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DOCUMENT RESUME SO 017 556 Fundamentals of Art, Grades 9-12

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DOCUMENT RESUME SO 017 556 Fundamentals of Art, Grades 9-12 DOCUMENT RESUME ED 274 588 SO 017 556 TITLE Fundamentals of Art, Grades 9-12. Instructional Guide. INSTITUTION Montgomery County Public Schools, Rockville, Md. PUB DATE 86 NOTE 77p.; For related document, see SO 017 529. PUB TYPE Guides - Classroom Use Guides (For Teachers) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Art Education; Commercial Art; Curriculum Development; Design; Film Production; Freehand Drawing; Handicrafts; High Schools; Instructional Materials; Junior High Schools; Learning Activities; Learning Modules; Learning Strategies; *Lesson Plans; Painting (Visual Arts); Photography; Printing; Sculpture; Teacher Education; Teaching Guides; Television; Units of StUdy; *Visual Arts ABSTRACT This instructional guide is written for junior/senior high school art teachers as an aid to teaching an elective visual arts course. The guide consists of 10 units, each with instructional objectives further defined through suggested performance objectives. Some performance objectives provide specific student activities to assist teacher planning. Each performance objective contains suggestions for instruction, assessment measures, and instructional materials. All of the sample lessons can be modified to accommodate varied student needs and interests. The lessons include drawing, design, painting,crafts, commercial art, printmaking, sculpture, environmental design, photography, and film/television. Six appendices include: (1) curriculum design; (2) suggested guidelines for art class critiques; (3) outstanding artists (women, Native American, and Afro-American); (4) general health and safety procedures; (5) a coding chart; and (6) art activities supporting the teaching of reading. (TRS) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** TAIIALS' CX) , *;;Fr,. qt. CC) 1 . 4 4, I. 1.11 . , 4". p. .;PP .044:oi 'r -' - U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC 'RONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization 4. originating it. o Minor changes have been made to Improve reproduction clublity. Points of view or opinions stated in this docu ment do not necessarily represent official OERI position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 'VW ," i 0. , 4'," AL I. 7 " ,." ." -a TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Grades 942 Montgomery County Public Schools Rockville, Maryland - .4 N.... Instructional Guide for Fundamentals of Art 1986 Department of Aesthetic Education Montgomery County Public Schools Rockville, Maryland Copyright 1986 by The Montgomery County Board of Education Rockville, Maryland 4 Table of Contents Acknowledgments Introduction Overview vi Maryland State Department of Education Goals, Objectives, and Expectancies for Art Education, Grades 9-12 vii Program of Stucikr; Description viii Drawing 1 Sample Units 2 Design 9 Sample Units 10 Painting 13 Sample Units 14 Crafts 18 Sample Units 19 Commercial Art 24 Printmaking 25 Sample Units 26 Sculpture 28 Sample Units 29 Environmental Design 33 Photography 35 Sample Units 36 Film and Television 39 Sample Units 40 Appendix A 43 Appendix B 44 Appendix C 45 Appendix D 47 Appendix E 50 Appendix F 51 Student Bibliography 52 Teacher Bibliography 60 Acknowledgments The course structure and the content of Funda- Between the writing sessions, groups of teachers mentals of Art were developed by several teams of reviewed drafts of the course objectives and sample art teachers during summer workshops. Included units at countywide meetings. The contributions of among the writers in these sessions were John all who wrote or reviewed this material are appreciat- Blodsoe, Helen Crown, Mildred Doud, Lee Klop, ed. Emil Hrebenach, coordinator of Secondary Art, Linda Kozak, Dan O'Boyle, and Barbara Timmons. coordinated the writing and edited the content. Introduction The visual arts, as presented in the MCPS art student. The classroom should be adjusted to allow education program, relate to people, their cultures, for individual and group needs. It is imperative that and their environments. The students' sensory and safety be given constant consideration and that intellectual explorations of cultures and environ- teachers adhere to the MCPS policy on the use of, ments help them develop aesthetic awareness, criti- hazardous tools and materials, as outlined in the cal thought, and cultural understanding. Montgomery County Public Schools Safety Hand- This instructional guide was written for junior/ book, revised edition. senior high school art teachers as an aid toward This outline of units is intended to serve as a guide attaining the instructional objectives prescribed for to teachers in preparing to teach this elective art Fundamentals of Art in the Program of Studies. course. The course has been organized around a Fundamentals of Art provides instruction in a wide series of instructional objectives as prescribed in the range of art concepts that will lead to a better Program of Studies, and it enlarges upon the understanding of art and its history. The content of concepts presented in the seventh and eighth grades. this course is based on criteria established in the The sample instructional units described may be Maryland State Department of Education frame- expanded, combined, or refined to accommodate work for art education. Successful completion of several instructional objectives. Teachers are encour- Fundamentals of Art will provide credit toward the aged to develop other performance objectives, along graduation requirement in fine arts. with appropriate methods of instruction and assess- This guide consists of a sequence of units, each ment, which would meet the needs of several levels of with instructional objectives based on a set of student ability. The suggested performance objec- concepts appropriate to the unit. These concepts are tives should be adapted to classroom situations. translated into instructional objectives, and then Activities should provide instruction for all levels of further defined through suggested performance ob- students. jectives. Some of these performance objectives are In art education, the development of aesthetic illustrated in order to provide the teacher with awareness, critical thought, and cultural understand- well-planned activities. All of the sample lessons, as ing share equal importance with art-making experi- well as the suggested performance objectives, can be ences. Students can develop an appreciation for art modified to accommodate the varied needs and by becoming more aware of their own art styles and interests of students. by recognizing that their cultural heritage includes The instructional materials needed to carry out the art of many ethnic groups. By comparing various these units of instruction are generally available art forms, styles, and movements, the student learns from the MCPS warehouse, but additional resources to make critical judgments about the quality of the may be purchased from other vendors. The bibliogra- work. In understanding the artists' place in history, phy lists approved MCP3 library books as well as the student experiences a greater awareness of the teacher reference books. A collection of art reproduc- individual's place in time and in society. tions, filmstrips, and slides is essential to presenting Some students anticipate careers in art or in the concepts. A well-planned instructional program art-related fields, but all students need to develop should also include field trips and outdoor activities cultural interests and acquire a sense of responsibili- designed to support the development of concepts ty for an aesthetic environment. Through art educa- related to art history and design. tion, students should develop an openness to new Although most instruction is designed for the ways of seeing and thinking that will enable them to typical student, the teacher should accommodate the better appreciate all fonns of visual art. needs of both the handicappcd and the gifted Overview At any level, art education helps students develop into each unit. Generally, instruction will focus on skills of observation, production, evaluation, and three types of processesthe design process, the appreciation. The Fundamentals of Art course ex- production process, and the process ofcritical plores a range of art forms and develops a conceptual analysis. basis for further study. A major goal of this course is The time constraints of the 18-week semester will to plovide opportunities for students of all abilities, require careful planning and flexibility. An average backgrounds, and ::nterests to succeed and grow in of 20 periods of class time is suggested for each unit; their understanding of art. To help accomplish this, however, consideration must be given to the resourc- each unit should provide optional learning activities es available and the ability or interest level of the and opportunities for group interaction along with students. The unit on photography, television, and the planned sequence of instruction. Art production, filmmaking represents a new area of focus for this art criticism, art history, creative expression, cultur- course and is intended to introduce some basic al awareness, and problem solving are included as concepts related to those significant areas of
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