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Art History Curriculum Guide Pacing Guide: Art History Is a Full Year

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Art History Curriculum Guide Pacing Guide: Art History Is a Full Year CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING ARTS DEPARTMENT ART HISTORY Art History Curriculum Guide Pacing Guide: Unit 1- THE MEANING OF ART, DIFFERENT FORMS OF ART, WHY ART IS CREATED, ART IN OUR DAILY Art History 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 EUROPE, ART OF THE FERTILE CRESCENT CIVILIZATIONS, five (5) day cycle. ANCIENT EGYPTIAN ART AND CIVILIZATIONS- (4 weeks) Unit 3- GREEK AND ROMAN ART AND CIVILIZATIONS- (4 weeks) Unit 4- ASIAN ART, NATIVE ARTS OF THE AMERICAS, AFRICAN ART- (5 weeks) Unit 5- EARLY CHRISTIAN, BYZANTINE, ISLAMIC, MEDIEVAL, ROMANESQUE, AND GOTHIC ART- (6 weeks) Unit 6- EMERGING ART OF EUROPE: ITALIAN RENAISSANCE ART, NORTHERN RENAISSANCE ART, VENIETIAN ART, BAROQUE ART, AND ROCOCO 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 PERFORMING ARTS 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 Model 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 Henry P. Becton Regional High School July 2018 Page 5 of 12 CARLSTADT-EAST RUTHERFORD REGIONAL HIGH SCHOOL DISTRICT VISUAL AND PERFORMING ARTS DEPARTMENT ART HISTORY 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 cultures 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 criticism, art making, aesthetics, 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 the arts? 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 visual arts? 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
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