressive intent

• Uses 4 or more tints and shades for each color and includes intensities

• Color scheme is clearly indicated

• Uses 3 tints and shades for each color and includes intensities

• Color scheme is approximately indicated

• Uses few tints and/or shades

• Color scheme is not used • Uses only one tint • Uses only one shade

and triadic color schemes.)

Painting:

Color Mixing to create different hues

• Mixes color completely to eliminate streaks

• Mixes many experimental colors

• Mixes color to eliminate streaks

• Mixes experimental colors

• Mixes most colors completely with few streaks

• Mixes few experimental colors

• Mixes most colors completely with many streaks

• Mixes a color

Painting:

Color Application

• Applies even thickness of paint across composition

• Uses many brushstrokes to create a variety contrasting textures including soft edges of appropriate objects (for example smooth lines, dry brush, dabbing)

• Creates smooth, hard edges by controlling brush strokes in all areas intended

• Smoothly blends wet paint to gradually change color or value in all areas intended

• Applies even thickness of paint

• Use brush strokes to create textures including hard or soft edges of appropriate objects

• Creates smooth, hard edges by controlling brush strokes

• Smoothly blends wet paint to gradually change color or value

• Applies paint with some variation in thickness

• Uses a couple of brushstrokes to show few textures

• Creates hard edges by controlling brush strokes but may not be smooth in all areas intended

• Blends wet paint to change color or value with some “banding”

• Applies paint unevenly with several thin or lumpy spots

• Uses one type of brushstroke rather than changing it to contrast textures

• Edges of objects may be uneven, ragged, or blurred

• When blending wet paint, there are distinct “bands” or rows of each color or value rather than a smooth, gradual change

COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Portrait SUGGESTED UNIT TIMELINE: 2 weeks

ESSENTIAL QUESTION(S): How do artists realistically draw the human face? How can the personality and interests of a person be portrayed in a portrait?



MAJOR STANDARD

SUPPORTING STANDARD

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

Identify and use organic shapes and/or forms X

Identify and use techniques to create the illusion of form X

Create an original artwork from observation. X

Create an original artwork that is realistic. X

Create an original portrait. X

Identify and use simulated textures X

Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) X

UNIT DESCRIPTION: Identify and use realistic size relationships (proportions) of the face Identify and use organic shapes and/or forms Create an original portrait that is realistic.

UNIT VOCABULARY: Proportion, portrait, realistic style, form



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method



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

Level 1 Quiz Scoring guide for a

Product

2


Shape/Form Identify and use organic shapes and/or forms

Level 1 Scoring guide 1


Form Identify and use techniques to create the illusion of form



Subject Matter: Fine Art









Create an original portrait.



Texture Identify and use simulated textures



Theme Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)




NOT LEARNED?


STANDARD #




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

Demonstration Show student examples Show famous artist’s examples

Watch demonstration Take notes Practice Draw a final portrait

Give handouts on the proportions of the human face Give a personal demonstration for the student

Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the

portrait.

Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.

Identify and use organic shapes and/or forms



Give handouts on how to draw specific facial features Give a personal demonstration for the student

Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.

Identify and use techniques to create the illusion of form



Give handouts on how to draw a value scale Give a practice picture of a face without shading for the student to practice shading Give a personal demonstration for the student





Allow student to work from a photo instead of a mirror





Have student draw individual features then piece them together


Create an original portrait.



Give handout on “What makes a good portrait?”. Show more examples of portraits by


Identify and use simulated textures



Give handout on how to draw specific textures step-by-step to help them see how to do it. Give a personal demonstration for the student.


Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)

Show student examples Show famous artist’s examples


Give the student a list of themes to choose from. Give the student lists of imagery related to themes. Give student a list of ideas of sources for things they can put in their background – cutouts from magazines, wallpaper samples, decorative paper, etc.


RESOURCES Posters of portraits by famous artists, student portrait examples, videos on how to draw portraits, power points on portraiture

COURSE/GRADE LEVEL: Art Fundamentals/ 9-12 UNIT TITLE: Sculpture SUGGESTED UNIT TIMELINE: 2 weeks

ESSENTIAL QUESTION(S): What makes “great” art? What media can be used to create a sculpture? What can one communicate through different styles of sculpture?



MAJOR STANDARD

SUPPORTING STANDARD

Identify and use real textures X

Identify and use invented textures X


Explain how elements and principles create unity in artwork X

Demonstrate concepts of sculpture (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)

X

Create an original artwork that is abstract. X

Create an original artwork that is nonobjective. X

Use a variety of media X

Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) X

UNIT DESCRIPTION: Identify and use real textures Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.) Create original abstract/nonobjective art.

UNIT VOCABULARY: Actual Texture, In- the- Round


UNIT ASSESSMENT BLUEPRINT


Curriculum Cluster


Type of Target/DOK

Level

Assessment Method


Elements/Principles Texture Identify and use real textures

One Product Scoring Guide

1

Elements/Principles Texture Identify and use invented textures


1

Elements/Principles Balance Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)

Three Product Scoring Guide

1

Elements/Principles Unity Explain how elements and principles create unity in artwork

Three Product Scoring Guide

1

Product/Performance Sculpture, Ceramics, Other Media


Two Product Scoring Guide

1

Product/Performance Subject Matter: Fine Art

Create an original artwork that is abstract.

Four Product Scoring Guide

1

Product/Performance Subject Matter: Fine Art

Create an original artwork that is nonobjective.


1

Product/Performance Sculpture,

Ceramics, Other Media

Use a variety of media


1

Product/Performance Theme Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)


1



NOT LEARNED?


STANDARD #




Identify and use real textures


Note Taking, apply and identify real textures to a composition

Reteach, simplify Find examples of artwork that use real texture

Identify and use invented textures


Note Taking, create and identify invented textures to a composition

Reteach, simplify Find examples of artwork that use invented texture

Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)

Direct Instruction Note-taking, Sketch composition demonstrating knowledge

Reteach, simplify Find examples of different kinds of balance: formal (symmetrical and radial) and informal (asymmetrical)

Explain how elements and principles create unity in artwork


Listen to instructions, Justify the unity of a work of art by listing the elements and principles used

Reteach, simplify Find examples of art that justify the use of elements and principles creating unity in an artwork.



Listen to demonstration, Build a sculpture using one of the following: (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)



Create an original artwork that is abstract.


Note taking, Build an abstract, original artwork.



Create an original artwork that is nonobjective.


Note taking, Build a non-objective, original artwork.



Use a variety of media

Guided Practice Apply a variety of material to create a sculpture.



RESOURCES

COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Perspective SUGGESTED UNIT TIMELINE: 2 weeks

ESSENTIAL QUESTION(S): In what way have technological changes influenced artistic expression? (Perspective in the Renaissance, Photography, etc.)



MAJOR STANDARD

SUPPORTING STANDARD

Identify and create emphasis (focal point) X

Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of: size, detail, placement, value/color)

X

Identify and use a ruler to create converging, parallel and perpendicular lines X

Identify and use simulated textures X

Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid) X

UNIT DESCRIPTION: Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of: size, detail, placement, value/color) Identify and use a ruler to create converging, parallel and perpendicular lines

UNIT VOCABULARY: One-point linear perspective, overlapping, vanishing point, horizon line,

converging lines, parallel, perpendicular lines, change of size, detail, placement, value/color



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method



Emphasis Identify and create emphasis (focal point)

1 Scoring Guide 1


Space Identify and use perspective techniques to create the illusion of space (one-point

1 Scoring Guide Quiz

2

linear perspective, overlapping, and change of: size, detail, placement, value/color)


Line Identify and use a ruler to create converging, parallel and perpendicular lines

1 Scoring Guide Quiz

2


Texture Identify and use simulated textures

1 Scoring Guide 1


Line Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)

1 Scoring Guide 1



NOT LEARNED?


STANDARD #




Identify and create emphasis (focal point)

Show student examples Show famous artist’s examples

Watch presentation Take notes Practice Draw a final

Give a personal lecture for the student – one-on-one teaching/reteaching

Have the student create a main focal point and a secondary focal point in an artwork.

Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of:

Presentation Demonstration Guided Practice Show student examples Show famous artist’s examples


One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions

Have the student create a larger project. Let the student draw/demonstrate for the class on the document camera.

size, detail, placement, value/color)

Identify and use a ruler to create converging, parallel and perpendicular lines

Demonstration Guided practice


One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions. Give student a T-square to use instead of a ruler.

Help struggling peers.

Identify and use simulated textures

Show student examples Show famous artist’s examples Demonstration


Give handout on how to draw specific textures step-by-step to help them see how to do it. Give a personal demonstration for the student. Partner an excelling student with a struggling student.

Get student to use more simulated textures in their artwork than the others are required to.

Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)

Demonstration Guided practice


One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions Mark measurements on paper for student but student connects the marks.

Help struggling peers.

RESOURCES Posters, videos, student examples

COURSE/GRADE LEVEL: Art Fundamentals UNIT TITLE: Art Criticism SUGGESTED UNIT TIMELINE: 2-5 class periods

ESSENTIAL QUESTION(S): How can we “read” and understand a work of art? Does art have a message? Do I like this artwork?



MAJOR STANDARD

SUPPORTING STANDARD

Write a critique of an artwork that follows the Feldman Model X

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

X

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

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?)

X

UNIT DESCRIPTION: 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?)

UNIT VOCABULARY: Aesthetic, Imitationalism, Emotionalism, Formalism, Functionalism,


UNIT ASSESSMENT BLUEPRINT Curriculum

Strand/Domain Curriculum

Cluster Learning Target

(Standard) Type of

Target/DOK Level

Assessment Method


Write a critique of an artwork that follows the Feldman Model


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




NOT LEARNED?


STANDARD #




Write a critique of an artwork that follows the Feldman Model




RESOURCES

COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Art History SUGGESTED UNIT TIMELINE: 2-5 class periods

ESSENTIAL QUESTION(S): What can works of art tell us about a society? How do the arts reflects the time, place, and ideas? How do the arts reflect as well as shape culture? In what ways have technological changes influenced artistic expression? How do artists from different eras explore and express similar themes?



MAJOR STANDARD

SUPPORTING STANDARD

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


X

Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme X

Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art

X

UNIT DESCRIPTION: Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art

UNIT VOCABULARY: Realistic, Abstract, Non-Objective Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art



Curriculum Cluster


Type of Target/DOK

Level

Assessment Method


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

One

Artistic Perceptions Aesthetics Discuss personal beliefs about the nature of art, develop answers to questions about the

One

definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)

Historical Cultural Context

Characteristics of Artworks

Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme

Three

Historical Cultural Context

Historical Period or Culture


One



NOT LEARNED?


STANDARD #

TEACHER INSTRUCTIONAL

STRATEGIES




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?) Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme


RESOURCES

Strand/Domain: Product/Performance

Cluster: Drawing

Understand (Conceptual): Students will understand that…

Artists develop their skills in using art materials to better express themselves.

Standard: Demonstrate proficiency using a single drawing media.

Learning Targets DOK Know

(Factual) Do

(Reasoning/Performance/Product)

Students will know… Students will…

Medium/Media (Associated vocabulary will vary, depending on medium used.)

Learn the properties, characteristics, history and/or usage of a given medium, such as: • Composition of the drawing media

(EX: drawing pencils are composed of graphite and wax. Paint is made up of pigment, medium/ vehicle and solvent.)

• History of a given medium, such as

artists from different time periods who exhibited mastery of that medium.

• Usage of the media including

techniques, advantages and disadvantages of the medium, cleanup, storage and finish of given media.

Explore different techniques of the medium. Complete a finished artwork that demonstrates mastery of the medium.

☐Level-1 Recall

☐Level-2 Skill/Concept

☐Level-3 Strategic-Thinking

☒Level-4 Extended Thinking


Cluster: Drawing


Making smooth, solid areas of light and dark is the first step in creating interesting shading.

Standard: Use dry media to create smooth areas of a single value.


(Factual) Do



Medium/Media Value Value Scale Texture

Use dry media (e.g. pencil, charcoal, color pencil, etc.) to create smooth (non-textured) areas of a single value (e.g. light gray, medium gray, dark gray.) Students will use techniques appropriate to the media. For example: blenders/tortillons to smudge the material, criss-crossing marks, or shading.

☐Level-1 Recall

☒Level-2 Skill/Concept


☐Level-4 Extended Thinking


Cluster: Drawing


Making values that change is an essential part of shading.

Standard: Use dry media to create areas where values change smoothly and gradually.


(Factual) Do



Medium/Media Value Value Scale Gradient/Gradated

Use dry media (e.g. pencil, charcoal, color pencil, etc.) to create areas that smoothly transition from one value (light gray) to another (dark gray) Students will use techniques appropriate to the media. For example: blenders/tortillons to smudge the material, criss-crossing marks, or shading.

☐Level-1 Recall





Cluster: Drawing


When, artists use basic tools like a ruler to measure and mark lines, accuracy is important.

Standard: Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid.)


(Factual) Do



Ruler Units of measurement (inches, feet, centimeters)

Correctly use a ruler to accurately measure and mark lines or shapes.

☐Level-1 Recall





Cluster: Painting


Using the right kind of brush makes the task of painting easier and improves the look of the finished artwork.

Standard: Match proper choice of brush size or type for task (e.g. round of lines, flats for filling in large areas.)


(Factual) Do



Round Flat Handle Ferrule Bristles

Match proper choice of brush size or type for task (e.g. round of lines, flats for filling in large areas.)

☐Level-1 Recall





Cluster: Subject Matter: Fine Art

Understand (Conceptual): Students will understand that… Abstract artwork is created by using simplified imagery stressing one or more Element of Art.

Standard: Student will be able to create an original artwork that is abstract.


(Factual) Do


Students will know… Students will… Elements and Principles of Art Simplified imagery Fractured Shapes or Spaces

Identify abstract artwork. Apply Elements and Principles of Art to create simplified imagery. Create fractured shapes or spaces in an artwork.

☐Level-1 Recall




Strand/Domain: Artistic Perceptions

Cluster: Aesthetics Understand (Conceptual): Students will understand that… There are various opinions/theories of what art is, and they have the ability to adopt a current, existing definition of what art is as their own or create their own definition.

Standard: 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?)


(Factual) Do


Students will know… Students will… There are various opinions about what “art” is and how art is valued. Aesthetics is the branch of philosophy that deals with the nature and value of art.

Discuss and/or write on the topic “What is art?”

Come up with their personal definition of “art.”

Use that definition to put artwork into “art” or “not art” categories.

☐Level-1 Recall




Strand/Domain: Art Perceptions

Cluster: Art Criticism Understand (Conceptual): Students will understand that… The art criticism process is used to analyze and evaluate art.

Standard: Students will be able to introduce, describe, analyze, interpret and judge a work of art.


(Factual) Do


Students will know… Students will… Define: Subject Theme Symbolism Message communicated Feldman Model

- Introduction - Description - Analysis - Interpretation - Judgment

Students will learn about the Feldman Model of art criticism.

Students will read student and professional examples of art criticisms.

Students will critique a work of art using the Feldman Model.

☐Level-1 Recall






Understand (Conceptual): Students will understand that… Artists use shading and detail to create artwork from observation.

Standard: Student will be able to understand and create an original artwork from observation.


(Factual) Do


Students will know… Students will… Elements and Principles of Art Shading Techniques

• Highlights • Middle values • Cast shadows • Reflected light • Hatching • Cross hatching • Blending • Stippling

Value Scale Perspective

• Overlapping • Size • Placement

Contour Line

Apply observed Elements and Principles of Art to artwork. Compare/contrast value from one object to the next. Identify and apply different perspectives of a composition. Apply proper shading techniques to create to create an artwork from observation.

☐Level-1 Recall




Strand/Domain: Elements and Principles

Cluster: Balance

Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create art.

Standard: Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical).


(Factual) Do


Students will know… Students will… Balance Formal Informal Symmetrical Radial Asymmetrical

Identify different types of balance used in finished art pieces. Describe individual types of balance. Create artwork using balance.

☐Level-1 Recall


☒Level-3 Strategic-Thinking


Strand/Domain: Historical and Cultural Context

Cluster: Characteristics of Artworks

Understand (Conceptual): Students will understand that… They can compare and contrast artworks based on many different criteria.

Standard: compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme

Learning Targets DOK

Know (Factual)

Do (Reasoning/Performance/Product)

Students will know… Students will… Compare Contrast characteristics time period place artist theme/subject matter characteristics of style

Learn/review how to compare 2 artworks

Learn/review how to contrast 2 artworks

Learn the meaning of time period, place, artist, theme/subject matter, and characteristics of style

As a class, practice comparing and contrasting 2 artworks based on time period, place, artist, theme/subject matter, and characteristics of style

Compare and contrast 2 artworks based on time period, place, artist, theme/subject matter, and characteristics of style

☐Level-1 Recall





Cluster: Color

Understand (Conceptual): Students will understand that… An artist’s use of Color in his/her artwork is influenced by Color theory such as Color value and Color schemes.

Standard: Identify and use Color theory including Color value, Color schemes (monochromatic, complementary, split-compementary, analogous, and triadic color schemes).


(Factual) Do


Students will know… Students will… Color theory Color value Color Schemes: -monochromatic -complementary -split-complementary -analogous -triadic

Learn that Color Theory is an entire area of study in which the way colors work together and interact scientifically and psychologically are studied. Look at artworks and identify if an artist used color value and color schemes. Practice using color value. Practice using color schemes: -monochromatic -complementary -split-complementary -analogous -triadic

Create an artwork in which color value and a color scheme is used.

☐Level-1 Recall





Cluster: Color

Understand (Conceptual): Students will understand that… An artist’s use of Color in his/her artwork is influenced by Color theory such as the use of the primary, secondary, and intermediate Colors.

Standard: Identify and use Color theory knowledge of primary, secondary, and intermediate Colors.


(Factual) Do


Students will know… Students will… Color theory Color: -primary -secondary -intermediate

Learn that Color Theory is an entire area of study in which the way colors work together and interact scientifically and psychologically are studied. Learn that Colors relate to each other – the primary colors create the secondary colors, and the primary and secondary colors create the intermediate Colors. Look at artworks and identify the Colors and artist used – primary, secondary, and/or intermediate.

Create an artwork in which Colors (primary, secondary, and/or intermediate) are used.

☐Level-1 Recall




Strand/Domain: Interdisciplinary Connections

Cluster: Connecting Art and Non-Art Subjects

Understand (Conceptual): Students will understand that… Art criticism writing in Art can connect to aspects of the Analytical Writing Process in Language Arts.

Standard: compare and contrast the art criticism method with the process for analytical writing in Language Arts


Know (Factual)


Students will know… Students will… Introduction Thesis Description Analysis Interpretation Judgement Concrete Details Supporting Details

Learn to write an Art Criticism Essay by looking at Art Criticism Essay writing guides, sample essays and writing tips given to them by the teacher.

Write an Art Criticism Essay includes writing an:

-Introduction -Thesis -Description -Analysis -Interpretation -Judgement Learn to write this essay using both: -Concrete Details -Supporting Details

Through using the same terminology, such as:

Introduction Thesis Description Analysis Interpretation Judgement Concrete Details Supporting Details

Connect writing their Art Criticism Essay to the

☐Level-1 Recall




process for Analytical Writing in Language Arts.


Cluster: Contrast


Standard: Identify and use variation within a single element to create contrast (e.g. different values, categories of shape, etc.)


(Factual) Do


Students will know… Students will… Contrast Elements

Identify different types of contrast and how they are used in finished art pieces. Describe contrast and how it is used. Create artwork using contrast to create interest.

☐Level-1 Recall





Cluster: Emphasis

Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create.

Standard: Identify and create emphasis (focal point).


(Factual) Do


Students will know… Students will… Emphasis Focal Point Composition

Demonstrate emphasis using contrast, isolation, placement and convergence.

Identify the use of different types of emphasis used in artwork.

Describe emphasis and it’s use on an artwork.

☐Level-1 Recall




Strand/Domain: Historical and Cultural Context

Cluster: Historical Period or Culture

Understand (Conceptual): Students will understand that… Characteristics in artwork classify it as belonging to a specific historical period or style.

Standard: Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art, Pop Art


Know (Factual)


Students will know… Students will… Characteristics of art from: -Renaissance -Impressionism/Post Impressionism -Op Art -Pop Art

Learn about art from specific historical periods or styles

Connect artwork with its historical period or style based on its characteristics.

☐Level-1 Recall






Understand (Conceptual): Students will understand that… Nonobjective artwork is created by stressing Elements of Art and their relationship with one another.

Standard: Student will be able to create an original artwork that is nonobjective.


(Factual) Do


Students will know… Students will… Elements of Art No representation of a real object or thing

Identify nonobjective artwork. Apply Elements of Art to create an artwork. Create a nonobjective artwork that represents no real object or thing.

☐Level-1 Recall






Understand (Conceptual): Students will understand that… Artists create original portraits through the use of correct proportion and shape of facial features.

Standard: Student will be able to create an original portrait.


(Factual) Do


Students will know… Students will… Correct facial proportions Correct shape of features

• Eyes • Nose • Mouth • ears • Hair • Neck

Create an original portrait using correct shape of features. Create an original portrait using correct facial proportions.

☐Level-1 Recall





Cluster: Space

Understand (Conceptual): Students will understand that… An artist uses both the positive and the negative space in two-dimensional artwork.

Standard: Identify and use positive and negative space in two-dimensional artwork.


(Factual) Do


Students will know… Students will… Space: -positive -negative

Learn that an artist uses both the positive and the negative space in two-dimensional artwork. Look at artworks and identify how the artist used uses both the positive and the negative space in two-dimensional artwork.

Create a two-dimensional artwork in which both the positive and negative space are considered and used.

☐Level-1 Recall





Cluster: Proportion Understand (Conceptual): Students will understand that… Although faces vary, there are commonalities between the proportions of all human faces.

Standard: identify and use realistic size relationships (proportions) of the face


(Factual) Do


Students will know… Students will… Proportion

Create a human face using realistic size relationships (proportions):

1. "Eye" line is in the middle of the shape that you just drew.

2. Five eyes make up the width of a typical human face.

3. "Nose" line is in the middle of your "eye" line and the bottom your chin.

4. The corners of the inside of the eyes generally line up with the edges of the nose.

5. The "mouth" line is in the middle of your "nose" line and the bottom of your chin.

6. The pupils of the eyes generally line up with the corners of the mouth. The ears are usually found between the "eye" line and the "nose" line.

Sketch individual facial features noticing differences in shape and size. Diagram proportion and measurements of facial feature on an average size head.

☐Level-1 Recall






Understand (Conceptual): Students will understand that… Realistic artwork is created through attention to fine detail and correct proportions.

Standard: Student will be able to create an original artwork that is realistic.


(Factual) Do


Students will know… Students will… Correct proportions Fine detail

Identify realistic artwork. Apply correct proportions and fine detail to create an artwork.

☐Level-1 Recall





Cluster: Rhythm/Repetition


Standard: Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing, and progressive).


(Factual) Do


Students will know… Students will… Rhythm Regular Alternating Random Flowing Progressive

Identify different types of rhythm used in finished art pieces. Describe individual types of rhythm. Create artwork using rhythm.

☐Level-1 Recall





Cluster: Texture

Understand (Conceptual): Students will understand that… Textures can be part of an artwork in a real, invented, or simulated way.

Standard: Identify and use real, invented and simulated textures


(Factual) Do


Students will know… Students will… Real Texture Invented Texture Simulated Texture

Look at artworks and identify if an artist used real texture, invented texture, and/or simulated texture. Practice creating real textures, invented textures, and simulated textures. Create an artwork in which real, invented, and/or simulated texture is used.

☐Level-1 Recall





Cluster: Unity Understand (Conceptual): Students will understand that… Unity in a work of art can be created by the use of elements and principles.

Standard: explain how elements and principles create unity in artwork


(Factual) Do


Students will know… Students will… Elements Principles Unity

Identify the elements and principles that work together to create unity in a work of art.

Create unity in their own artwork through the use of the elements and principles.

☐Level-1 Recall





Cluster: Value

Understand (Conceptual): Students will understand that… An artist’s use of Value in his/her artwork can be used to show shape or form solely through contrast of values.

Standard: Use lines to define objects, but also show shape or form solely through contrast of values (dark shape on light background, for example).


(Factual) Do


Students will know… Students will… Value Contrast

Learn that lines can be used to define objects, but that objects can also be defined solely through contrast of values (dark shape on light background, for example). Look at artworks and identify how the artist used lines or contrasting values to define objects. Practice showing objects solely through contrasting values to define them.

Create an artwork in which shape or forms are defined solely through contrast of values

☐Level-1 Recall





Cluster: Space

Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create.

Standard: Identify and use perspective techniques to create the illusion of space (one-point Linear perspective, overlapping, and change of: size, detail, placement, value/Color).


(Factual) Do


Students will know… Students will… Elements Principles Space Illusion of space 1 pt. Perspective Overlapping Size Detail Placement Value Color

Identify illusion of space used in artwork. Create a variety of different sketches using the illusion of space. Create a finished artwork incorporating illusion of space.

☐Level-1 Recall





Cluster:

Painting Understand (Conceptual): Students will understand that… The proper use and care of tools is essential to the artist success

Standard: Demonstrate proper use and cleaning of brushes and palettes


(Factual) Do


Students will know… Students will… Location of palettes, brushes, cleaner, sinks Tips up Water pressure

Identify steps in cleaning of tools Show proper storage of brush and palettes

☐Level-1 Recall





Cluster: Painting

Understand (Conceptual): Students will understand that… All hues can be created from primary colors

Standard: Mix tempera or acrylic paint to create different hues


(Factual) Do


Students will know… Students will… Color spectrum Color wheel Hue Primary Secondary Tertiary/Intermediate

Demonstrate mixing of secondary/intermediate colors using only primary colors Identify colors and order of color wheel Explore how colors mix

☐Level-1 Recall





Cluster:

Painting Understand (Conceptual): Students will understand that… Color can be manipulated into a range of values

Standard: Mix Tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color


(Factual) Do


Students will know… Students will… Color wheel Value scale Tint Shade

Use color wheel to create colors Create a value scale of tints Create a value scale of shades Identify how to move from one value to next by gradually adding black or white paint

☐Level-1 Recall





Cluster:

Sculpture, Ceramics, Other Media

Understand (Conceptual): Students will understand that… Concepts in sculpture can communicate a variety of ideas

Standard: Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)


(Factual) Do


Students will know… Students will… In the round Relief Scale Kinetic Stable Large scale Small scale

Identify different types of sculpture Compare and contrast in the round vs. relief, kinetic vs. stable, and large scale vs. scale

☐Level-1 Recall





Cluster: Sculpture, Ceramics, Other Media

Understand (Conceptual): Students will understand that… A variety of media can be used in three-dimensional art.

Standard: Use a Variety of Media


(Factual) Do


Students will know… Students will… Media (e.g. wire, plaster, Paper Mache, clay, assemblage) Three-dimensional

Explore different types of media Create a 3-dimensional work of art in specific media

☐Level-1 Recall




Strand/Domain:

Elements/Principles

Cluster:

Form Understand (Conceptual): Students will understand that…

Using specific techniques can create the illusion of form on a 2 dimensional surface.

Standard: Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder.


(Factual) Do



Form (e.g. sphere, cube, cone and cylinder) Geometric Value Range Gradation-smooth Shading Highlight Shadow Cast Shadow

Recognize/identify the different types of forms Practice creating a value scale from light to dark

with smooth gradation. Identify the parts of a shadow (e.g. highlight,

shadow, cast shadow). Investigate how value can be applied to create

the illusion of form, and how it is affected by a light source.

☐Level-1 Recall






Understand (Conceptual): Students will understand that… Still life compositions can be created in a variety of media to effectively communicate the artists viewpoint.

Standard: Create an original still life.


(Factual) Do


Students will know… Students will… Still life Media Observation Elements Principles

Identify the elements and principles that are pertinent to the unit. Observe a still life arrangement. Apply specific elements and principles when considering composition and sketching ideas. Create an original still composition in a choice of media.

☐Level-1 Recall





Cluster:

Theme Understand (Conceptual): Students will understand that… Artists use themes in their artwork in order to communicate original ideas.

Standard: Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)


(Factual) Do


Students will know… Students will… Theme (e.g. identity, power, time, nature, illusion)

Identify what a theme is. Design an idea for an original artwork, based on a theme. Create artwork that communicates an original theme.

☐Level-1 Recall





Cluster:

Line Understand (Conceptual): Students will understand that… The element of line appears in artwork in a variety of ways.

Standard: Identify and use a ruler to create converging, parallel, and perpendicular lines.


(Factual) Do


Students will know… Students will… Line (e.g. vertical, horizontal, diagonal, curved, zigzag) Converging Parallel Perpendicular Ruler

Identify the 5 types of line. Define the words-converging, parallel, perpendicular, and line. Demonstrate use of a ruler when drawing converging, parallel, and perpendicular lines.

☐Level-1 Recall




Scoring Guide for Art Fundamentals, CCO IA

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Contour Line

• Continuous line of varying weight follows edges of form

• Shows specific details

• Continuous line follows edges of form

• Shows some accurate details

• Shows specific details

• Line shows simplified edges of form

• Shows few specific details

• Broken, sketchy line • Form is unclear • Form is shown as outline

only

Geometric Shape and/or Forms

• All shapes and/or forms are precise and mathematical

• All shapes and/or forms are nearly precise and mathematical

• Freehand shapes and/or forms with uneven edges

• Freehand shapes and/or forms are mostly uneven and/or unclear

Organic Shape • Detailed plant or animal • Simplified plant or

animal • Stereotyped plant or

animal • Cannot be recognized as

a plant or animal Illusion of Form: Sphere, Cylinder, Cone, Cube, Pyramid

• Shaded objects clearly indicate light source.

• Shading is consistent from object to object

• Cast shadows on flat surface are accurate in shading, shape, size and placement

• Five different forms used, including many overlapping forms

• Shaded objects indicate light source.

• Shading is mostly consistent from object to object

• Most cast shadows on flat surface are accurate in shading, shape, size and placement

• Five different forms used, including some overlapping forms

• Limited consistency in indicating light source.

• Shading is somewhat consistent from object to object

• Many cast shadows are inaccurate in shading, shape, size or placement

• Four different forms used, including some overlapping forms

• Shading does not indicate light source

• Shading is inconsistent from object to object

• No cast shadow • Two forms used (alone

or in combination) • Three different forms

used, including no overlapping forms

Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)

• Color scheme is clearly indicated with expressive intent

• Uses 4 or more tints and shades for each color and includes intensities

• Color scheme is clearly indicated

• Uses 3 tints and shades for each color and includes intensities

• Color scheme is approximately indicated

• Uses few tints and/or shades

• Color scheme is not used • Uses only one tint • Uses only one shade

Actual Texture

• Uses three dimensional, repeated surface design

• Uses high and low relief • Creates a variety of

textures


• Uses high and low relief


• Uses three dimensional, surface design

Simulated Texture

• Looks like three-dimensional texture but is flat

• Shows observed texture • Demonstrates a variety

of textures

• Looks like three-dimensional surface but is flat

• Shows observed texture

• Looks like three-dimensional surface but is flat

• Shows specific texture

• Looks like three-dimensional surface, but is flat

• Random marks

Space – Positive and negative

• Intentionally balances positive and negative space to support composition effectively

• Effectively and intentionally arranges positive and negative space to support expressive intent

• Intentionally balances positive and negative space to support composition

• Intentionally arranges positive and negative space to support expressive intent

• Creates near balance between positive and negative space to support composition

• Arranges positive and negative space, but pays more attention to positive space than negative space

• Does not create balance between positive and negative space to support composition

• Artwork is dominated by negative space

Space – Linear Perspective One point perspective

• Draws one-point perspective with all converging lines meeting at one vanishing point

• Draws all vertical and horizontal dimensions parallel to each other

• Includes complex shapes which might include diagonal and curves

• Draws one-point perspective with all converging lines meeting at one vanishing point

• Draws all vertical and horizontal dimensions parallel to each other

• Draws one-point perspective with most converging lines meeting at one vanishing point

• Some converging lines go in the correct direction but do not touch the vanishing point

• “Closes” the far side of cubes with some nearly horizontal/vertical lines

• Draws most angled lines toward but not meeting at the vanishing point

• “Closes” the far side of cubes with a diagonal line rather than horizontal/vertical lines

Balance Symmetrical

• Symmetrical – elements of approximately the same visual weight are arranged on either side of a centerline/axis

• Compositions are complex, with several elements precisely arranged

• Symmetrical – elements of approximately the same visual weight are arranged on either side of a centerline/axis

• Symmetrical – the visual weight on one side of the work is slightly greater than the other side

• Symmetrical -the visual weight is noticeably greater on one side

Balance Asymmetrical

• Asymmetrical - Complex elements are precisely arranged on either side of a centerline/axis and have equal visual weight

• Asymmetrical - elements on either side of a centerline/axis have equal visual weight

• Asymmetrical – composition shows evidence of balance though too much visual weight on one area and too little in others

• Asymmetrical -composition is unbalanced, with too much visual weight in one area, and too little in others

Emphasis: Emphasis used to create a focal point through contrast

• Uses contrast in three elements to draw attention to an area in the composition (for example a light, yellow, geometric shape against a dark, violet, organic background)

• Uses contrast in two elements to draw attention to an area in the composition (for example a light yellow shape against a dark violet background)

• Uses contrast in one element to draw attention to an area in the composition (for example a light shape against a dark background)

• Uses contrast in one element across a composition

• Contrast doesn’t draw attention to a specific area in the composition

Emphasis: Emphasis used to create a focal point through convergence

• Draws attention to a vanishing point by drawing all lines to it

• Composition of many complex objects all lead eye toward the center


• Composition of many objects all lead eye toward the center


• Simple composition of few objects all lead eye toward the center

• Draws attention to a central part of the composition by drawing lines in the general direction

Contrast: Simultaneous contrast of two elements

• Uses differences in four elements in the same composition (for example, light and dark values, bright and dull colors, organic and geometric shapes, vertical and horizontal lines)

• Uses differences in three elements in the same composition (for example, light and dark values, bright and dull colors, organic and geometric shapes)

• Uses differences in two elements in the same composition (for example, light and dark values, organic and geometric shapes)

• Uses differences in one element in a composition (for example, light and dark values)

Rhythm: Regular rhythm

• Repeats identical, original motif with equal spacing

• Designs complex motif

• Repeats identical, original motif with equal spacing

• Designs simple motif

• Repeats original motif • Spacing is nearly equal • Designs simple motif

• Repeats motif that is based upon another’s work

• Motif may be different each time it repeats

• Spacing may be unequal Rhythm: Progressive rhythm

• Changes an original motif each time it is repeated

• Changes complex motif from one idea to another through many equal steps (for example a black house cat is transformed into a yellow lion)

• Changes an original motif each time it is repeated

• Changes simple motif from one idea to another through several equal steps (for example a green apple is transformed into a white baseball)

• Changes an element each time it is repeated

• Changes element from one idea to another through a few steps (for example a circle is transformed into a square)

• Steps may be unequal

• Changes an element from one idea to another in one or two uneven steps (for example a circle is placed next to a square rather than having steps in between where the circle gradually loses its curves )

Unity: Unified composition through three elements

• Uses three elements at various places in a composition (for example, light values, warm colors, geometric shapes)

• Complex composition

• Uses three elements at various places in a composition (for example, light values, warm colors, geometric shapes)

• Simple composition

• Uses two elements at various places in a composition (for example, light values, warm colors)

• Simple composition

• Uses one element at various places in a composition

Proportion: facial proportions

• Accurately captures the shape of facial features

• Accurately captures the spaces between all facial features

• Depicts a specific individual’s head /face

• Captures the shape of facial features

• Captures the spaces between all facial features

• Depicts an average, realistic looking head /face but not an individual’s variations

• Shows believable shapes of all facial features

• Shows believable spaces between all facial features

• Shows a little distortion from an average face/head but doesn’t match an individual

• Stereotypes or exaggerates shapes of some facial features

• Exaggerates spaces between features as in a cartoon

Scoring Guide for Art Fundamentals, CCO IB

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Demonstrate proficiency using a single drawing

media

• Strokes overlap smoothly • Uses side of tool to lay





• Strokes overlap smoothly • Uses side of tool to lay





• Some streaks are visible • Uses side of tool to lay





• Lines are visible • Bands of value rather

than smooth blending • Value inconsistent in

following shape of object

Drawing: Continuous tone

• Shading is smooth, solid and consistent, covering an entire area in one value

• Shading is smooth and solid with a few spots slightly lighter or darker than the one value chosen

• Shading is sketchy and/or lighter or darker in some areas

• Shading is sketchy and/or lighter or darker in many areas

Drawing: Graduated tone

• Shading is smooth with more than 5 gradual changes in value

• Shading is smooth with 4-5 gradual changes in value

• Shading shows 3 values and is banded and sketchy in some areas

• Shading shows 2 values and is banded and sketchy in many areas

Drawing: Use lines to define objects but also shows shape or form solely through contrast of values (dark shape on light background, for example.)

• Shows edges of objects by changing value, not an outline

• Shows edges of some objects through outline

• Show edges of most objects though outline

• Show edges of most all objects though outline

Painting: Color Mixing to create different hues

• Mixes color completely to eliminate streaks

• Mixes many experimental colors

• Mixes color to eliminate streaks

• Mixes experimental colors

• Mixes most colors completely with few streaks

• Mixes few experimental colors

• Mixes most colors completely with many streaks

• Mixes a color

Painting: Color Application

• Applies even thickness of paint across composition

• Uses many brushstrokes to create a variety contrasting textures including soft edges of appropriate objects (for example smooth lines, dry brush, dabbing)

• Creates smooth, hard edges by controlling brush strokes in all areas intended

• Smoothly blends wet paint to gradually change color or value in all areas intended

• Applies even thickness of paint

• Use brush strokes to create textures including hard or soft edges of appropriate objects

• Creates smooth, hard edges by controlling brush strokes

• Smoothly blends wet paint to gradually change color or value

• Applies paint with some variation in thickness

• Uses a couple of brushstrokes to show few textures

• Creates hard edges by controlling brush strokes but may not be smooth in all areas intended

• Blends wet paint to change color or value with some “banding”

• Applies paint unevenly with several thin or lumpy spots

• Uses one type of brushstroke rather than changing it to contrast textures

• Edges of objects may be uneven, ragged, or blurred

• When blending wet paint, there are distinct “bands” or rows of each color or value rather than a smooth, gradual change

Sculpture: Additive material over an armature (papier-mâché or plaster craft)

• Papier-mâché or plaster craft is smooth with no bumps or loose edges

• Layers added to build stable form with even thickness throughout

• Material is joined consistently

• Texture is consistent • Details were shown

through the material

• Papier-mâché or plaster craft is smooth with few bumps or loose edges

• Layers added to build stable form with consistent thickness

• Material is joined consistently

• Texture is consistent • Few details were shown

through the material

• Papier-mâché or plaster craft is half bumpy and rough

• Some loose edges • Layers added to build

stable form • Material is joined • Parts have consistent

texture • No details

• Papier-mâché or plaster craft is rough and bumpy

• Form is unstable due to uneven thickness or uneven layering

• Pieces come apart

Sculpture: Additive Methods Board Construction

• Cuts sharp edges of complex shapes using scissors and sharp knife

• Joins surfaces with an adhesive completely, cleanly, and neatly

• Scores board to make crisp folds

• Slots and joins pieces of board

• Creates physical balance • Complex compositions

with many parts

• Cuts sharp edges of shapes using scissors and sharp knife

• Joins surfaces with an adhesive completely, cleanly, and neatly

• Scores board to make crisp folds


• Creates physical balance • Uses many parts in

simple composition

• Cuts sharp edges of simple shapes using scissors or sharp knife

• Joins surfaces with an adhesive with seams showing or spots without glue

• Scores board to make folds


• Creates physical balance • Uses few parts in simple

composition

• Cuts uneven edges of shapes using scissors

• Joins some surfaces with an adhesive so that pieces do not stay together

• Glue may be visible, oozing out of seams

• Folds may be uneven or rounded instead of crisp angles

• Slots and joins some pieces of board

• May not balance *Sculpture: Additive Methods Modeling

• Joins pieces smoothly and neatly

• Bonds pieces so they form a seamless, strong bond

• Forms the material with hands and tools to create a variety of shapes and fine details

• Complex composition • Creates physical balance,

self supporting • Finishes surface with

contrasting details and textures

• Joins pieces smoothly and neatly

• Bonds pieces so they form a seamless, strong bond

• Forms the material with hands and tools to create a variety of shapes and fine details

• Complex composition • Creates physical balance,

self supporting • Finishes surface with

some detail and clear texture

• Joins pieces neatly • Bonds pieces with

uneven, visible seams • Forms the material with

hands and tools to create a variety of shapes and some details

• Simple compositions • Creates physical balance,

self supporting • Finishes surface with one

texture

• Joins pieces • Bonds some pieces with

uneven, visible seams • Some pieces come apart

due to incomplete bonding

• Forms the material with hands and tools to create a few shapes

• Compositions are simple with a few pieces

• May fall over • Surface may show finger

marks as unintentional texture

*Sculpture: Additive Methods Wire

• Bends. twists, and forms wire with hands

• Selects and uses various tools most appropriate to constructing idea

• Uses minimum amount of wire to express idea

• Shows contours of form • Shows fine details • Joins pieces of wire

solidly and neatly • Creates physical balance • Complex composition


• Selects and uses various tools most appropriate to constructing idea

• Uses minimum amount of wire to express idea

• Shows contours of form • Shows some detail • Joins pieces of wire

solidly and neatly • Creates physical balance • Simple composition


• Selects and uses few tools

• Shows simplification of contour

• May use more wire than needed to show form

• Joins pieces of wire solidly

• Creates physical balance • Simple composition


• Selects and uses one tool that may not be best for idea

• May use more wire than needed to show form

• Joins some pieces of wire solidly

• Some pieces fall apart • May be unbalanced • Simple composition

Scoring Guide for Art Fundamentals, CCO IC

Criteria

4

Advanced 3

Proficient 2

Nearly Proficient 1

Progressing Theme or Subject: Create an original artwork that is realistic.

• Develops realistic, detailed contour, form, texture from subjects




• Shows realistic contour, form and texture of subjects



• Shows simplified contour, form, and texture of subjects




• Shows a simplified form or contours




Theme or Subject: Working from Observation

• Develops realistic, detailed contour, form, texture from observed subjects




• Shows realistic contour, form and texture of observed subjects



• Shows simplified contour, form, and texture of observed subjects




• Shows a simplified form or contours instead of matching the observed one




Theme or Subject Still Life

• Creates original artwork • Develops realistic, detailed

form and texture from observed subjects

• Creates balanced, varied arrangement

• Creates original artwork • Shows form and texture

of observed subject matter

• Creates balanced arrangement

• Modifies artwork created by another artist

• Shows simplified form and texture

• Some spaces not balanced

• Copies another artist’s work

• Drawn subject matter is not easily identified

• Page lacks variety and balance

Theme or Subject Landscape

• Creates original artwork • Includes horizon • Realistic proportion of

objects that are next to each other

• Objects change in scale, growing smaller as they are closer to the horizon

• Creates a balanced composition with realistically rendered landscape elements

• Shows texture on near objects

• Creates original artwork • Includes horizon • Realistic proportion of

objects that are next to each other

• Objects change in scale, growing smaller as they are closer to the horizon

• Creates a balanced composition with realistically rendered landscape elements


• Includes horizon • Objects next to each

other may be unrealistic in proportion

• Many objects change in scale, growing smaller as they are closer to the horizon


• Uses simplified forms • More variety is needed

Theme or Subject Portrait

• Creates original artwork • Shape of features match

individual • Proportion among features

matches individual • Gives indication of

personality by expression, personal items, background

• Details/textures match individual

• Creates original artwork • Shape of features match

individual • Proportion among

features matches individual

• Gives some indication of personality through use of detail and background


• Shape of features are believable but may not match the individual

• Proportions are believable but may not match the individual.

• May be a simplified version of the individual person’s features


• Exaggerates shapes of features

• Exaggerates sizes of the features

• Exaggerates proportions • Empty background

Theme or Subject Realistic Art

• Creates original artwork • Work is an accurate match

for what is seen line, texture, shape/form, space, and color

• Creates original artwork • Work is an accurate

match for what is seen line, texture, form, color, and space


• Work is a simplified version of what is seen line, texture, form, color, and space


• Work distorts or exaggerates what is seen

Theme or Subject

• Creates original artwork • Creates original artwork • Modifies artwork • Copies another artist’s

Abstract Art

• The subject can be identified

• Line, shape/form, color, value, texture, and space are distorted in order to make an interesting composition

• Composition is balanced • Distortion of elements leads

the eye through the composition

• Negative and positive shapes/spaces are given equal importance in designing the space

• The subject can be identified

• Line, shape/form, color, and value are distorted in order to make an interesting composition

• Composition is balanced • Distortion of elements

leads the eye through the composition

created by another artist • The subject can be

identified • Line, shape, and color,

are distorted in order to make an interesting composition

• The composition is almost balanced, some parts need more attention

work • It may not be possible to

identify the subject • Line, and shape are

distorted • The background may be

what is “left over” instead of spaces that were designed to be interesting

Theme or Subject Nonobjective Art

• Creates original artwork • No recognizable subjects • Line, shape/form, color,

value, texture, and space are arranged to make an interesting composition

• Composition is balanced • Elements lead the eye

through the composition • Negative and positive

shapes/spaces are given equal importance in designing the space

• Creates original artwork • No recognizable

subjects • Line, shape/form, color,

and value are arranged to make an interesting composition

• Composition is balanced • Elements leads the eye

through the composition


• No recognizable subjects

• Line, shape, and color, are arranged in order to make an interesting composition

• The composition is almost balanced, some parts need more attention


• Subject may be recognized

• Line, and shape are arranged into a design

• The background may be what is “left over” instead of spaces that were designed to be interesting

Scoring Guide for Art Fundamentals, CCO II

Art Fundamentals Aesthetics Scoring Guide

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Define “Art”.

A good definition:

• is clear and specific

• separates objects into two easily

• Develops clear guidelines for sorting objects into two groups (“art” versus “not art”)

• All objects fit into one of the two categories

• Other people can use the student’s definition and end up with the same objects in each group.

• Develops clear guidelines for sorting objects into two groups (“art” versus “not art”)

• All objects fit into one of the two categories

• Other people can use the student’s definition and end up with the same

• Lists guidelines for sorting objects into two groups (“art” versus “not art”)

• Most objects fit into one of the two categories

• Others can use the student’s definition and end up with most objects

• Guidelines may put too many objects into one of the two groups (“art” versus “not art”) Examples are: “Art is everything” or “Art is nothing”

• It is difficult for other people to sort objects

understood, different categories or groups

• can be used by others to sort objects

• Compares and contrasts personal definition of art with definitions from other perspectives such as different gender, age, social, cultural, religious, economic and/or political groups

objects in each group.

in the same group using the definition, for example, “It is art if I say it is”

*-Art Criticism Scoring Guide – Double space your paper. Include proper heading: Name, Date, Hour Criteria

4

Advanced 3

Proficient 2

Nearly Proficient 1

Progressing

Grammar, Style Form throughout

essay:

• Free of errors • Consistently uses third person in

other artist’s work or first person if own piece

• Uses sophisticated sentence variety, precise vocabulary

• References last name only after introductory paragraph

• All steps of critique model in correct order

• Few minor errors in spelling or grammar

• Uses third person in other artist’s work or first person if own piece

• Some sentence variety, appropriate vocabulary

• References last name only after introductory paragraph

• All steps of critique model in correct order

• Errors in grammar and spelling without affecting clarity

• Some use of first or second person

• Little sentence variety • First and/or last name

of artist used throughout essay

• Steps of critique out of order

• Multiple grammatical errors interfere with content and readability

• Uses first, second and/or third person

• First and/or last name of artist used throughout essay

• Steps of critique missing

Introduction Paragraph – Explains the purpose of the essay Gives Thesis & information about the work: artist’s name, title of piece, when and where it was created, what media was used, its period, style, or culture.

• Clearly states thesis. Tells plan to critique another artist’s work or to explain the goal of a personal piece

• All available information given

• Thesis states plan to critique another artist’s work or to explain the goal of a personal piece

• Most available information given

• Artist’s work or a personal piece mentioned in thesis

• Tells two facts about work to be critiqued

• Artist’s name or title of work listed

• No thesis evident

Describe Paragraph Write Facts: (Concrete Details) Description Writes sentences that list everything seen in the artwork

• Topic sentence tells what the subject is

• Logical, coherent, complete, detailed description of what is seen in the work

• Topic sentence tells what the subject is

• Logical, coherent, complete description of what is seen in the work

• Description of what is seen in the work but slightly unorganized

• Random mention of one or two details seen in the work

Analysis Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences) Analysis Explains how three elements (Line, Shape, Form, Color, Texture, Space, Value) work together with three Principles (Balance,

• Decides which elements and principles are most important

• Sentences explain, in detail, how and where three most important elements are used with

• Decides on three key elements and principles.

• Explains how and where each important element is used with each important principle with some support

• Lists elements and principles used

• OR writes about how and/or where many elements and principles are used together

• Writes about elements or principles without making a connection between them

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three most important principles

Interpretation Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences)

Interpretation Explains the artist’s use of symbols (color, shape, cultural meanings), emotional mood or attitude toward the subject, social commentary, spiritual /religious ideas, story telling, or other purpose of the work.

• Clearly infers meaning of work • Clearly explains connections

between the artist’s use of each important element/principle and the meaning of the work

• Explains meaning of work (mood, symbolism, attitude toward subject, social commentary, spiritual purpose, story telling)

• Relates artist’s use of elements and principles to ideas

• Suggests meaning of work but does not explain: mood, symbolism, attitude toward subject, social commentary, spiritual purpose, story telling

• Lists mood, attitude toward subject, or purpose

Conclusion Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences) Judgment Explains why the work is successful and is an example of one or more aesthetic theories. For example:

• Imitationalism – Art should copy the real or ideal world

• Formalism – Art should be an interesting arrangement of elements / principles.

• Emotionalism – Art should express feelings or mood

• Functionalism – Art should serve a purpose in society

• Evaluates how the work would be valued according to aesthetic theories (Imitationalism, Formalism, Emotionalism or Functionalism)

• Supports statements with specific references to the work and its context

• Explains how the work would be valued according to aesthetic theories (Imitationalism, Formalism, Emotionalism or Functionalism)

• Gives details, facts and clues from work that support theory

• Implies an aesthetic theory but may not use the term OR uses the term but does not explain

• Gives opinion of work that supports mood or content with few facts

• States personal opinion without supporting details

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Art Fundamentals, CCO III

Core Conceptual Objective III: Students will demonstrate knowledge of art in historical and cultural contexts. Essential Understanding Missouri State Standards Artists both influence, and are influenced by, the world in which they live. FA 5, G 1.10 Content and Skills:

Style/Period Time/Place

Style Characteristics Suggested Artists Context

Renaissance 1400-1600 Europe, began in Italy

Realistic style Expression of emotion Biblical, allegorical,

mythological, and portraits of wealthy patrons as subjects

Invention of linear and atmospheric perspective

Da Vinci, Michelangelo Buonarroti, Raphael (Raffaello Santi)

• Powerful catholic church as patron • Rich merchant class as patron • Rebirth of classical ideas and styles • Belief in individualism, artist as

hero • Belief in humanism, that humans

have value independent of religion • Art used to teach illiterate people

religion

Impressionism 1875-1905 Began in France, spread through Europe and to USA

Visible brush strokes Broken color, colors appear to

mix Colors show atmospheric

effects Working class people,

cityscapes, landscapes as subjects

Influenced by Japanese prints

Claude Monet Edgar Degas Mary Cassatt

• Industrial revolution: locomotives, photography, paint in tubes

• Reaction against academic art which had shown religion, history, mythology

• Reaction against upper class and for the common people

• Patriotic in showing the fertility of French soil

Pop Art 1950’s London 1960’s-present in United States

Raising everyday objects to art Art for the masses Images of popular culture:

supermarket products, billboards, comics, magazine

Andy Warhol, Jasper Johns, Robert Indiana, Jim Dine, Klas Oldenburg, Roy Lichtenstein,

• Color television in most homes • Art showed how mass media

influenced daily life • Boom in economy following WWII,

women back in homes after working

ads Silkscreen prints of popular

icons (Elvis, Marilyn Monroe, etc.)

Objects in surprising combinations or greatly enlarged

Rosenquist, Robert Rauschenberg, Paschke, Richard Hamilton Koons, Wayne Thiebaud, Keith Haring, David Hockney, Peter Max

factory jobs during wartime • Growth of suburbia • Commercial art to museums • Explosion of pop and youth culture:

Beatles, folk, etc. • Civil rights movement

Op Art 1966-1975 France and London

Optical illusions cause paintings to appear to move

Hard-edge shapes in black and white or black with color

Repetition of the same shape to create pattern

Nonobjective designs

Victor Vasarely, Bridget Riley

• Effects of Viet Nam War • Kennedy assassination • Futurism/”New Frontier” • 60’s Social revolution and change

Scoring Guide for Art Fundamentals, CCO III

Criteria

4 Advanced

3 Proficient

2 Nearly Proficient

1 Progressing

Compares and contrasts artworks on style, characteristics, and context. • Realistic, abstract, and non-objective drawings, and/or paintings (portrait, landscape, still life) • Realistic, abstract and non objective sculpture • Art as Personal Communication • Art as Mass or Graphic Communication

• Compares, contrasts, and evaluates sets of artworks

• Addresses the most significant characteristics of the work

• Defends statements with detailed reference to the work

• All information is correct and specific

• Compares, contrasts, and evaluates sets of artworks

• Addresses important characteristics of the work

• Defends statements with reference to the work

• All information is correct

• Compares and contrasts sets of artworks

• Addresses less important characteristics of the work

• Supports some statements with reference to the work

• Some important comparisons are missing.

• Some information may be incorrect

• Lists characteristics of the artwork

• Information may be incomplete

• Many pieces of information may be incorrect

Scoring Guide for Art Fundamentals, CCO IV

Criteria

4

Advanced 3

Proficient 2

Nearly Proficient 1

Progressing Compares and contrasts the art criticism process with the analytic reasoning process in language arts

• Compares and contrasts art criticism and analytic reasoning with reference to steps in each

• Addresses the most significant characteristics of the processes

• Defends statements with detailed reference to each process

• All information is correct and specific


• Addresses significant characteristics of the processes

• Defends statements with reference to each process

• All information is correct


• Addresses less important characteristics of the processes

• Supports some statements with reference to the process

• Some important comparisons are missing.

• Some information may be incorrect

• Lists steps in each process without explanation

• Information may be incomplete

• Information may be incorrect