INTRODUCTION TO DRAWING & PAINTING Description: This course is designed to increase the skill level of all students while also introducing historic approaches to creative thinking and art making. As they develop their capacity for prolonged observation of objects, they learn to see and depict details with more accuracy and develop more sophisticated mark-making skills. Using these, they more accurately depict volume, surface texture, proportions and relative scale within the picture plane.

They make decisions with regard to composition. They take into consideration relative size, and positive and negative shape arrangements to create an aesthetic still-life, portrait or painting base. This course is meant to prepare students for more freedom of design at our advanced levels of two dimensional art. COURSE OVERVIEW Course Goals Artistic Processes Course Skill Objectives Students will be able to: Students will:  Create  Discuss works of art in terms of subject,  Output files into prints or digital  Present cultural connections, perceived images that can be presented or meaning and symbolism  Respond shared. or create digital art work ● Use a variety of research tools and  Apply drawing techniques to  Connect resources effectively etching, lithography ● Plan assignments by researching artist’s Anchor Standards  or mono printing work and through the use of thumbnail  Use value and color in painting to sketches that allow them to consider Anchor Standard #1. Generate develop a mood or expression possible compositions, mark-making and conceptualize artistic ideas  Use Color and value to create and color choices and work. perspective in Painting ● Students will demonstrate an  Develop form by using opaque and Anchor Standard #2. Organize and understanding of linear perspective and transparent painting media. develop artistic ideas and work. three dimensional forms in space.  Create a balanced composition with Anchor Standard #3. Refine and the effective use of movement complete artistic work.

Anchor Standard #4. Select, analyze and interpret artistic work for presentation.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 1 Anchor Standard #5. Develop and refine artistic techniques and work for presentation.

Anchor Standard #6. Convey meaning through the presentation of artistic work Anchor Standard #7. Perceive and analyze artistic work. Anchor Standard #8. Interpret intent and meaning in artistic work. Anchor Standard #9. Apply criteria to evaluate artistic work. Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art. Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Units Essential Questions Assessments

Unit 1 - Observational Drawing  What methods and processes are Students will complete a summative Unit 2 - Technology considered when preparing assessment for each content topic: Unit 3 - Printmaking I artwork for presentation or Unit 4 - Painting preservation?  Still life drawings using charcoal as well as a variety of  How does refining artwork affect drawing pencils its meaning to the viewer?  One and two point perspective  What criteria are considered drawings based on a student when selecting work for observational photograph

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 2 presentation, a portfolio, or a  Funny face portraits abstract collection? Paintings  How are artworks cared for and  Reduction prints by whom? What criteria,  Digital Portfolios methods, and processes are used  Use personal photographic to select work for preservation or references presentation? Why do people value objects, artifacts, and artworks, and select them for presentation?

 What is an art museum?

 How does the presenting and sharing of objects, artifacts, and artworks influence and shape ideas, beliefs, and experiences?  How do objects, artifacts, and artworks collected, preserved, or presented, cultivate appreciation and understanding?

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 3

Pacing Guide 1st Marking Period 2nd Marking Period

Month 1 Month 2 Month 3 Month 4 Month 5

Unit 1 Unit 2 Unit 3 Unit 4 Observational Technology Printmaking I Painting Drawing

6 weeks 4 weeks 2 weeks 6 weeks

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 4

Unit 1 – Observational Drawing Unit Objectives Skill Objectives Students will be able to: Students will:

 Recognize a variety of surfaces and materials intended  Define the edges of observational shapes in space using contour for drawing. lines.  Interpret light and shade on a surface plane  Use thumbnail sketches to organize pictorial space using  Relate value to color in drawing. compositional elements.  Analyze in discussion and writing the work of famous  Develop a sketchbook of observational drawings artists to develop their own ideas and explore visual  Apply drawing techniques to etching, lithography or mono concepts. printing  Learn how to critique work during class discussion.  Use one and two point perspective

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 5

Creating Presenting Responding Connecting Anchor Standard 1: Anchor Standard 4: Anchor Standard 9: Anchor Standard 11: Generate and conceptualize Select, analyze, and interpret Apply criteria to evaluate artistic Relate artistic ideas and works artistic ideas and work. artistic work for presentation. work. with societal, cultural, and historical context to deepen understanding.

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Artist and designers develop Artists, curators and others People evaluate art based on Through art-making, people make excellence through practice and consider a variety of factors and various criteria. meaning by investigating and constructive critique, reflecting methods including evolving developing awareness of on, revising, and refining work technologies when preparing and Essential Questions perceptions, knowledge, and over time. refining artwork for display and How does one determine criteria experiences or when deciding if and how to to evaluate a work of art? How Essential Questions preserve and protect it and why might criteria vary? Essential Questions What role does persistence play How is a personal preference How does engaging in creating in revising, refining, and Essential Questions different from an evaluation? art enrich people's lives? How developing work? How do artists What methods and processes are does making art attune people to grow and become accomplished considered when preparing their surroundings? How do in art forms? How does artwork for presentation or Process Components people contribute to awareness collaboratively reflecting on a preservation? How does refining Analyze, Select, Share and understanding of their lives work help us experience it more artwork affect its meaning to the and the lives of their communities completely? viewer? What criteria are Construct evaluations of a work through art-making? considered when selecting work of art or collection of works Process Components for presentation, a portfolio, or a based on differing sets of criteria. Process Components Investigate/Plan/Make collection? Synthesize, Relate

Reflect on, reengage, revise, and Process Components Utilize inquiry methods of refine works of art or design Perceive, Analyze and Interpret observation, research, and considering relevant traditional experimentation to explore and contemporary criteria as well Investigate, compare, and contrast unfamiliar subjects through art- as personal artistic vision methods for preserving and making. protecting art.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 6 Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Begin with a series of  Designing a mat or frame  Students formulate/apply  Students research and small studies to practice for artwork. a rubric that allows for the explore work created by composition, and value  Display artwork in school work to be evaluated other artists which exhibit application to create form hallways and various based on the skills used to the same goals in their and surface exhibits in the create the work. work.  Creation of a finished community.  Students reflect on piece that is the challenges and successes culmination of the of other artists who work practice and exploration using same media and that has been completed. subject matter.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 7 Unit 2 - Technology Unit Objectives Skill Objectives Students will be able to: Students will:

 Investigate the use of technology resources to support  Use the tools in Illustrator and Photoshop to manipulate or create artistic learning digital art work  Explore, identify, integrate technology enhanced  Transfer images to black and white in order to study values activities to achieve artistic learning objectives  Use digital or phone camera to document Artistic process  Understand effective search strategies, including  Upload files and information into various programs. proper citations, as a resource  Output files into prints or digital images that can be presented or  Understand the foundations of digital illustration and shared. digital photography  Create a digital portfolio of their work.  Use digital Platform to store or present digital images  Edit photographs for reference.  Apply digital tools to create original imagery.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 8 Creating Presenting Responding Connecting Anchor Standard 1: Anchor Standard 4: Anchor Standard 8: Anchor Standard 10: Generate and conceptualize Select, analyze, and interpret Interpret intent and meaning in Synthesize and relate knowledge artistic ideas and work. artistic work for presentation. artistic work. and personal experiences to make art. Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Creativity and innovative Artists and other presenters People gain insights into Through art-making, people make thinking are essential life skills consider various techniques, meanings of artworks by meaning by investigating and that can be developed. methods, venues, and criteria engaging in the process of art developing awareness of when analyzing, selecting, and criticism. perceptions, knowledge, and Artists and designers shape curating objects artifacts, and experiences. artistic investigations, following artworks for preservation and Essential Questions or breaking with traditions in presentation. What is the value of engaging in Essential Questions pursuit of creative art-making the process of art criticism? How How does engaging in creating goals. Essential Questions can the viewer "read" a work of art enrich people's lives? How How are artworks cared for and art as text? How does knowing does making art attune people to Essential Questions by whom? What criteria, and using visual art vocabularies their surroundings? How do What conditions, attitudes, and methods, and processes are used help us understand and interpret people contribute to awareness behaviors support creativity and to select work for preservation or works of art? and understanding of their lives innovative thinking? What factors presentation? Why do people and the lives of their communities prevent or encourage people to value objects, artifacts, and Process Components through art-making? take creative risks? How does artworks, and select them for Analyze, Select, Share collaboration expand the creative presentation? Process Components process? Analyze differing interpretations Synthesize, Relate How does knowing the contexts of an artwork or collection of histories, and traditions of art Process Components works in order to select and Utilize inquiry forms help us create works of art Perceive, Analyze and Interpret defend a plausible critical methods of observation, and design? Why do artists analysis. research, and experimentation to follow or break from established Analyze, select, and critique explore unfamiliar subjects traditions? How do artists personal artwork for a collection through art-making. determine what resources and or portfolio presentation. criteria are needed to formulate artistic investigations?

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 9 Process Components Investigate/Plan/Make

Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change. Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.

Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Students explore a variety  Students collect work  Respond to the work and  Student reflect on their of digital techniques to from unit and organize it process of fellow progress from formative create and edit art. into a portfolio. members of the class to summative work  Students use technology  Students mat their best through class critique. through artist statements to edit and enhance an piece for display.  Research and respond to or presentations of work. original photo to use as a  Students photograph their the work of various reference. work for their digital interpretations of the  Students use technology portfolio. human form by other to apply the elements of artists art and principles of design to create original works of art.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 10

Unit 3 – Printmaking I Unit Objectives Skill Objectives Students will be able to: Students will:

 Understand inking techniques  Be able to create a reduction print  Explore creative applications including hand coloring,  Apply drawing techniques to etching, lithography or mono gesturing and overlaying multiple plates printing  Understand lino-reduction printing  Use inking techniques  Printing on various surfaces  Develop value and contrast on a printing plate  Be able to prepare papers, press and plates

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 11 Creating Presenting Responding Connecting Anchor Standard 1: Anchor Standard 4: Anchor Standard 7: Anchor Standard 11: Generate and conceptualize Select, analyze, and interpret Perceive and analyze artistic Relate artistic ideas and works artistic ideas and work. artistic work for presentation. work with societal, cultural, and historical context to deepen understanding

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Creativity and innovative Artists and other presenters Individual aesthetic and People develop ideas and thinking are essential life skills consider various techniques, empathetic awareness developed understandings of society, that can be developed. methods, venues, and criteria through engagement with art can culture, and history through their when analyzing, selecting, and lead to understanding and interactions with and analysis of Artists and designers shape curating objects artifacts, and appreciation of self, others, the art. artistic investigations, following artworks for preservation and natural world, and constructed or breaking with traditions in presentation. environments. Essential Questions pursuit of creative art-making How does art help us understand goals. Essential Questions Visual imagery influences the lives of people of different How are artworks cared for and understanding of and responses to times, places, and cultures? How Essential Questions by whom? What criteria, the world. is art used to impact the views of What conditions, attitudes, and methods, and processes are used a society? How does art preserve behaviors support creativity and to select work for preservation or Essential Questions aspects of life? innovative thinking? What factors presentation? Why do people How do life experiences prevent or encourage people to value objects, artifacts, and influence the way you relate to Process Components take creative risks? How does artworks, and select them for art? How does learning about art Synthesize, Relate collaboration expand the creative presentation? impact how we perceive the process? world? What can we learn from Compare uses of art in a variety How does knowing the contexts Process Components our responses to art? of societal, cultural, and histories, and traditions of art Perceive, Analyze and Interpret historical contexts and make forms help us create works of art What is an image? Where and connections to uses of art in and design? Why do artists Analyze, select, and critique how do we encounter images in contemporary and local contexts. follow or break from established personal artwork for a collection our world? How do images traditions? How do artists or portfolio presentation. influence our views of the world? determine what resources and criteria are needed to formulate artistic investigations?

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 12 Process Components Process Components Investigate/Plan/Make Analyze, Select, Share

Visualize and hypothesize to Recognize and describe personal generate plans for ideas and aesthetic and empathetic directions for creating art and responses to the natural world design that can affect social and constructed environments. change. Choose from a range of materials Determine the commonalities and methods of traditional and within a group of artists or visual contemporary artistic practices to images attributed to a particular plan works of art and design. type of art, timeframe, or culture.

Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Students explore a  Students place prints  Students use  Students use variety of printmaking into a digital portfolio printmaking to present printmaking to connect techniques of their artwork. and share ideas for to a variety of cultures  Students apply inks in original works of art.  Students explore how a variety of ways artists use printmaking to create works of art.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 13 Unit 4 - Painting Unit Objectives Skill Objectives Students will be able to: Students will:

 Interpret light on changing planes  Use value and color in painting to develop a mood or expression  Analyze and discuss the work of famous artists  Use Color and value to create perspective in Painting  Discuss how to use a mood or expression in a painting  Develop form by using opaque and transparent painting media.  Understand values, shapes, and color in painting  Create a balanced composition with the effective use of movement  Use edge contrast to define shapes

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 14 Creating Presenting Responding Connecting Anchor Standard 3: Anchor Standard 6: Anchor Standard 9: Anchor Standard 11: Refine and complete artistic work Convey meaning through the Apply criteria to evaluate artistic Relate artistic ideas and works presentation of artistic work. work. with societal, cultural, and historical context to deepen understanding

Enduring Understandings Enduring Understandings Enduring Understandings Enduring Understandings Artist and designers develop Objects, artifacts, and artworks People evaluate art based on People develop ideas and excellence through practice and collected, preserved, or presented various criteria. understandings of society, constructive critique, reflecting either by artists, museums, or culture, and history through their on, revising, and refining work other venues communicate Essential Questions interactions with and analysis of over time. meaning and a record of social, How does one determine criteria art. cultural, and political experiences to evaluate a work of art? How Essential Questions resulting in the cultivating of and why might criteria vary? Essential Questions What role does persistence play appreciation and understanding. How is a personal preference How does art help us understand in revising, refining, and different from an evaluation? the lives of people of different developing work? How do artists Essential Questions times, places, and cultures? How grow and become accomplished What is an art museum? How Process Components is art used to impact the views of in art forms? How does does the presenting and sharing of Analyze, Select, Share a society? How does art preserve collaboratively reflecting on a objects, artifacts, and artworks aspects of life? work help us experience it more influence and shape ideas, beliefs, Construct evaluations of a work completely? and experiences? How do objects, of art or collection of works Process Components artifacts, and artworks collected, based on differing sets of criteria. Synthesize, Relate Process Components preserved, or presented, cultivate Investigate/Plan/Make appreciation and understanding? Compare uses of art in a variety of societal, cultural, and historical Reflect on, reengage, revise, and Process Components contexts and make connections to refine works of art or design Perceive, Analyze and Interpret uses of art in contemporary and considering relevant traditional local contexts. and contemporary criteria as well Curate a collection of objects, as personal artistic vision. artifacts, or artwork to impact the viewer’s understanding of social, cultural, and/or political experiences.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 15 Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments Sample Performance Assessments

 Students share ideas  Students work together  Students give each  Students explore how throughout the creative to create and curate a other feedback based artists from various process. display of the on the language in the periods in time use the  Students articulate collection of works given rubric for this same media to interpret their own creative created within a unit. unit. and express ideas, process.  Students reflect on thoughts and emotions.  Students articulate how their own work based  Students explore how their work is on the language in the color has been used as influenced by relevant given rubric for this a symbol within traditional and unit. paintings from various contemporary criteria periods in Art History. as well as personal artistic vision.

Introduction to Drawing & Painting Curriculum BOE Approved 4/21/2020 16