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CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING DEPARTMENT

Art History Curriculum Guide

Pacing Guide: Unit 1- THE MEANING OF ART, DIFFERENT FORMS OF ART, WHY ART IS CREATED, ART IN OUR DAILY is a full year course LIVES, FOUR DISCIPLINES IN ART, CAREERS IN ART, ELEMENTS AND PRINCIPLES OF DESIGN, UNITY that meets on a rotating basis for AND DESIGN RELATIONSHIPS IN ART, ART MEDIA AND PROCESSES- (6 weeks) three (3) 55-minute blocks and one (1) 40-minute block for every Unit 2- PRE-HISTORIC ART IN WESTERN , ART OF THE FERTILE CRESCENT CIVILIZATIONS, five (5) day cycle. ANCIENT EGYPTIAN ART AND CIVILIZATIONS- (4 weeks)

Unit 3- GREEK AND AND CIVILIZATIONS- (4 weeks)

Unit 4- ASIAN ART, NATIVE ARTS OF THE AMERICAS, - (5 weeks)

Unit 5- EARLY CHRISTIAN, BYZANTINE, ISLAMIC, MEDIEVAL, ROMANESQUE, AND - (6 weeks)

Unit 6- EMERGING : ITALIAN ART, NORTHERN , VENIETIAN ART, ART, AND ART- (4 weeks)

Unit 7- ART OF THE LATE 1800’S TO THE PRESENT- (6 weeks)

Henry P. Becton Regional High School July 2018 Page 1 of 12 CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND DEPARTMENT ART HISTORY

Interdisciplinary Standards: ELA-LIT.W.11-12.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.SL2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Technology Standards: 8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an 8.1 Educational Technology original work. 8.1.12.D.5 Analyze the capabilities and limitations of current and emerging technology resources and assess their potential to address personal, social, lifelong learning, and career needs.

8.2.12.C.2 Analyze a product and how it has changed or might change over time to meet human needs and wants. 8.2.12.E.1 Demonstrate an understanding of the problem-solving capacity of computers in our world.

21st Century Skills Standards: 9.2.Career Awareness, Exploration, 9.2.12.C.3 Identify transferable career skills and design alternate career plans. and Preparation

Career Ready Practices: CRP2-Apply appropriate academic and technical skills. CRP4-Communicate clearly and effectively and with reason. CRP5-Consider the environmental, social, and economic impacts of decisions. CRP6-Demonstrate creativity and innovation. CRP7-Employ valid and reliable research strategies CRP8-Utilize critical thinking to make sense of problems and persevere in solving them. CRP10-Plan education and career paths aligned to personal goals. CRP11-Use technology to enhance productivity. CRP12-Work productively in teams while using cultural global competence Henry P. Becton Regional High School July 2018 Page 2 of 12 CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING ARTS DEPARTMENT ART HISTORY

Henry P. Becton Regional High School July 2018 Page 3 of 12 CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING ARTS DEPARTMENT ART HISTORY

Differentiation/Accommodations/Modifications

Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure

(Content, process, product and Modifications for Classroom (Appropriate accommodations, Modifications for Classroom learning environment) Assignments instructional adaptations, and/or modifications as determined by the  Intervention and Referral Team (I&RS) in-house strategies for Extension Activities  Modified in-class assignments, IEP or 504 team) tests, quizzes, and exams. teachers.  Assisting another peer  Simplifying language for  In-Class-Support (Visions  Extended time for assignments  Exploration of a more advanced presentation Students)  Highlight key vocabulary medium  Internet or electronic bilingual  Modified in-class assignments,  Modified in-class assignments,  Research possible careers in art dictionaries during class and quizzes, and exams. tests, quizzes, and exams where  Sketchbook assignments not during assignments.  Grading based on effort necessary directly related to our unit.  Word banks for tests and quizzes  Graphic Organizers  Pair visual prompts with verbal presentations  Utilize advanced materials and  Developing content area  Provide study guides  skills/techniques resources to meet the needs of vocabulary  Extended time on assessments students.  Preferential seating as noted by  Extended time for all assessments  Research guides  Independent projects requiring teacher and student and or 504  Use of graphic organizers  Highlighting/underlining research skills for assessing plan.  Internet text translators  Establish timelines/pacing of information  Parent/teacher communication  Simplification of requirements projects  Possible Individual Anchor  Provide books on tape/CD/digital  Access to teacher designed Power  Clarify assignments, directions, Activity media as requested by student Points and notes instructions  Advanced discussion techniques when appropriate.  Concept development  PowerPoint presentation/lecture  Debates over artworks or  Assign peer helper in class  Collaboration between ESL and notes controversy over certain  Pair visual prompts with verbal mainstream classroom teachers.  Assistive technology subjects/pieces presentations  Pair novice ELLs with advanced  Highlight key vocabulary  Repetition and practice ELL’s or another student who  Model skills/techniques speaks the same language  Provide copy of class  Parent/teacher communication and notes/presentation or parent signed assignment list Modifications for Homework:  Use of computers to complete  Assign peer helper in class assignments as requested by a  Pair visual prompts with verbal  Extended time to complete student presentations assignments  Provide verbal reminder of Henry P. Becton Regional High School July 2018 Page 4 of 12 CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING ARTS DEPARTMENT ART HISTORY

 Internet text translators  Repetition and practice assignments  Use of graphic organizers  Provide verbal reminder of  Check student progress  Modified homework assignments assignments  Assist student with planning of  Internet/electronic bilingual  Preferential seating as noted by assignments dictionaries. teacher and student or IEP  Assist with technology  Provide student with clearly stated  Check student progress

and written expectations and  Assist student with planning of Modifications for Homework and grading criteria for homework assignments Assignments:

Modifications for Homework and  Extended time to complete Assignments: assignments  Grade effort  Extended time to complete  Simplify complicated assignments assignments into smaller units in phases as  Grade effort needed by student  Simplify complicated assignments  Provide student with clearly stated into smaller units in phases as and written expectations and needed by student grading criteria for assignments  Provide student with clearly stated and written expectations and Modifications for Assessments grading criteria for assignments.  Extended time for exams, quizzes, Modifications for Assessments: and or projects  Restate and clarify directions and  Extended time for exams, quizzes, questions and or projects  Provide study guides for  Restate and clarify directions and classroom tests questions  Establish procedures for  Provide study guides for accommodations/modifications for classroom tests assessment  Establish procedures for accommodations/modifications for assessments

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CONTENT: ART HISTORY UNIT 1 Theme: the meaning of art, different forms of art, why art is created, art in our daily lives, four disciplines in art, careers in art, elements and principles of design, unity and design relationships in art, art media and processes Essential Questions: What is the difference between fine and applied arts? Why do various create art? How do we apply our appreciation of artistic styles and techniques through Why and where do we study art? studio projects? What are the differences between , art making, , and art How can we gain an understanding of the elements and principles of art? history? How do we become more aware of the many career opportunities in ? How can we acquire knowledge and skills that increase aesthetic awareness in How can we gain more of an understanding of the process of critique? the ? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2; 1.2.12.A.1-A.2; performance tasks and formal 1.3.12.D.4-D.5; 1.4.12.A.3-A.4;  Distinctions between applied and  Gain a basic appreciation and assessments) 1.4.12.B.1, B.3; fine arts understanding about the  The four major disciplines when importance of art and art  Midterm and Final examination 8.1.12.D.5, studying art-art history, making, terminology throughout the world.  Tests and or Quizzes 8.2.12.E.1 criticism, and aesthetics  Become introduced to the field of  Critiques and picture prompts 8.2.12.C.2;  Why people/cultures create art art studio, history, criticism, and  Project Review  An appreciation for learning about aesthetics  Writing about an Artwork 9.2.12.C.3 and understanding aspects of art  Distinguish between and begin to  Projects apply the elements /principles of CRP2,4,5,6,11,12  Resources to learn about art and  Essays/Reports art to their own and other Time Frame: careers in art  Scored rubrics by instructor artworks. 6 Weeks  The formal process of critiquing  Internet research  Apply the formal process of  Homework/worksheets critique Materials:  Journal Entries Textbook Art in Focus, PowerPoint  Observation presentation, and slides/visuals;  Peer Evaluation materials for classwork folder, collage materials, journals

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CONTENT: ART HISTORY UNIT 2 Theme: Pre-historic art in , art of the fertile crescent civilizations, Ancient Egyptian art and civilizations Essential Questions: How can we explain the development and methods of pre-historic art, the art of How can we demonstrate an understanding of different aesthetic ancient Mesopotamian Civilization, and Egyptian Civilization? through the evaluation and analysis of artistic styles, trends, and movements in How have ancient cultures of the past paved the way for contemporary ? an art form? How do we integrate art and critical thinking? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2; performance tasks and formal 1.2.12.A.2;  Gain a basic appreciation and assessments) 1.3.12.D.2;  How to further apply critical understanding about the 1.4.12.A.1-A.2, A.4; thinking to discussions and the importance of art and art  Midterm and Final examination 1.4.12.B.1; viewing of art. terminology throughout the world.  Tests and or Quizzes  The history and evolvement of art  Understand the evolvement of  Critiques and picture prompts 8.1.12.D.1 of the early civilizations. cave , Mesopotamian art,  Project Review 8.1.12.D.5  How to further acquire knowledge and Egyptian art and how this  Writing about an Artwork 8.2.12.C.2 about the aesthetics and impacted civilizations.  Projects CRP2,4,5,6,11,12 appreciation for art.  Continue to apply the  Essays/Reports

 How to apply our knowledge and elements/principles of art to their  Scored rubrics by instructor Time Frame: appreciation of a and apply own and other artworks.  Internet research 4 Weeks these to our own works of art.  Continue to learn and apply the  Homework/worksheets formal process of critique  Journal Entries

 Observation Materials:  Peer Evaluation Textbook Art in Focus, PowerPoint  Possible Museum/Gallery visit presentation, and slides/visuals;  Group Egyptian (one per materials for mural, journals table)

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CONTENT: ART HISTORY UNIT 3 Theme: GREEK AND ROMAN ART AND CIVILIZATIONS Essential Questions: How can we explain the development and methods of the Asian culture, Art of How can we demonstrate an understanding of different aesthetic philosophies the Americas, and the African civilization? through the evaluation and analysis of artistic styles, trends, and movements in How have ancient cultures of the past paved the way for contemporary artists? an art form? How do we integrate art and critical thinking? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2 performance tasks and formal 1.2.12.A.2  How to further apply critical  Gain a basic appreciation and assessments) 1.3.12.D.2 thinking to discussions and the understanding about the 1.4.12.A.1-A.2, A.4 viewing of art. importance of art and art  Midterm and Final examination 1.4.12.B.1  The history and evolvement of art terminology throughout the world.  Tests and or Quizzes of the early civilizations.  Understand the evolvement Greek  Critiques and picture prompts 8.1.12.D.5  How to further acquire knowledge and Roman art and how this  Project Review about the aesthetics and impacted their civilizations.  Writing about an Artwork CRP2,4,5,6,11,12 appreciation for art.  Continue to apply the  Projects  How to apply our knowledge and elements/principles of art to their  Essays/Reports Time Frame: 4 Weeks appreciation of a culture and apply own and other artworks.  Scored rubrics by instructor

these to our own works of art.  Continue to learn and apply the  Internet research formal process of critique  Homework/worksheets

 Journal Entries Materials:

 Observation Textbook Art in Focus, PowerPoint  Peer Evaluation presentation, and slides/visuals;  Possible Museum/Gallery visit materials for studio project  Studio: Greek and Roman art inspired metal embossing project.

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CONTENT: ART HISTORY UNIT 4 Theme: ASIAN ART, NATIVE ARTS OF THE AMERICAS, AFRICAN ART Essential Questions: How can we explain the development and methods of Ancient Asian Art, Art of How can we demonstrate an understanding of different aesthetic philosophies the Americans, and African Art? through the evaluation and analysis of artistic styles, trends, and movements in How have ancient cultures of the past paved the way for contemporary artists? an art form? How do we integrate art and critical thinking? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2 performance tasks and formal 1.2.12.A.1  How to further apply critical  Gain a basic appreciation and assessments) 1.3.12.D.2, D.4-D.5 thinking to discussions and the understanding about the 1.4.12.A.1-A.2, A.4 viewing of art. importance of art and art  Midterm and Final examination 1.4.12.B.1  The history and evolvement of art terminology throughout the world.  Tests and or Quizzes of the early civilizations.  Understand the evolvement of art  Critiques and picture prompts 8.1.12.D.1  How to further acquire knowledge and from the Americas,  Project Review 8.1.12.D.5 about the aesthetics and Asia, and Africa.  Writing about an Artwork appreciation for art.  Continue to apply the elements  Projects CRP2,4,5,6,11,12

 How to apply our knowledge and /principles of art to their own and  Essays/Reports Time Frame: appreciation of a culture and apply other artworks.  Scored rubrics by instructor 5 weeks these to our own works of art.  Continue to learn and apply the  Internet research

formal process of critique  Homework/worksheets

 Journal Entries

 Observation

 Peer Evaluation Materials:  Possible Museum/Gallery visit Textbook Art in Focus, PowerPoint  Possible projects: Origami, Black presentation, and slides/visuals; History Month report or poster materials for studio projects based on a famous African American , writer, or celebrity who has made an impact on society.

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CONTENT: ART HISTORY UNIT 5 Theme: EARLY CHRISTIAN, BYZANTINE, ISLAMIC, MEDIEVAL, ROMANESQUE, AND GOTHIC ART Essential Questions: How can we explain the development and methods of religious art and how this How have ancient cultures of the past paved the way for contemporary artists? impacted society? How do we integrate art and critical thinking? How can we distinguish between the religious of these time How can we demonstrate an understanding of different aesthetic philosophies periods? through the evaluation and analysis of artistic styles, trends, and movements in How had art produced after the decline of the pave the way for an art form? the Renaissance movement? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2 performance tasks and formal 1.2.12.A.1  How to further apply critical  Gain a basic appreciation and assessments) 1.3.12.D.2, D.4-D.5 thinking to discussions and the understanding about the 1.4.12.A.1-A.2, A.4 viewing of art. importance of art and art  Midterm and Final examination 1.4.12.B.1  The history and evolvement of art terminology throughout the world.  Tests and or Quizzes of the early civilizations.  Understand the evolvement of art,  Critiques and picture prompts 8.1.12.D.5  How to further acquire knowledge sculpture, and architecture from  Project Review about the aesthetics and Christians, Jews, and Muslims and  Writing about an Artwork CRP2,4,5,6,11,12 appreciation for art. how this impacted their  Projects  How to apply our knowledge and cultures/civilizations.  Essays/Reports Time Frame: 6 Weeks appreciation of religious art and  Continue to apply the  Scored rubrics by instructor apply this to other works of art. elements/principles of art to their  Internet research own and other artworks.  Homework/worksheets Materials:  Continue to learn and apply the  Journal Entries Textbook Art in Focus, PowerPoint formal process of critique  Observation presentation, and slides/visuals;

 Peer Evaluation materials for studio projects

 Possible Museum/Gallery visit  Possible projects: Linear , Illuminated letter, paper, or gargoyle

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CONTENT: ART HISTORY UNIT 6 Theme: EMERGING ART OF EUROPE: ART, NORTHERN RENAISSANCE ART, VENIETIAN ART, BAROQUE ART, AND ROCOCO ART Essential Questions: How can we demonstrate an understanding of different aesthetic philosophies How are trends of European art from the 1300’s –1800’s influencing the through the evaluation and analysis of artistic styles, trends, and movements in methods of artists around the world? an art form? How do we integrate art and critical thinking? How has the Renaissance influenced future artists in terms of methods, themes, and inspirations? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2 performance tasks and formal 1.2.12.A.1  How to further apply critical  Gain a basic appreciation and assessments) 1.3.12.D.2, D.4-D.5 thinking to discussions and the understanding about the 1.4.12.A.1-A.2, A.4 viewing of art. importance of art and art  Midterm and Final examination 1.4.12.B.1  The impact of developments terminology throughout the world.  Tests and or Quizzes during the Renaissance on future  Understand the evolvement of art  Critiques and picture prompts 8.1.12.D.5 art periods and sculpture from the  Project Review 8.2.12.C.2  How to further acquire knowledge Renaissance, Venetian, and  Writing about an Artwork about the aesthetics and Baroque time periods.  Projects CRP2,4,5,6,11,12

appreciation for art.  Continue to apply the  Essays/Reports Time Frame:  How to apply our knowledge and elements/principles of art to their  Scored rubrics by instructor 4 Weeks appreciation of art from the 1300’s own and other artworks.  Internet research to 1800’s and apply this to other  Continue to learn and apply the  Homework/worksheets works of art. formal process of critique Materials:  Journal Entries Textbook Art in Focus, PowerPoint  Observation presentation, and slides/visuals;  Peer Evaluation materials for studio projects  Possible Museum/Gallery visit  Possible studio projects: Linear Perspective

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CONTENT: ART HISTORY UNIT 7 Theme: ART OF THE LATE 1800’S TO THE PRESENT Essential Questions: How do we integrate art and critical thinking? How have art movements and styles changed since the late 1800’s? How can we demonstrate an understanding of different aesthetic philosophies How were the changes and trends in art of the Modern Era viewed by society? through the evaluation and analysis of artistic styles, trends, and movements in an art form? Content (As a result of this learning Skills (As a result of this learning Assessments (Both formative and Standards NJSLS: segment, students will know…) segment, students will be able to…) summative measures of authentic 1.1.12.D.1-D.2 performance tasks and formal 1.2.12.A.1  How to further apply critical  Gain a basic appreciation and assessments) 1.3.12.D.2, D.4-D.5 thinking to discussions and the understanding about the 1.4.12.A.1-A.2, A.4 viewing of art. importance of art and art  Midterm and Final examination 1.4.12.B.1  The history and evolvement of art terminology throughout the world.  Tests and or Quizzes of the early civilizations.  Understand the evolvement of art  Critiques and picture prompts 8.1.12.D.1  How to further acquire knowledge throughout the 20th Century and  Project Review 8.1.12.D.5 about the aesthetics and the present.  Writing about an Artwork appreciation for art.  Continue to apply the  Projects CRP2,4,5,6,11,12

 How to apply our knowledge and elements/principles of art to their  Essays/Reports th Time Frame: appreciation of 20 Century art own and other artworks.  Scored rubrics by instructor 6 Weeks and art of the present to other  Continue to learn and apply the  Internet research works of art. formal process of critique  Homework/worksheets  What is our favorite artistic time  Journal Entries period or movement? Materials:  Observation Textbook Art in Focus, PowerPoint  Peer Evaluation presentation, and slides/visuals;  Possible Museum/Gallery visit materials for studio projects  Possible studio projects: Impressionist inspired or iron-on, painting or sculpture

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