Greeley-Evans School District 6 High School Painting II Curriculum Guide Unit: Observation Timeline: 4 weeks

Transcription

1 High School Unit: Observation Timeline: 4 weeks Enduring Concept: Personal inquiry into artistic processes can lead to unforeseen, unpredictable, and original art forms. Grade Level Expectations (GLE) Vocabulary: 1. Observe and Learn to Comprehend Value Contrast Color Theory 1.1 Art has inherent characteristics and expressive features intensity Color Value Hue 1.2 Historical and cultural context are found in visual art watercolor tempera opaque 1.3 Art and design have purpose and function transparent 2. Envision and Critique to Reflect 2.1 Reflective strategies are used to understand the creative process Brush Names: Fan, Filbert, flat, angle, round 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes Palette Knife Proportion 2.3 Interpretation is a means for understanding and evaluating works of art Resists Layering Modeling 3. Invent and Discover to Create highlight Shadow Core light 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology reflective Light cast shadow to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages Technique : Wet on Wet Wet on Dry Sponge 4. Relate and Connect to Transfer Salt Saran Wrap Blending 4.1 The work of art scholars impacts how art is viewed today Brush care Clean up Gridding 4.3 Art is a lifelong endeavor Stumbling Stenciling Subtractive Inquiry Question(s): (From the standards document) What other ways are there to analyze and discuss works of art beyond the characteristics and expressive features Alternative tools : Straw, Rubber Band, Rags, etc. of art and design? How does context affect works of art? Relevant Art History Ties How do different cultures manifest the purposes of art? When is art criticism vital, and when is it beside the point? How is art used in everyday life? How can an artist create works of art through combining, expanding, and sequencing? Why is one type of visual image or object considered to be more important than another? What constitutes art? According to whom? How do underlying structures unconsciously guide the creation of art works? How can information be shared artistically? What differentiates art-making technologies? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? Assessments Possible Products/Performance Tasks: Reflected Light Still Life Landscape Self-directed Possible Media Choices: Evidence Outcomes 1.1. b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.2. b. Discern the complexity of art and historical paradigms in cultural context 1.2. d. Research and document community art and architecture Page 1 of 6

2 Watercolor Tempera Acrylic Acrylic gels and mediums Oils medium and pigments Varnish Appropriate Paper/Support Alternative/Innovative supports Possible Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb 1.2.e. Analyze innovation in art through historical and cultural context 1.3. b. Research and document how the visual arts are manifested in contemporary society 2.1 b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art 2.1. e. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, and evaluation 2.2. b. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and others works of art 2.3. Recognize and debate diverse approaches to creating art across time and culture 3.1 b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.1.c. Create works of art representing traditional subject matter that use new media 3.2 b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.2.c. Demonstrate collaboration to create works of art 3.3. a. Compare and contrast the analytical processes used to interpret works of art and images of mass media 4.1. a. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.3 b. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/journaling Color Theory Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources Printed and digital Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 2 of 6

3 High School Unit: Figurative Timeline: 4 weeks Enduring Concept: Personal inquiry into artistic processes can lead to unforeseen, unpredictable, and original art forms. Grade Level Expectations (GLE) Vocabulary: 1.1 Art has inherent characteristics and expressive features Value Contrast Color Theory 1.2 Historical and cultural context are found in visual art intensity Color Value Hue 1.3 Art and design have purpose and function watercolor tempera opaque 2.1 Reflective strategies are used to understand the creative process transparent 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Brush Names: Fan, Filbert, flat, angle, round 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology Palette Knife Proportion to express ideas Resists Layering Modeling 3.2 Assess and produce art with various materials and methods highlight Shadow Core light 3.3 Make judgments from visual messages reflective Light cast shadow 4.1 The work of art scholars impacts how art is viewed today 4.3 Art is a lifelong endeavor Inquiry Question(s): (From the standards document) Technique : Wet on Wet Wet on Dry Sponge What other ways are there to analyze and discuss works of art beyond the characteristics and expressive Salt Saran Wrap Blending features of art and design? Brush care Clean up Gridding How does context affect works of art? Stumbling Stenciling Subtractive How do different cultures manifest the purposes of art? When is art criticism vital, and when is it beside the point? Alternative tools : Straw, Rubber Band, Rags, etc. How is art used in everyday life? How can an artist create works of art through combining, expanding, and sequencing? Relevant Art History Ties Why is one type of visual image or object considered to be more important than another? What constitutes art? According to whom? How do underlying structures unconsciously guide the creation of art works? How can information be shared artistically? What differentiates art-making technologies? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? Assessments Possible Products/Performance Tasks: Imaginative Figure Imaginative Portrait Self-directed Possible Media Choices: Watercolor Tempera Acrylic Acrylic gels and mediums Evidence Outcomes 1.1. b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.2. b. Discern the complexity of art and historical paradigms in cultural context 1.2. d. Research and document community art and architecture 1.2.e. Analyze innovation in art through historical and cultural context 1.3. b. Research and document how the visual arts are manifested in contemporary society 2.1.b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art 2.1. e. Make informed judgments about the relative merits of works of art using observation, description, Page 3 of 6

4 Oils medium and pigments Varnish Appropriate Paper/Support Alternative/Innovative supports Possible Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb analysis, interpretation, and evaluation 2.2. b. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others works of art 2.3. Recognize and debate diverse approaches to creating art across time and culture 3.1 b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.1.c. Create works of art representing traditional subject matter that use new media 3.2 b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.2.c. Demonstrate collaboration to create works of art 3.3. a. Compare and contrast the analytical processes used to interpret works of art and images of mass media 4.1. a. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.3 b. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/journaling Color Theory Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources: Printed and digital Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 4 of 6

5 High School Unit: Imaginative Timeline: 4 weeks Enduring Concept: Personal inquiry into artistic processes can lead to unforeseen, unpredictable, and original art forms. Grade Level Expectations (GLE) Vocabulary: 1.1 Art has inherent characteristics and expressive features Value Contrast Color Theory 1.2 Historical and cultural context are found in visual art intensity Color Value Hue 1.3 Art and design have purpose and function watercolor tempera opaque 2.1 Reflective strategies are used to understand the creative process transparent 2.2 A personal philosophy of art is accomplished through use of sophisticated language and studio art processes 2.3 Interpretation is a means for understanding and evaluating works of art Brush Names: Fan, Filbert, flat, angle, round 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology Palette Knife Proportion to express ideas Resists Layering Modeling 3.2 Assess and produce art with various materials and methods highlight Shadow Core light 3.3 Make judgments from visual messages reflective Light cast shadow 4.1 The work of art scholars impacts how art is viewed today 4.3 Art is a lifelong endeavor Inquiry Question(s): (From the standards document) Technique : Wet on Wet Wet on Dry Sponge What other ways are there to analyze and discuss works of art beyond the characteristics and expressive Salt Saran Wrap Blending features of art and design? Brush care Clean up Gridding How does context affect works of art? Stumbling Stenciling Subtractive How do different cultures manifest the purposes of art? When is art criticism vital, and when is it beside the point? Alternative tools : Straw, Rubber Band, Rags, etc. How is art used in everyday life? How can an artist create works of art through combining, expanding, and sequencing? Relevant Art History Ties Why is one type of visual image or object considered to be more important than another? What constitutes art? According to whom? How do underlying structures unconsciously guide the creation of art works? How can information be shared artistically? What differentiates art-making technologies? How and why is art used as a vehicle for communication? To what extent does good design integrate form with function? Assessments Possible Products/Performance Tasks: Pattern/Color Harmony schemes Surface Manipulation Self-directed Possible Media Choices: Watercolor Tempera Acrylic Acrylic gels and mediums Evidence Outcomes 1.1. b. Investigate and articulate the value of the characteristics and expressive features of art and design in diverse and disparate works of art 1.1.c. Connect and compare visual art characteristics and expressive features of art and design in cultural contexts 1.2. b. Discern the complexity of art and historical paradigms in cultural context 1.2. d. Research and document community art and architecture 1.2.e. Analyze innovation in art through historical and cultural context 1.3. b. Research and document how the visual arts are manifested in contemporary society 2.1 b. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art 2.1. e. Make informed judgments about the relative merits of works of art using observation, description, Page 5 of 6

6 Oils medium and pigments Varnish Appropriate Paper/Support Alternative/Innovative supports Possible Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Bulbapp Portfolio: Artists will create a portfolio using Bulbapp or traditional paper portfolio of their artworks that demonstrate the knowledge they have gained in technique, design, composition and problem-solving in the media pertaining to the course. Getting your students started with Bulb analysis, interpretation, and evaluation 2.2. b. Document and apply investigations into a range of traditional and nontraditional studio practices to personal expression 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and the others works of art 2.3. Recognize and debate diverse approaches to creating art across time and culture 3.1 b. Investigate and document a wide range of traditional, advanced, and evolving media used in creating images that communicate ideas 3.1.c. Create works of art representing traditional subject matter that use new media 3.2 b. Discern and articulate the quality of personal works of art using a variety of reflective processes 3.2.c. Demonstrate collaboration to create works of art 3.3. a. Compare and contrast the analytical processes used to interpret works of art and images of mass media 4.1. a. Research and debate viewpoints found in a variety of resources that focus on and discuss visual art and design 4.3 b. Research the range of careers available to artists such as museum curation, automobile design, gaming design, medical illustration, and photojournalism Instruction Key teaching and Learning Experiences that embed 21 st Century Skills: Demonstrations Experimentation Planning and revision Graphic organizers Instructive Quotes Modeling Collaboration Cornell Notes/handouts Sketching/journaling Color Theory Visuals Peer Feedback Peer teaching Problem solving Presentation Critique Continued Practice Mind maps Resources: Printed and digital Site available equipment Visiting Artists Student generated research and investigation Student Sketchbook Page 6 of 6