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Drawing + . 1 The skills, techniques, elements, and principles of the can be learned, studied, refined, and practiced.

Standard(s) Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.The learning task Concepts (Know): • blind contour sketch Learning Task: 9.1 A, B, C, E, G, H, J, K described here is a • Skills, techniques, elements and • contour sketch A still-life will be displayed in class. • cross contour sketch diagnostic assessment for principles of can be learned, Students will focus on a variety of Objectives: students entering studied, refined and practiced. • still-life views of the still-life. First, students 1.Learn, study, refine and and painting. • value will focus on the dynamic outside practice the elements and • record their ideas in a • tint lines of the objects and create a principles of art. sketchbook or a visual journal to • shade contour line drawing. Students will inspire their work. draw the same still-life, realistically 2.Maintain a working • Artists refine skills and techniques to adding the component of value to sketchbook to document their carry out their intention in their their drawing. When complete, work and ideas. artworks. students will add the yet another element to the same still-life, color. 3.Convey meaning through Competencies (Do): The students will now paint the still- their skill and techniques in • Maintain a sketchbook and a working life. both drawing and painting. portfolio. Essential Question: • Refine skills relative to specific 4.Experiment with blind How does an make artist techniques in drawing and painting. contour sketching, contour choices to get a desired effect? line sketching, and cross- • Blind contour sketch contour line . • Contour line drawing How does practice improve skill?

5.Draw and paint from a still- • Cross contour drawing life. • Drawing from still-life • Value Study • Drawing Light & Shadows/Values & Tones • Drawing Portraits • Colored techniques • Watercolor techniques ○ lift ○ scrubbing ○ blotting ○ dry brush ○ wet on wet ○ graded wash ○ splatter ○ salt • Watercolor landscape • Acrylic techniques • Stippling techniques • Graffiti stylization

Materials and Resources Variety of drawing and painting materials (, brushes, watercolor, acrylic, paper, canvas, sketchbooks); and examples; found objects ie. Teacher , internet access, projector

Drawing ^M Painting Page 1 Drawing + Painting. 2 Artists use tools and resources, as well as their own and skills, to create art.

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.Practice their skill in Concepts (Know): • refine Learning Task: 9.1 A, B, C, E, G, H, J, K painting and create a final • Artists use a variety of tools to create • manipulate The students will research composition that reflects a . various sources of inspiration back to a beginning sketch. • Artists use a variety of resources to in art. The student will select Objectives: create a work of art. a personal of their 1.Use a variety of drawing and • Artists pull from their own personal own to serve as inspiration in painting tools to create work experiences to help inspire their art. a work of their own. of art. • Artists refine and strengthen their Students will complete skill when creating a work of art. thumbnail sketches that 2.Investigate various identify their personal resources as inspiration for a Competencies (Do): experience. The students will work of art. • Manipulate drawing tools to achieve create a large scale painting desired effect (line drawing, blind stemming from one of their 3.Identify personal contour drawing, contour drawing, beginning sketches. experiences as a source of cross contour drawing, value texture, inspiration for a work of art. , colored pencils) • Manipulate painting tools to achieve Essential Question: 4.Refine and strengthen their a desired effect ( paintbrushes, How does observation inform drawing and painting skills watercolors, colored pencils, acrylic an artist's work? through practice. paint) • Identify a variety of resources and What inspires an artist? experiences to create a work of art.

Materials and Resources Sketchbooks, (pencils, , colored pencils, watercolor, acrylic, etc.) (examples of artwork, the internet, social media)

Drawing ^M Painting Page 2 Drawing + Painting. 3 The arts provide a medium to understand and exchange ideas. Thursday, October 15, 2015 8:02 AM

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.When presented with a Concepts (Know): convey meaning Learning Task: 9.1E, F, 9.3 B, 9.4D specific drawing or painting, • A work of art can convey meaning interpretation Students will compare and students will be able to and ideas. vehicle to communicate contrast two or more works speculate analyze what similarities and of art of the same or differences exist between • Works of art can convey different artist choices meanings about the same idea. subject and discuss how the Objectives: the works of art. meaning conveyed might be 1.Analyze a work of art to • Viewers can have different similar or different in each of speculate the artist's intent. interpretations about the same work the samples. Students will of art. exchange their speculations 2. Compare and contrast • Art has been a vehicle to with another classmate and different work of arts related justify their speculations to the same idea. communicate ideas throughout . regarding the meaning in the work of art. Students will 3. Make artistic choices. then report what they heard Competencies (Do): from their partner that was an idea that they had not yet • Speculate the meaning of a work of considered. art based on the clues within a work of art • Write, discuss, and/or create Essential Question: artworks in response to their How does art communicate speculation ideas? • Make artistic choices to support intended meaning for a work of art How do artistic choices • Make artistic choices in regards to: influence the meaning of an artwork? ○ Medium ○ Subject ○ Style ○ Composition ○ Tools

Materials and Resources A Bruegel and Where's Waldo poster - Madonna and child and a Cassatt mother and child

Drawing ^M Painting Page 3 Drawing + Painting. 4 have expressed experiences and ideas through the arts throughout time and across .

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.When presented with a Concepts (Know): • experience Learning Task: 9.2A, B, C, D, E, J, K, L, 9.4D specific drawing or painting • Humans express experiences. Select two works of art from from the same time period the same time period and/or and/or , students will • Humans use the arts to express their culture. Identify similarities Objectives: be able to analyze what ideas. and differences within the 1. Compare and contrast similarities and differences • All humans throughout time and selected works of art. similar subject matter from exist between the works of across cultures have created art. (Example - Pop Art Keith different time periods and/or art. Haring, Kenny Scharf, and cultures Andy Warhol - Competencies (Do): vs. painting, color choices) 2. Analyze how time and place • Compare and contrast similar subject influence a work of art. Essential Question: matter from different time periods Why is art an expression of and/or cultures human experience? • Analyze how time and place influence a work of art. How do artists record human experience in different times and places?

Materials and Resources Visuals, technology resources (computer/projector)

Drawing ^M Painting Page 4 Drawing + Painting. 5 There are formal and informal processes used to assess the quality of works in the arts.

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.Practice formal, intuitive, Concepts (Know): • articulate Learning Task: 9.3 and 9.4 and contextual People use specific vocabulary that • formal criticism Students will select a work of when critiquing and references the elements and principles of • intuitive criticism art that they find inspiring. Objectives: • contextual criticism comparing works of art. art when articulating their thoughts and The students will speculate 1. Practice formal, intuitive defending their position. • rationale why they find the work to be and contextual criticism. 2.Support their rationale by inspiring. The students will forming judgements while People can engage in formal criticism. share their speculations to 2. Use appropriate vocabulary using appropriate compare their reflection. when critiquing works of art. vocabulary. People can engage in intuitive criticism. Students will make notes in their sketchbook regarding 3. Compare and contrast People can engage in contextual criticism. their selection. various works of art using formal, intuitive, and Competencies (Do): contextual criticism. Use formal, intuitive and contextual Essential Question: criticism to compare and contrast various 4. Form judgments about the works of art to judge quality. How does quality vary across quality of various works of art different works of art? and support your rationale. Use appropriate when critiquing a work of art. How does a vocabulary of critical analysis inform Form judgments about the quality of judgement about quality? various works of art and support your rationale.

Materials and Resources Definitions- types of criticism

Drawing ^M Painting Page 5 Drawing+ Painting. 1 People use both aesthetic and critical processes to assess quality, interpret meaning and determine value.

Standard(s) Performance Task/ Concepts (Know) Essential Vocabulary Learning Task Objective(s) Assessment Competencies (Do) Essential Question(s) Standards: 1.When presented with a Concepts (Know): • Critical analysis Learning Task: 9.3, 9.4 specific drawing and/or • Critical analysis includes assessing • Assess quality Students will analyze a painting, students will be quality, interpreting meaning and • Interpret meaning drawing and/or a painting Objectives: able to speculate the artist's determining value. • Determining value and speculate regarding its intent by assessing the 1. Use visual clues to • Artistic choices often provide a • Rationale meaning. Students will speculate the artist's intent. quality, interpreting the window into discovering the meaning reference visual clues that meaning, and determining of a work of art. influenced their speculation. 2. Conduct research to verify its value. • People use specific vocabulary that They will conduct research to speculations regarding the references the elements and determine whether their artist's intent. principles of art when engaged in speculation is accurate. critical analysis. 3. Use appropriate language when critiquing a work of art. Competencies (Do): Essential Question: • Use visual clues to speculate the artist's intended meaning of a work What role does critical of art. analysis play in assessing • Use appropriate language when quality, interpreting meaning critiquing a work of art. and determining value? • Form judgments about the quality of various works of art and support your rationale.

Materials and Resources Steps of critical analysis

Drawing ^M Painting Page 6 Course Description Tuesday, December 8, 2015 8:57 AM

Title: Drawing & Painting Where does an artist get ideas for their work? Where does an artist get their inspiration? How does art communicate ideas? Did you know that anyone can learn how to draw? drew what he saw and then what he imagined. Vincent Van Gogh communicated intense using paint. Comic books "graphic novels", video games, and all begin with drawings. Use the tools, materials, and techniques of modern masters. Collect your inspirations in a sketchbook, experiment with new materials and tools, and refine your technical skills in original drawings and .

1 Semester / Prerequisite: and Innovation (or Visual Art 1)

Drawing ^M Painting Page 7