<<

Visual Curriculum Map High School Art I

Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,

§ 80% of our students will graduate from high school college or career ready § 90% of students will graduate on time § 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP) and the SCS Curriculum Maps for Education.

Designed with the teacher in mind, Education (Orff Music, Visual Art, Media Arts, Dance, Instrumental Music, and Vocal Music) curriculum maps focus on teaching and learning in the domains of Perform, Create, Respond, and Connect. This map presents a framework for organizing instruction around the TN State Standards so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and the SCS Arts Education curriculum maps provide guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

The SCS Arts Education curriculum maps are designed to create artistically/musically literate students by engaging them both individually and collaboratively in creative practices of envisioning, investigating, constructing, and reflecting. To achieve these goals the curriculum maps were developed by expert arts teachers to reflect the conceptual framework of the four artistic processes: present, create, respond, and connect.

How to Use the Arts Education Curriculum Maps

The SCS Arts Education curriculum maps are designed to help teachers make effective decisions about what content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. Across all arts disciplines, this is generally reflected in the following quarterly framework:

Knowledge and Skills- This column reflects the anchor standards and essential tasks associated with grade mastery of each discipline.

Activities and Outcomes- Generally phrased similar to “I Can” statements, this portion identifies the specific performance indictors that are expected for students at a given time within the quarters/semester.

Assessments- This section of the quarterly maps focuses on the formative and summative methods of gauging student mastery of the student performance indicators listed in the activities/outcomes section.

1 of 15 Visual Art Curriculum Map High School Art I

Resources And Interdisciplinary Connections- In this column, teachers will find rich bodies of instructional resources/materials/links to help students efficiently and effectively learn the content. Additionally, there are significant resources to engage alignment with the Comprehensive Literacy Improvement Plan (CLIP) that are designed to strengthen authentic development of aural/visual literacy in the arts content areas as well as support larger district goals for improvement in literacy.

Throughout this curriculum map, you will see high-quality works of art/music that students should be experiencing deeply, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources available for teacher use.

2 of 15 Visual Art Curriculum Map High School Art I

QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES PERFORM: Standard 1 Students will understand and apply media, techniques, and processes. Standard 2 Students will use knowledge of structures and functions. Procedures Discuss and practice procedures. Demonstrate consistency following procedures. Book with Website: Teach Like A Champion: Doug Lemov www.josseybass.com Art Elements: Line Create a contour line drawing. Demonstrate expressive qualities of line Website: variation through the use of: Alexander Calder of his wire circus: • Line types (i.e. vertical, horizontal, http://www.nga.gov/education/classroom/counti diagonal, curved, zigzag) ng_on_art/popups/pop_calder_1.htm • Line characteristics (i.e. length, width/weight, texture, direction, degree of Line in Art curve) http://www.studiocodex.com/lines01.html • Line movement (i.e. static/inactive, active, unstable/tension Art Elements: Shape-to-Form Drawing Render a single object using basic Illustrate shape-to-form and shapes-within- /Artworks: shapes. shapes understandings including: George Seurat - • Relationship of 2D geometric shapes to Kathe Kollwitz - lithographs the illusion of 3D geometric forms

• Viewpoint Art Elements: Positive/ Space Create an abstract composition using Illustrate the understanding of positive space Website: only overlapping organic and geometric (figure) to negative space (ground) through the Composition and Design shapes. Design should run off all four edges of relationship of: http://www.goshen.edu/art/ed/Compose.htm . Alternate the inking of positive and • Overlapping geometric and organic negative space. shapes Positive/Negative Space: • Alternating the inking of positive and http://artinspired.pbworks.com/w/page/138196 negative space 78/Positive%20and%20Negative%20Space

3 of 15 Visual Art Curriculum Map High School Art I

QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES Art Elements: Value and Texture through Produce a value drawing/chart. Illustrate an understanding of the use of Artists: Techniques various techniques of shading and value Jan Vermeer changes including: • Consistent light source • 4-6 value changes • Tonal (i.e. blending/stippling//cross- hatching) Drawing: Draw a still life composition using the illusion of Demonstrate use of spatial relationships Book: Grouped Object Rendering depth with grouped object rendering organized including: Exploring Visual Design (Davis) by a compositional , using any of the Illusion of Depth • Overlapping nonlinear perspective following: Composition Styles • Size variation • 60/40 cross • Page positioning • S curve • Value and • Triangle

• Grid Demonstrate use of grounding techniques • Circle including: • Low/high horizon vertical • Table line • Low/high horizon horizontal • Directional lighting

Demonstrate use of compositional styles choosing from: • 60/40 cross • S curve • Triangle • Grid • Circle • Low/high horizon vertical • Low/high horizon horizontal

4 of 15 Visual Art Curriculum Map High School Art I

QUARTER 1 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas. Thinking strategies for line drawing of a Discuss and/or write an explanation of thinking Defend the decision process for: Website: hand strategies used to create a drawing of a hand. • Organization of shapes to create Drawing is Thinking conversation with Milton fingers/digits [shape-to-form] Glasner: • Analyzation of shape proportions of hand http://www.miltonglaser.com/milton/c:short- (parts- to-whole) /#2 • Types, characteristics, and movement of lines used

Compare and contrast the teacher created rubric to the student created rubric. RESPOND: Standard 4 Students will understand the visual arts in relation to and . Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others. Historical Connections to Compare/Contrast shading techniques (ex: Da Discuss/Compare: Da Vinci’s Study of Horses Line drawing/shading techniques Vinci’s Study of Horses [hatching] to Da Vinci’s • Contrast Da Vinci’s Study of Arms and Hands Study of Arms and Hands [tonal]). • Shading techniques

• Value/value changes • Mood/emotional qualities of lines Critiquing Methods for Critique personal and/or peer work using: Critique compositional drawings including: Book: Compositional Drawings • Oral or written form • Shading techniques Exploring Visual Design (Davis) nonlinear perspective • Appropriate vocabulary • Compositional style • Observed vs. judgmental information • Line/shape/form CONNECT: Standard 6 Students will make connections between visual arts and other disciplines. CCSS.Math.Practice.MP2 Correlate proportional parts to whole object. Demonstrate and correlate proportions by axis Website: Reason abstractly and quantitatively. lines division. http://www.realcolorwheel.com/human.htm CCSS.Math.Practice.MP4 Correlate shape-to-form relationships to Demonstrate the correlation of 2D shapes to Book: with mathematics. Mathematics [parts to whole]. 3D forms. Art Talk (4th edition): Rosalind Ragans (Chapter 5: pp. 97-121)

5 of 15 Visual Art Curriculum Map High School Art I

QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES PERFORM: Standard 1 Students will understand and apply media, techniques, and processes. Standard 2 Students will use knowledge of structures and functions. Linear Perspective Drawing: Create one/two/three-point linear perspective Demonstrate differences between one-point, Website: One-point drawing. two-point and three-point linear perspective Linear Perspective: through the use of: Two-point http://psych.hanover.edu/Krantz/art/linear.html Horizon line Three-point Have students create an imaginary • using the rules of linear perspective. Then go • Vanishing point[s] Book: into the hallways and draw from direct • Converging lines observation, applying the rules of direct Creative Drawing: Howard J. Smagula observation. • Parallel lines Figure Drawing: Create rendered faces. Demonstrate use of facial proportions using: : Gesture Drawing • Gesture drawing Chuck Close Facial Proportions Draw self-portrait using mirror. • Axis lines Proportions • Volume-drawing of the face Website: Draw portrait using the grid method. • Axis points/cross reference points and http://www.realcolorwheel.com/human.htm foreshortening Draw figures. • Contour of the face Artists: Alice Neel Demonstrate use of figure proportions using: Henri de Toulouse-Lautrec • Gesture drawing • Axis lines Website: • Volume-drawing of the figure http://www.realcolorwheel.com/human.htm • Axis points/cross references points and foreshortening • Contour of the figure • Scale and proportion

6 of 15 Visual Art Curriculum Map High School Art I

QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES

Three Dimensional Figure(s) Produce a 3D figure using a sculptural process Demonstrate the use of: Website: and medium. • Shape-to-form aspects of 3D design http://www.ilovefiguresculpture.com/masters20. html • Elements of Art (addressing 3D forms)

• Principles of Design (addressing 3D forms) Books / : Beginning : Arthur Williams (Davis Publications) Through one or more of the sculptural processes including: ( sculpture) p. 18, 98-99 • Relief (Modeling) p. 27 • Modeling () p. 103 (/) p. 121 • Carving Sculpture (revised edition): Arthur Williams • Assemblage (Davis Publications)

(Relief sculpture) Using any of, but not limited to, the following p. 28-29, 155-157, 283-285 medium: (Modeling) p. 19-29, 293-295 • Clay (Carving) p. 47-48 • Plaster (Assemblage) p. 296-299 • /wire Art Talk (4th edition): Rosalind Ragans • (Relief sculpture) p. 50 & 106 • Stone p. 51 Fig. 3.12 Tile • p. 107 Fig. 5.12 • Fabric p. 107 Fig. 5.13 • Found objects (Modeling) p. 51 (Carving) p. 51, p. 50 Fig 3.11 (Assemblage) p. 186 Fig. 7.17 Artists: Alberto Giacometti Auguste Rodin

7 of 15 Visual Art Curriculum Map High School Art I

QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES

CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas. Thinking strategies for figure Illustrate thinking process of figure Examine and defend through written, oral Website: drawing/sculpture drawing/sculpture through: and/or illustrative means the choices students http://www.ilovefiguresculpture.com/masters20. • Thumbnail sketches made when creating 2D and/or 3D figure html compositions relating to: • Axis & blocking-in lines • Axis lines • Body placement Artists: • Axis points/cross reference points and Alberto Giacometti • Point of view [exaggerated/foreshortening] foreshortening Auguste Rodin • Scale and proportion RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures. Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others. Historical Connections to Compare and contrast work by an historic artist Support the written, verbal or illustrative Artists / Artworks / Art Periods: Linear Perspective to a contemporary artist through: evidence that relates to linear perspective in a Pieter Claesz (), composition through the comparison of: • Use of perspective Still Life with a Skull and a Writing Quill, 1628 Linear perspective (i.e., 1 pt, 2 pt, 3 pt) • Lack of perspective • (Contemporary), • Viewpoint Still Life: Le Jour, 1929 to a still life Example: Compare Pieter Claesz’s • Placement of horizon line Renaissance still life, Still Life with a Skull and • Illusion of depth techniques (i.e. a Writing Quill, 1628, to Georges Braque’s overlapping, detail and color relationships, contemporary still life, Still Life: Le Jour, 1929. scale/proportion ratios) Critiquing Methods for Discuss the subject matter in a , Defend your specific articulation of Websites: Artist’s/Viewer’s Point of View identifying the artist’s/viewer’s point of view. artist’s/viewer’s point of view through the http://artjunction.org/exploring-point-of-view/ relationship of:

Placement and choice of objects in the • composition

• Emphasis given to particular objects

• Focal point and path of vision (visual hierarchy) • Location/timeline of subject matter

8 of 15 Visual Art Curriculum Map High School Art I

QUARTER 2 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES

CONNECT: Standard 6 Students will make connections between visual arts and other disciplines. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes Illustrate point of view in perspective drawing Website: and Structure the content and style of linear perspective through: http://legacy.mos.org/sln/Leonardo/ExploringLi compositions. • Eye-level nearPerspective.html • Bird’s-eye view • Worm’s-eye view

Science Assess figure/ body/ facial proportions. Demonstrate use of proportions through: Artists: Anatomy • Gesture drawing Alice Neel • Axis lines Henri de Toulouse-Lautrec • Volume-drawing Chuck Close • Axis points/cross reference points and foreshortening • Contour

QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES PERFORM: Standard 1 Students will understand and apply media, techniques, and processes. Standard 2 Students will use knowledge of structures and functions. Art Elements Create a design using four different color Demonstrate understanding of color and Artists / Styles: Color schemes. mixing as it relates to: • Primary • Secondary Andre Derain • Intermediate Maurice de Vlaminck • Warm/cool • Neutral colors

9 of 15 Visual Art Curriculum Map High School Art I

QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES • Hue • Value • Intensity • Mixed vs. broken color Through four of the following color schemes: • Monochromatic • Complementary • Analogous • Triadic • Split-complementary • Double-split complementary • Warm/cool Applied Visual Arts (AVA) / Digital Design Produce an applied visual arts 2D composition Demonstrate an understanding of the elements American Graphic : and/or 3D product that demonstrates the and principles of design in an applied visual MIlton Glasner - Documentary, To Inform and understanding of the elements and principles arts 2D composition and/or 3D product through Delight of design as related to one or more of the the use of:

following: Visual hierarchy • Website: • Advertising • Communication of idea http://www.smashingmagazine.com/2013/02/2 • 6/creating-visual-hierarchies-typography/ • Cartooning • Personal ornament (fashion, jewelry, etc.) • Product/package design • Digital design/ graphics CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas. Thinking strategies for color decisions Discuss/write/illustrate thinking strategies for Justify color decisions to create visual American Graphic Designer: used to create visual hierarchy in (AVA) / color decisions used to create visual hierarchy hierarchy through the use of: MIlton Glasner - Documentary, To Inform and Digital Design in the applied visual arts 2D composition • Color placement Delight and/or 3D product. • Choice of hue • Intensity of hue Website: http://www.smashingmagazine.com/2013/02/2 10 of 15 Visual Art Curriculum Map High School Art I

QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES • Visual flow of hue 6/creating-visual-hierarchies-typography/ • Strength of visual communication for idea RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures. Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others. Historical Connections to AVA/Digital Compare and contrast how exemplary artists in Support written, verbal or illustrative evidence Websites: Design the 19th, 20th and 21st centuries have made through: www.disneyanimation.com/studio/history contributions to in one or more of the • Subject matter http://www.creativebloq.com/movies/iconic- following AVA/Digital Design areas: • Symbols movie-posters-712378 • Drawing for /movies/posters • Ideas http://www.movieposter.com/cgi- • Political cartoons/commentary bin/mpw8/search.pl?pl=kb&th=y&rs=12&sv=0& Arrangement and use of the elements and • gr=507 • Proposal drawings principles of design • Digital renderings http://www.oxfordartonline.com/public/page/be • Visual example of the artwork nz/themes/BritishSatire • Product/packaging design (2D and/or 3D) • Influential contributions to field (Choose one artist from each of the three centuries listed.) Critiquing Methods for Discuss the subject matter in a work of art, Defend identified relationship of elements and Book (on subject matter): Elements and Principles of Design identifying the relationship of the elements and principles of design to the idea and purpose of Watercolor: Michael Clarke (DK Eyewitness principles of design to the idea and purpose of the artwork through the: Books) the artwork. • Visual hierarchy of composition • Significance of subject matter to the artist Websites: • Communication effectiveness of intended http://www.dummies.com/how-to/content/art- mood and “message” history-timeline.html http://www.visual-arts-cork.com/history-of-art- timeline.htm CONNECT: Standard 6 Students will make connections between visual arts and other disciplines. CCSS.ELA-Literacy.CCRA.R.7 Evaluate visually, orally and quantitatively the Illustrate and defend the integration/connection Websites: Integration of Knowledge and Ideas integration of AVA/Digital Design compositions between media, formats and function in http://www.mohawkconnects.com/feltandwire/2 presented in diverse media, formats and AVA/Digital Design compositions including: 011/04/13/the-4-essentials-of-a-design-critique/ functions. • Legibility http://www.surry.edu/Portals/0/grd242.pdf • Communication of desired intent

11 of 15 Visual Art Curriculum Map High School Art I

QUARTER 3 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES • Choice of tool and/or process used • Ratio of text to • Scale and proportion of positive/negative space Economics Analyze Applied Visual Design (AVA) choice Defend your ideas by addressing the: Websites: Concepts of form follows function, supply and through the concepts of Economics and the • Concept of form follows function www.disneyanimation.com/studio/history demand, functional art vs. reflections of historical/ cultural influences. • Effects of wants and needs on supply and http://www.creativebloq.com/movies/iconic- demand movie-posters-712378 History and Social Studies • Attitudes toward functional art vs. fine art http://www.movieposter.com/cgi- Reflections of cultures throughout time in our society bin/mpw8/search.pl?pl=kb&th=y&rs=12&sv=0& gr=507 • Impact of any cultural reflections in your AVA choice http://www.oxfordartonline.com/public/page/be nz/themes/BritishSatire

QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES PERFORM: Standard 1 Students will understand and apply media, techniques, and processes. Standard 2 Students will use knowledge of structures and functions. Drawing: Create one or more compositions from the Demonstrate an understanding of the Artists/Artworks: Oil/chalk techniques following genre using oil/chalk : following pastel techniques: French Impressionists Varying Genre Compositions • Portrait • Value shading in color American Impressionists • Self-portrait • Manipulation of color Italian Impressionists • Figure blending/modulation • Figure / ground integration Book: • An Introduction to Art Techniques: Smith, Wright and Horton (DK Publishers) (Pastels pp. • Still life 202-267)

Websites:

12 of 15 Visual Art Curriculum Map High School Art I

QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES http://www.artinaction.org/w/AboutChalkPastels http://www.oilpasteltechniques.com/oil-pastels- for-beginners/ : Produce one or more compositions from the Illustrate an understanding of applying various Book: Watercolor techniques following genre using watercolor techniques: watercolor techniques including: An Introduction to Art Techniques: Smith, Varying Genre Compositions • Portrait • Wet-on-wet/wet-on-dry Wright and Horton (DK Publishers) (Watercolor pp. 138-201) • Self-portrait • Dry-brush technique • Figure • Washes and resist • Figure/ground integration • Lifting techniques • Landscape • Gouache/tempera applications • Still life • Special effects, e.g., salt, splatter, scraping Painting Produce one or more compositions from the Model color blending techniques including: Book: Tempera/Acrylic techniques following genre using tempera/acrylic painting • Manipulation of hue/value/intensity An Introduction to Art Techniques: Smith, techniques: Wright and Horton (DK Publishers) (Acrylics pp. Varying Genre Compositions • Creation of tints, shades, and neutrals • Portrait 332-397) • Modulation • Self-portrait • Painting techniques • Figure • Brushes and brush strokes • Figure / ground integration • Surfaces (canvas, board, etc.) • Landscape • Pallet knives • Still life • Glazes

• Scumbling • Impasto • Mixed vs. broken color techniques CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas. Thinking strategies for choice of media in Discuss/write/illustrate thinking strategies for Justify choice of media in order to address Book: order to address specific design decisions the choice of the following media in order to specific design decisions through the The Artist’s Complete Guide: (Barron’s address specific design decisions. Include evaluation of: Educational Series), (Media: Pastels pp. 98- relevant vocabulary. • Techniques used 106, Watercolor pp. 108-124, Acrylic pp.142- 152) (Genre: Figure pp. 194-230. Landscape 13 of 15 Visual Art Curriculum Map High School Art I

QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES • Oil/chalk pastel • Genre chosen pp.234-242, Still Life pp.246-252) (Composition: pp. 182-190) • Watercolor • Application of elements and principles of • Tempera/acrylic design

RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures. Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others. Historical Connections to artists using Evaluate how master artists using pastel and/or Support findings through discussion of: Book: Pastel and Painting Techniques painting techniques are influenced by • Artist’s background (i.e. birth/death, World Art: The Essential Illustrated History: history/ and vice versa. Choose two nationality, schooling, artistic training, (Star Fire Publishing) artists, each from a different century and a mentors) different nationality. • Major historical contribution of artist (i.e. particular style, technique, etc.) • Influential historical event(s) that shaped pastel and/or painting technique of artist (or vise versa) • Visual example of artwork

Critiquing Methods for Compare/contrast tools, techniques and Defend critique by focusing on: Book: Pastel and Painting Techniques processes used for dry and wet media in • Tool selection and effect An Introduction to Art Techniques: Smith, selected artwork. Wright and Horton (DK Publishers) (Pastels pp. • Technique for dry media and effect 202-267, Watercolor pp. 138-201, Acrylics pp. • Technique for wet media and effect 332-397) • Process used and effect

CONNECT: Standard 6 Students will make connections between visual arts and other disciplines. CCSS.Math.Practice.MP3 Critique artwork demonstrating the effect of Defend written and/or verbal critique by Book: Construct viable arguments and critique the various painting tools, techniques and focusing on: An Introduction to Art Techniques: Smith, reasoning of others. processes in selected artwork. • Landscape (one watercolor, one pastel Wright and Horton (DK Publishers) (Pastels pp. 14 of 15 Visual Art Curriculum Map High School Art I

QUARTER 4 KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES and one acrylic) 202-267, Watercolor pp. 138-201, Acrylics pp. • Still life (one watercolor, one pastel and 332-397) one acrylic) • Portrait/figure (one watercolor, one pastel and one acrylic)

Science Utilize the illusion of depth in a landscape Digitally illustrate the use of atmospheric Websites: Problem-Solving / Scientific Inquiry through the use of atmospheric perspective, perspective through arrangement / placement www.corel.com/corel/pages/index.jsp?pgid=800 of color: 067&storeKey=us&languageCode=en • Hue www.photoshopcreative.co.uk/category/digital_ • Value painting • Intensity http://edex.adobe.com

15 of 15