FMS ART Introduction to Painting the EWING PUBLIC SCHOOLS 2099

FMS ART Introduction to Painting

THE EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618

BOE Approval Date: December 17, 2018 Michael Nitti Written by: FMS Art Teachers Superintendent

In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents

Page

Course Description and Rationale 3

21st Century Life and Careers 4

Unit 1: Introduction to Painting: A Brief History 6

Unit 2: Color Theory 10

Unit 3: Art Movements 14

Unit 4: Painting Techniques 18

Sample Standards and Implementation 23

Course Description and Rationale

Painting is the art or process of applying paints to a surface to make a picture. Intro to painting is a problem solving course dealing with the use of composition, color, texture, form and value through still life, landscape, portrait and figure paintings. This is an introductory course that covers basic painting techniques with an emphasis on classic and contemporary applications of paint; students will explore and experience a variety of painting techniques, media, and historical approaches to art.

This course is designed for students that have no prior experience with paint, as well as students with limited painting skills. This course will summarize the history of painting and analyze the many different art movements, treatments and characteristics of the different painting styles.

Students will learn how to mix paint, by combining different colors as well as creating different tints, tones and shades of colors (adding white, grey or black to a color). Students will learn the process of under painting with washes and slowly building up the paint in layers to create a finished painting. Students will investigate many different painting movements and styles, learning the unique characteristics of each style and be able to classify paintings upon viewing. At the end of this course students will have a strong foundation of painting, color theory, techniques and knowledge of painting styles and genres.

This is designed as a semester long studio course that will be taught every other day for a total of 45 days. Each class period will be 42 minutes long; each project should be between 4-5 weeks in duration with a total of 14 – 17 class to complete any given project. Smaller projects using a 5 x 7 canvas will take less time 2 – 3 weeks. Students should start each project with thumbnail sketches to help generate ideas. The sketching process should only take maximum 1 class period and prepare students to problem solve before they start to work on the final product.

21st Century Life and Careers

In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be able to do in order to be successful in their future careers and to achieve financial independence.

The 12 Career Ready Practices These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers. 9.2 Career Awareness, Exploration, and Preparation This standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. 9.3 Career and Technical Education Technology Integration

8.1 Educational Technology

All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and create and communicate knowledge.

8.2 Technology Education, Engineering, Design and Computational Thinking - Programming

All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.

ELA Integration – The Research Simulation Task requires students to analyze an informational topic through several articles or multimedia stimuli. Students read and respond to a series of questions and synthesize information from multiple sources in order to write an analytic essay.

Companion Standards - History, Social Studies, Science and Technical Subjects (6- 8)

Unit 1: Introduction to Painting: A Brief History (7-10 Days)

Why Is This Unit Important?

Students will learn a brief overview of painting and its history from Paleolithic times to present day. Students will examine how painting has evolved and devolved over time undergoing many changes, from the subject matter to the technical application of the paint. Through critical analysis students will identify cultural differences in paintings from around the world.

Big Ideas:

Paintings have evolved and devolved over the centuries of evolution. Painting has undergone many different stylistic changes with each style having its own unique and specific characteristics. Painters have adapted to the technological modernization of the world that surrounds them. Painters had to change the way in which they use their medium.

Enduring Understanding:

● Students will understand that paintings show the history of mankind and how we have evolved as a society. ● Students will distinguish different cultures through paintings. ● Students will learn that paintings show different beliefs from different cultures. ● Students will realize that paintings have changed over time due to historical events.

Essential Questions:

● Do paintings serve a purpose other than being aesthetically pleasing? ● Can you determine what life was like during a certain time period by viewing paintings from that time? ● Can paintings show a timeline of historical events? ● Do paintings change with the surrounding world? ● Can paintings illustrate cultural beliefs and show socioeconomics of different countries?

Acquired Knowledge:

● Evolutions of civilization - paintings show turning points in our history. ● Paintings illustrate culture beliefs as well as socioeconomic characteristics of different countries. ● Painting changes overtime with new characteristics and techniques. ● Many different forms of art borrow characteristics and details from different styles of painting.

Acquired Skills:

● Recognize different time periods of paintings ● Identify different cultural characteristics of paintings ● Observe ideologies from different cultures through paintings

Common Misconceptions:

● All paintings are applied the same way and use the same techniques. ● Paintings serve no purpose but to be beautiful.

Assessments

Formative Assessment:

● Do now questions ● Group discussions/presentations  Propose higher order question  Present information to students and ask a question  Have students discuss their answers with their peers at their table and discuss together as a group  Peer evaluations  Weekly sketch homework

Summative Assessment:

● Projects: Research Simulation Task - Evolution of painting

Benchmark Assessment:

 Students will be assessed on their ability to identify art from different time periods and see if the students can place them in proper order creating a timeline.

Alternative Assessment

● Modified Tests and Quizzes ● Modified project requirements and rubrics

Instructional Materials:

Core:

● Concrete examples of paintings ● Models ● Paint cart

○ Paint ○ Palette ○ Brushes ○ Brush cleaners

Supplemental:

 Google classroom  PowerPoint presentations  Video documentaries/tutorials  Artsonia.com

Technology:

● PowerPoint presentations and video documentaries/tutorials ● Websites: 1. theartstory.org 2. artmovements.co.uk 3. arthistory.net 4. arthistoryresources.net 5. quart.us

NJSLS Standards Targeted:

1.2 History of the Arts and Culture: All students will understand the role, development and influence of the arts throughout history and across cultures. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Glossary of Terms:

Acid Free: Acid free refers to papers without acid (pH) in the pulp when manufactured. High acidity papers degrade quickly. Atmospheric perspective: Suggesting perspective in a painting with changes in tone and color between foreground and background. The background is usually blurred and hues are less intense. Background: The area of a painting farthest from the viewer. In a landscape this would include the sky and horizon. In a still life or portrait it could be a wall or room interior. • See Foreground, Middle ground. Cold Pressed: Watercolor paper that is Cold Pressed (CP) or ‘Not’ Pressed (NP) has mildly rough texture. It takes color smoothly but the tooth allows for slight irregularities and graining in washes Composition: The arrangement of elements of form and color within an artwork. Easel: A stand or resting place for working on or displaying a painting. A simple easel can be a tripod with a cross bar for the painting to sit on. Ferrule: The metal cylinder that surrounds and encloses the hairs on a brush.

Figure: A human or animal form. Foreground: The area of a painting closest to the viewer. In a landscape this would include the area from the viewer to the middle distance. Genre: A category of artistic work marked by a particular specified form, technique, or content. Genre painting: The depiction of common, everyday life in art, as opposed to religious or portrait painting for example. Hot Pressed: Hot pressed (HP) watercolor paper is pressed for an extremely smooth work surface. Excellent for mixed ink and watercolor techniques. Medium: 1) The type of art material used: pencil, ink, watercolor, oil, acrylic, egg tempera, etc. 2) The liquid mixed with paint to thin, aid or slow drying, or alter the working qualities of the paint. Middle ground: The area of a painting between the foreground and the background. In a landscape this usually where your focal point would be. • See Background, Foreground. Negative Space: The areas of an artwork that is NOT the primary subject or object. Negative Space defines the subject by implication. Perspective: Representing three-dimensional volumes and space in two dimensions in a manner that imitates depth, height and width as seen with stereoscopic eyes. Positive Space: The areas of an artwork that IS the primary subject or object. Positive Space defines the subjects outline. Sketch: A rough or loose visualization of a subject or composition. Study: A comprehensive drawing of a subject or details of a subject that can be used for reference while painting. Support: The surface on which a painting is made: canvas, paper, wood, parchment, metal, etc. Tempera: Pigments mixed with egg yolk and water. Also, a student-grade liquid gouache Texture: The actual or virtual representation of different surfaces, paint applied in a manner that breaks up the continuous color or tone. Thumbnail Sketch: Small (credit card size or so) tonal and compositional sketches to try out design or subject ideas.

Unit 2: Color Theory (10 -12 Days)

Why Is This Unit Important?

There is so much information to cover when it comes to color. Color theory encompasses a multitude of definitions, concepts and design applications. There are three basic categories of color theory that are logical and useful: The color wheel, color harmony and how colors are used. Students need to have a working knowledge of color theory to properly apply colors, mix colors, choose a color palette for their paintings and to create or express an emotion in their paintings.

Big Ideas:

Color can set the mood, tone, feeling or atmosphere of a painting. Many factors affect color, the visible light, the color of the light and the atmosphere. Choosing the proper color combinations can change a pictures feeling, believability and perceived meaning.

Enduring Understanding:

● Students will understand that value is created with tones, tints and shades. ● Students will learn that different amounts of color used to blend with another color will create various colors ● Students will recognize that color can determine the outcome of a painting. ● Students will comprehend multiple color schemes (analogous, complementary, triadic)

Essential Questions:

● What color should I use? ● How do I get a specific color by mixing different colors? ● Why do colors appear to change when I put a different color next to it? ● How does value work with color? ● Do I always need to add black for shadows and to make a color darker? ● How can I use color to create a feeling or express an idea?

Acquired Knowledge:

● Specific colors create certain moods or feelings. ● Colors appear different depending on the surrounding colors. ● Artists use colors to tell their story. ● A single color (hue) has hundreds of different variations. ● Creating value in color is a simple as using a darker shade, tone or color.

Acquired Skills:

● Choosing the proper color palette to suit the needs of the painting. ● Creating different values of a color by changing the amounts of white, grey or black added to that color. ● Mixing the proper amount of colors to create the specific color needed. ● Adding value to a painting to create a sense of light and dark. ● Knowledge of what colors work well together and why.

Common Misconceptions:

● Black is always need to make a color appear darker, and white is always needed to lighten color ● Color is not affected by the surrounding color. ● It does not matter what colors I pick for my painting.

Assessments

Formative Assessment:

● Group Discussions observing color in paintings ● Do Now questions ● Higher order questions ● Painting Warm ups (value charts and color charts)

Summative Assessment:

● Painting Projects: ○ Tint Tone and Shade Project: Students will draw bubble letters on a canvas. Students will then draw straight lines through the letters creating multiple shapes and a stained glass effect. Next students will choose 1 color to use and paint each shape in the letters with the hue or different tints of the color, while the background shapes will be painted with different tones and shades of the color.

Benchmark Assessment:

 Students will be assessed on their ability to identify art from different time periods and see if the students can place them in proper order creating a timeline.

Alternative Assessment:

● Modified Tests and Quizzes ● Modified project requirements and rubrics .

Instructional Materials:

Core:

● Concrete examples of paintings ● Models ● Paint cart ○ paint ○ palette ○ brushes ○ brush cleaners

Supplemental:

● Google classroom ● PowerPoint presentations ● video documentaries/tutorials ● theartstory.org ● artmovements.co.uk ● arthistory.net ● arthistoryresources.net ● quart.us ● Artsonia.com

NJSLS Standards Targeted:

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Glossary of Terms:

Acrylic: Paint made from pigments and a synthetic plastic binder, water-soluble when wet, insoluble when dry. This popular alternative to oil paint can also duplicate many of watercolor’s unique characteristics when used in a fluid manner. Analogous colors: A grouping of related colors next to each other on the color wheel. Example: Yellow, Yellow Green, and Green. Broken colors: The unequal mixing of two complementary colors. Chroma: The purity or degree of saturation of a color; relative absence of white or gray in a color. Complementary colors: Colors at opposite points on the color wheel, for example, red and green, yellow and purple. (See Primary and Secondary Colors)

Drawing: The act of marking lines on a surface, and the product of such action. Flat Color: Any area of a painting that has an unbroken single hue and value. Hue: The color of a pigment or object. Not relating to tone or value. Local Color: The actual color of an object being painted, unmodified by light or shadow. (An orange is orange). Monochromatic: A single color in all its values. Muted: Suppressing the full color value of a particular color. Palette: 1) The paint mixing and storing surface of various shapes and being made of plastic, metal, glass, ceramic, or enameled trays for watercolor. Glass, palette paper, formica, and oiled wood are used for oil painting; and glass, metal, styrofoam, and palette paper are used for acrylic painting palettes. or, 2) The selection of colors an artist chooses to work with. Polychrome: Poly=many, chrome or chroma=colors. Can refer to artwork made with bright, multi-colored paint. Primary colors: Red, yellow, and blue, the mixture of which will yield all other colors in the spectrum but which themselves cannot be produced through a mixture of other colors. Secondary colors: Colors obtained by mixing two primary colors: green, violet, and orange Tone: The light and dark values of a color Values: The relative lightness or darkness of colors or of grays.

Unit 3: Art Movements (10 – 12 Days)

Why is this unit important? Students will closely examine the many different art movements that occurred over the centuries. The in-depth look at the major art movements will focus on the different styles of painting, the characteristics of color, lighting and subject matter will be examined along with motivation for creating new styles in painting. Students will investigate which historic events if any lead to the creation of new styles and movements in art.

Big Ideas:

Painting has undergone many transformations throughout time. There are many factors that lead to the creation of a new art movements, political statements, socioeconomic realities, technological advancements and creative ingenuity. These movements follow certain rules and each has its own specific characteristics.

Enduring Understanding:

● Students will recognize various art movements. ● Students will understand that each art movement has specific defining attributes. ● Students will observe that each art movement has defined and stylized artistic traits. ● Students will learn that historical events, economic and social factors and religious beliefs lead to the creation of different art movements.

Essential Questions:

● What determines a new movement in art? ● What factors lead artist to create new types of artwork? ● Did they accidentally stumble upon some experimental way to paint and then considered it a movement?

Acquired Knowledge:

● Students will learn the many different styles and genres of painting. ● Students will observe how the elements of design were used in various ways by specific movements. ● Students will examine famous artists and works of art from each art movement. ● Students will gain an artistic vocabulary. ● Students will learn the different time periods of art.

Acquired Skills:

● Students will recreate the different painting styles in their own image. ● Students will apply color and light in various ways in their paintings. ● Students will understand the difference between realistic and abstract painting.

Common Misconceptions:

● Artists only painted in one style ● Abstract artist never learned classical drawing principles ● A student must have a unique style ● All art movements are so different from one another

Formative Assessments:

● Group Discussions observing color in paintings ● Do Now questions ● Higher order questions ● Painting Warm ups (value charts and color charts)

Summative Assessments:

● Painting projects:

○ Impersonating Portrait Project: Students will choose a specific art movement and create a portrait in that style. Students may choose to create a self portrait, human portrait or animal portrait. The painting must show specific characteristics and mimic the artistic style of the movement they choose. ○ I Can Do Better Project: Students will choose a famous painting from a specific art movement and recreate it their vision. The style of the painting must remain consistent with the original but subject matter may change (recreating the Mona Lisa but painting a family member) or students may use juxtapose (recreating the Mona Lisa back to back with Marilyn Monroe)

Benchmark:

 Students will be assessed on their ability to identify art from different time periods and see if the students can place them in proper order creating a timeline.

Alternative Assessments:

● Modified Tests and Quizzes ● Modified project requirements and rubrics .

Instructional Materials:

Core:

● Concrete examples of paintings ● Models ● Paint cart ○ paint ○ palette ○ brushes ○ brush cleaners

Supplemental:

● Google classroom ● PowerPoint presentations ● video documentaries/tutorials ● theartstory.org ● Artsonia.com

NJSLS Standards Targeted:

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theater, and visual art. 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.

Glossary of Terms:

Art movement: is a tendency or style in art with a specific common philosophy or goal, followed by a group of artists during a restricted period of time, (usually a few months, years or decades) Chiaroscuro: 1) The rendering of light and shade in painting; the subtle gradations and marked variations of light and shade for dramatic effect. 2) The style of painting light within deep shadows. Carrivagio and Rembrandt are considered masters of chiaroscuro. Fresco: Meaning “fresh” in Italian, fresco is the art of painting with pure pigments ground in water on uncured (wet) lime plaster. An ancient technique used worldwide by artists of many ages and cultures. Gestalt: Gestalt theory states that the whole is greater than the sum of its parts. Creating effective designs depends on creating and balancing gestalt.

Landscape: A painting in which the subject matter is natural scenery. Modeling: Representing color and lighting effects to make an image appear three- dimensional. Motif: A term meaning “subject”. Flowers or roses can be a motif. Polyptych: A single work comprised of multiple sections, panels, or canvas. Diptych= two, triptych=three. Still life: Any work whose subject matter is inanimate objects. Style: Is a distinctive manner which permits the grouping of works into related categories." or "...any distinctive, and therefore recognizable, way in which an act is performed or an artifact made or ought to be performed and made. Trompe l’oeil: A term meaning “Fool the eye” in French. It involves rendering a subject with such detail and attention to lighting and perspective that the finished piece appears real and three-dimensional.

Unit 4: Painting Techniques (10 – 12 Days)

Why is this unit important?

Painting techniques are the central foundation in creating a successful painting. There are specific technical methods to apply paint. Acrylic and watercolor paints must be applied differently. Specific types of paints have certain materials to which they may be applied and certain treatments of the various materials. Acrylic may be applied smoothly or it may be applied heavily where brush strokes may be visible in the paint (impasto). Learning the many different techniques, properties and style of painting will create a strong foundation from which to build.

Big Ideas:

Expectations are limitless when an artist has a strong base knowledge of painting. As an artist grows with the medium they will develop their own techniques that work best for them. When an artist has learned the different properties of the various paints, they can properly apply the paint to any surface; painting a mural on a wall, an illusion on a concrete ground or a design on a car all become possibilities.

Enduring Understanding:

● Students will understand the properties of Acrylic, Tempera, Oil and Watercolor paints. ● Students will recognize the difference between acrylic paint and watercolor. ● Students will learn about different tools used to apply paint. ● Students will understand how the paint reacts to surfaces.

Essential questions:

● How should I start a painting? ● How do I get rid of the white spaces of the background showing through? ● What is an under painting? ● Should I mix colors on the surface of my painting or on a palette?

Acquired Knowledge:

● Students will learn about the different kinds of paint. ● Students will understand that each type of paint may have different techniques. ● Students will learn that different techniques will have different effects.

Acquired Skills:

● Students will master the process of preparing any surface for paint ● Students will learn to paint with washes and build up the layers ● Students will learn different techniques for acrylic and watercolor paint ● Students will create different paintings utilizing their knowledge of the art movements in combination with their technical application skills

Common Misconceptions:

● Painting is too hard or too easy ● No drawing skill means no painting skill

Assessments

Formative Assessments:

● Group Discussions observing color in paintings ● Do Now questions ● Higher order questions

Summative Assessments:

● Painting projects:

○ Bigger and Better Project: Students will print out a picture and create a grid on top of the picture using 1 x 1 inch squares, they will enlarge the picture on their by creating a grid with 2 x 2 inch squares. Students will draw what they in each box to recreate their picture. They will begin to paint using washes and slowly building up layers until they have an opaque painting.

Benchmark Assessment:

 Students will be assessed on their ability to identify art from different time periods and see if the students can place them in proper order creating a timeline.

Alternative Assessments:

● Modified Tests and Quizzes ● Modified project requirements and rubrics

Instructional Materials:

Core:

● Concrete examples of paintings ● Models ● Paint cart ○ paint ○ palette ○ brushes ○ brush cleaners ○ Supplemental:

● Google classroom ● PowerPoint presentations ● video documentaries/tutorials ● theartstory.org ● artmovements.co.uk ● arthistory.net ● arthistoryresources.net ● Artsonia.com

NJSLS Standards Targeted:

Glossary of Terms:

Accent: A detail, brushstroke, or area of color placed in a painting for emphasis. Back runs: When a fresh brush stroke hits a still damp wash it will force the original wash out in an irregular, often fractal manner. Binder: That which holds the paint together, such as linseed oil for oil painting, polymers for acrylics, gum Arabic for watercolors and gouache. Blending: Fusing two color planes together so no discernable sharp divisions are apparent. Blocking in: The arranging of compositional elements using rough shapes, forms, or geometric equivalents when starting a painting.

Blotting: Using an absorbent material such as tissues or paper towels, or a squeezed out brush, to pick up and lighten a wet or damp wash. Can be used to lighten large areas or pick out fine details. Body Color: The mixing of opaque white gouache with transparent watercolor; or gouache colors in general. Cast Shadow: The dark area that results when the source of light has been intercepted by an object. Cross-hatching: Using fine overlapping planes of parallel lines of color or pencil to achieve texture or shading. Deckle: The tapered rough edges of watercolor and drawing papers, also referred to as “barbs”. Dry Brush: Any textured application of paint where your brush is fairly dry (thin or thick paint) and you rely the hairs of your brush, the angle of attack of your stroke, and the paper’s surface texture to create broken areas of paint. Flat Wash: Any area of a painting where a wash of single color and value is painted in a series of multiple, overlapping strokes following the flow of the paint. Foreshortening: The technique of representing a three dimensional image in two dimensions using the laws of perspective. Foxing: The development of patterns of brown or yellow splotches (stains) on old paper. Caused by a type of mold, foxing is often removed by treating with diluted bleach. Gesso: Ground plaster, chalk or marble mixed with glue or acrylic medium, generally white. It provides an absorbent ground for oil, acrylic, and tempera painting. Glazed Wash: Any transparent wash of color laid over a dry, previously painted area. Used to adjust color, value, or intensity of underlying painting. Gouache: 1) Watercolor painting technique using white and opaque colors. 2) A water-based paint, much like transparent watercolor but made in opaque form. Graded Wash: A wash that smoothly changes in value from dark to light. Grain: The basic structure of the surface of paper, as in fine, medium and rough grain. Grisaille: The technique of painting a highly-modeled, black and white monochromatic base painting and then glazing it with transparent colors. Highlight: A point of intense brightness, such as the reflection in an eye. Impasto: Thickly applied oil or acrylic paint that leaves dimensional texture through brushstrokes or palette knife marks. Masking fluid: A latex gum product that is used to cover a surface you wish to protect from receiving paint Non-staining colors: Pigments that can be lifted cleanly (wet or re-wet) with little or no discoloration of the underlying paper fibers. Opaque: A paint that is not transparent by nature or intentionally. A dense paint that obscures or totally hides the under painting in any given artwork. Rough: Rough watercolor paper has a coarse rough texture. This surface allows for maximum graining of washes and accidental highlights and texture. Scumbling: Dragging a dense or opaque color across another color creating a rough texture. Underpainting: The first, thin transparent laying in of color in a painting.

Variegated Wash: A wet wash created by blending a variety of discrete colors so that each color retains its character while also blending uniquely with the other colors in the wash. Vignette: A painting which is shaded off around the edges leaving a pleasing shape within a border of white or color. Oval or broken vignettes are very common. Wash: A transparent layer of diluted color that is brushed on. Watercolor: Painting in pigments suspended in water and a binder such as gum Arabic. Traditionally used in a light to dark manner, using the white of the paper to determine values. Wet-on-wet: The technique of painting wet color into a wet surface

Sample Standards Integration 21st Century Skills & Career Readiness Practices CRP6. Demonstrate creativity and innovation. For example: In each unit, students create their own original artwork. Some project examples are the Tint Tone and Shade Project, The Impersonating Portrait Project and the I Can Do Better Project. CRP7. Employ valid and reliable research strategies. For example: Through Unit 1, students will complete a research simulation task in order to explore the history and evolution of painting. The assignment requires the application of reliable research strategies and corroboration of evidence. 9.3.12.AR‐VIS.1 Describe the history and evolution of the visual arts and its role in and impact on society. For example: In the first unit, students explore the history and evolution of painting. The essay reflects the impact painting has on society,. 9.3.12.AR‐VIS.2 Analyze how the application of visual arts elements and principles of design communicate and express ideas. For example: In each unit, students employ elements of design in the creation of original artwork as they express themselves through painting.

Technology Integration 8.1.12.A.2 Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review For example: Students employ Google Docs to collaborate and post their research. Artsonia is also employed to share student artwork and research in an authentic fashion.

Interdisciplinary Connection

NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

For Example: In Unit 1, students research, close read, analyze multiple texts and collaborate via Google Docs to create an essay on the evolution of painting.