ARTISTIC PERCEPTION: Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Visual Arts

Home , Style (visual arts), Work of art

SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

STANDARD 1: ARTISTIC PERCEPTION: Processing, analyzing, and responding to sensory information through the language and skills unique to visual arts. DESCRIPTORS –Students perceive and respond to works of art, objects in nature, events, and the environment. They use visual arts vocabulary to express their observations.

Develop Perceptual Skills and Visual Discuss the physical world as Art images Teacher observation of Arts Vocabulary portrayed in representational and classroom discussion Analyze Art Elements and Principles of abstract art, using arts vocabulary Internet Design (art elements and principles of Rubric based design) Posters/slides/transparencies evaluation of research Impact of Media Choice paper Research and write a description Vocabulary lists 1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary of a specific artist, style, or period Identify art elements color, scale, expressive content, and real of art using visual art vocabulary Posters illustrating and and design principles in versus virtual in works of art. defining the art elements and their own work 1.2 Discuss a series of their original Discuss works of art, in various principles of design works of art, using the appropriate media, comparing and contrasting Written analysis, vocabulary of art. 1.3 Analyze their works of art as to their use of the elements of art, Handouts and books related comparing and personal direction and style. principles of design and expressive to artists, art history and art contrasting two works content of various cultures of art 1.4 Research two periods of painting, sculpture, film, or other media and Compare and contrast similar Portfolio discuss their similarities and differences, using the language of the visual arts. styles of art work in various media (traditional, and electronic) ARTISTIC PERCEPTION

1 SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture. 1.6 Describe the use of the elements of art to express mood in one or more of their works of art.

1.7 Select three works of art from their art portfolio and discuss the intent of the work and the use of the media. 1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.

2 SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

STANDARD 2: CREATIVE EXPRESSION: Creating, performing, and participating in visual arts. DESCRIPTORS - Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

Skills, Processes, Materials, and Tools Demonstrate an appropriate Various materials Rubric based, teacher Communication and Expression Through level of control and appropriate to the production evaluation of art works. Original Works of Art craftsmanship when drawing of art in disciplines including drawing, painting, ceramics, Class critique of art 2.1 Create original works of art of Produce works of art which sculpture, photography, works based on the art increasing complexity and skill in a reflect technical skill and digital media and emerging elements and design variety of media that reflect their feelings and points of view effectively use the elements of technology principles utilized in art and principles of design. the work. 2.2 Plan and create works of art that Works my be drawing, painting, reflect complex ideas, such as distortion, sculpture, ceramics, Student, teacher color theory, arbitrary color, scale, photography or other media portfolio review. expressive content, and real versus virtual

2.3 Assemble and display objects or Demonstrate the ability to Written, multiple works of art as a part of a public synthesize different subjects, choice and short exhibition themes, images, and emotions answer testing. in artwork created in various 2.4 Demonstrate in their own works of art a personal style and an advanced media Portfolio proficiency in communicating an idea, theme, or emotion Demonstrate an exploration of personal style CREATIVE EXPRESSION 2.5 Use innovative visual metaphors in creating works of art Select works of art for inclusion 2.6 Present a universal concept in a in a portfolio multimedia work of art that demonstrates knowledge of technology skills

3 SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

STANDARD 3: HISTORICAL AND CULTURAL CONTEXT: Understanding the historical contributions and cultural dimensions of visual arts. DESCRIPTORS- Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

Role and Development of the Visual Arts Compare and contrast a selected Various research materials Rubric based teacher Diversity of the Visual Arts form of art (e.g. wall paintings, including textbooks, library assessment of written ceramics, etc.) in two historical and computer with Internet work 3.1 Identify contemporary styles and cultures in class discussion access, slides and projector discuss the diverse social, economic, and Teacher observation of political developments reflected in the Research the work of a well- Posters, transparencies and class discussion works of art examined. 3.2 Identify contemporary artists known artist working in a other images worldwide who have achieved regional, technological media (i.e. video, Written reflection national, or international recognition and digital, etc.) and write a paper Catalogues from discussing their success discuss ways in which their work reflects, describing their style, role and contemporary art galleries in realizing their plays a role in, and influences present-day influence and museums intention in their work culture. of art 3.3 Investigate and discuss universal Select and view a current Appropriate materials for the concepts expressed in works of art from exhibition of contemporary art production of art work Portfolio diverse cultures. and discuss the ways in which 3.4 Research the methods art historians modern culture has influenced the use to determine the time, place, context, value, and culture that produced a given work work of art. Produce a work of art with a specific purpose, based on a HISTORICAL AND CULTURAL contemporary culture (e.g. political poster, war memorial, etc.)

4 SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

STANDARD 4: AESTHETIC VALUING: Responding to, analyzing, and making judgments about works of art.

DESCRIPTORS – Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, principles of design, and aesthetic qualities.

Derive Meaning Students apply criteria for aesthetic Various research materials Teacher observation of judgement by comparing & including textbooks, library, class discussion - Make Informed Judgments contrasting two works of art and computer internet access students demonstrate an ability to create coherent 4.1 Describe the relationship involving In classroom discussion and Posters, and other art images. rational for their the art maker (artist), the making critiques, students apply the 4 steps (process), the artwork (product), and the judgements about art of art criticism: (1) describe Permanent posters that list viewer artwork,(2) analyze art elements and and illustrate the 4 steps of Written analyses design principles, (3) interpret the aesthetic valuing 4.2 Identify the intentions of artists meaning and (4) judge the work creating contemporary works of art and Class critiques of student explore the implications of those Exhibition and gallery work intentions Students will visit a contemporary art exhibit and write a critique that catalogs & contemporary art magazines Written self critique 4.3 Analyze and articulate how society includes an interpretation of the influences the interpretation and message meaning of the work of a work of art Portfolio Students develop a portfolio 4.4 Apply various art-related theoretical perspectives to their own works of art and Students develop written criteria for the work of others in classroom critiques selecting a set of work from their portfoli0 that represents significant 4.5 Construct a rationale for the validity achievements (4.6)

AESTHETIC VALUING of a specific work of art artwork that falls outside their own conceptions of art Students establish a rationale for an unconventional work of art 4.6 Develop written criteria for the selection of a body of work from their portfolios that represents significant achievements.

5 SMMUSD VAPA CURRICULUM for grades NINE through TWELVE VISUAL ARTS MATERIALS/ CONTENT GOAL ACTIVITIES/SKILLS RESOURCES ASSESSMENTS

STANDARD 5: CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Connecting and applying what is learned in visual arts to learning in other art forms and subject areas and to careers. DESCRIPTORS: Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about art related careers.

Connections and Applications Students will apply knowledge Various visual arts materials Rubrics Visual Literacy and skills from core disciplines to as they apply to specific produce visual artwork projects, including access to Written reflections on Careers and Career-Related Skills current 2-d & 3-d visual art visits and visitors Students identify careers in the software 5.1 Speculate on how advances in visual arts, and investigate the Teacher observation of technology might change the definition and function of the visual arts course of study necessary to Various research materials class discussion achieve that career goal including library and the 5.2 Compare and contrast works of art, Internet Portfolio probing beyond the obvious and Students prepare portfolios for a identifying psychological content found variety of purposes - such as post- College and art school in the symbols and images secondary application, exhibition, catalogs, and visits to various 5.3 Prepare portfolios of their original job application, and personal art schools and colleges works of art for a variety of purposes collection (e.g., review for postsecondary Visits from art professionals application, exhibition, job application, Students speculate on how representing various art- and personal collection) advances in technology might related careers. For example, APPLICATIONS 5.4 Investigate and report on the essential change the definition and function -visits from gallery and features of modern or emerging of the visual arts museum professionals, technologies that affect or will affect curators, conservators, fine visual artists and the definition of the artists, commercial artists, visual arts animators, video and gaming artists, art historians, set CONNECTIONS, RELATIONSHIPS, designers, special effects designers, architects, etc.