SENECA VALLEY SCHOOL DISTRICT CURRICULUM. PREREQUESITE: completion of Painting with an A grade and with teacher signature approval

Size: px

Start display at page:

Download "SENECA VALLEY SCHOOL DISTRICT CURRICULUM. PREREQUESITE: completion of Painting with an A grade and with teacher signature approval"

Moris Williams
5 years ago
Views:

1 SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0771 Grade Level(s): Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: One Semester Credits: 0.5 Faculty Author(s): Megan Bonistalli, James Nagle, Jason Shorr Date: November 11, 2011 COURSE DESCRIPTION: PREREQUESITE: completion of Painting with an A grade and with teacher signature approval At the onset of the course, students will meet with the teacher to determine proposed outcomes and goals for student achievement. The purpose of this course is to allow art students to elaborate on painting studies, continue to develop their portfolio, and/or to continue their painting experience in a more concentrated and independent way. Students who wish to continue on this course may take Advanced Art Experience Painting more than once. Standards A & B (listed in detail below) are covered to varying degrees in every lesson A Know and use the elements and principles of each art form to create works in the arts and humanities. Elements Color/Value: apply to enhance form and meaning Form: create sophisticated sculptural objects through various material manipulation and found object analysis Line/shape: relate line/shape qualities to the effect and meaning of forms Texture: use texture to enhance surface quality and for its symbolic capabilities Space: use multiple levels of space in relief sculpture and sculpture in the round Value: understand and manipulate the qualities of value to enhance and imply three dimensional form Principles 1

2 Balance: create balanced compositions using the elements of art relative to individual projects and/or use imbalance for effect and meaning know how to apply the terms symmetrical, asymmetrical, and radial balance when creating work Contrast: create works that show a concrete understanding and effective use of contrast through form types (organic, geometric, realistic, abstracted) and use of all other art elements Emphasis/Focal Point: Apply the concept of focal point to a sculptural framework that manipulates multiple levels of space within a work as well as the physical space around and between objects, including consideration of display location meaning/appropriateness Movement/Rhythm: consider how the elements of art can express movement and utilize appropriately for meaning/effect of individual projects Proportion/Scale: create forms with realistic human proportions or exaggeration/alteration for specific effect Create forms that reflect an understanding of scale relationships between objects and/or with the interaction of actual objects and how manipulation of their scale can affect viewer experience Repetition: create forms that consider the effect of repetition and how it can enhance or degrade an art concept Unity/Harmony: create works that reflect the concept of unity/harmony by seeming to reach the individual goals for projects by the artist and instructor, can be created though use of any/all elements of art or the purposeful disregard of conventional Unity/Harmony B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. The state has developed anchors (points of focus) in (Course Name). The anchors specify eligible content for the content areas. The anchors include standards 1.1, 1.2, and 1.3 The Objectives that address anchors have been bolded. 2

3 The following outline provides a general overview of the course content, not a chronological timetable. The weeks denoted for each area provide an idea for the overall time spent working with a given topic throughout the semester. COURSE OUTLINE *Each Roman Numeral represents a COURSE CONTENT AREA. All content areas should be covered in an 18 week period. Content areas are based on and the color theory that is the basis for working in colored mediums and the genres of paint most commonly used in fine art today. I. Color Theory II. Acrylic Experience III. Water Color Experience IV. Oil Experience *Objectives can be used interchangeably to best suite projects aligned with the course content areas. All objectives (standards) should be covered at least once in a semester C Integrate and apply advanced vocabulary to the arts forms. Students will apply advanced vocabulary through class and individual discussions, assigned readings and responses D Demonstrate specific styles in combination through the production or performance of a unique work of art (e.g., a dance composition that combines jazz dance and African dance).varied art styles will be introduced and may be combined as deemed appropriate for individual projects ex. Traditional vessel forms with contemporary subject manner E Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques. The production of paintings exploring various techniques and processes focusing on the elements and principles of design F Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition. Various types and historical contexts of painting, oils, water color, may be presented within regards to individual projects G Analyze the effect of rehearsal and practice sessions Review and critique (peer to peer and student/teacher) paintings in process as well as finished works Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces. Proper use of appropriate materials to complete an assigned painting Proper clean-up routine followed to promote a clean and efficient class 3

4 Evaluate the process of safely and effectively utilizing matt cutting equipment Proper use and clean-up of painting solvents and materials I Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission. Selected student work will be submitted in regional art shows. Application forms and proper presentation will be followed for such submissions J Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. Utilize traditional painting techniques with traditional painting mediums such as acrylic, watercolor, and oil painting Utilize contemporary technologies to aid in the production of art (painting) creation such as projectors, computer software, photography, and internet applications K Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities. Students will be able to identify and utilize different materials and technologies to further their experience in painting A Explain the historical, cultural and social context of an individual work in the arts. Students have the opportunity to talk about the historical, cultural, and social context in critiques about their work and that of fellow art student s work B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).present various works in the arts in relation to the time in which they were created as well as contemporary historical events C Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).students will compare and contrast various styles as well as genres of painting with works 4

5 they produce in class D Analyze a work of art from its historical and cultural perspective. Various works will be reviewed throughout the class in relation to their historical and/or cultural perspective E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)become aware of the relation of how certain historical or cultural events impact forms, techniques, and purposes as related to painting F Know and apply appropriate vocabulary used between social studies and the arts and humanities. Discussion within regards to artworks and techniques related to individual projects G Relate works in the arts to geographic regions Discussion within regards to artworks and techniques related to individual projects H Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts. Applied when appropriate to specific projects or techniques being explored or museum events going on in the area Identify and discuss various works of art (paintings) by Pennsylvania based artists (e.g., Andy Warhol, Mary Cassatt, Jeff Koons, etc.) I Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).discussion within regards to individual projects J Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., PLAYS BY Shakespeare, works by Michelangelo, ethnic dance and music).students will be exposed to examples of works by various traditional and contemporary artists from different historical and cultural backgrounds. (Paintings by various artists especially focusing on self-portraiture) K Identify, explain and analyze traditions as they relate to 5

6 works in the arts (e.g., storytelling plays, oral histories- poetry, work songs- blue grass).discussion within regards to individual projects Become aware of the use of traditional materials and subject matter as they relate to painting L Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham s Appalachian Spring and Millet s The Gleaners).Discussion within regards to individual projects A Explain and apply the critical examination processes of works in the arts and humanities. Discussion within regards to individual projects. Through group and individual critiques students will compare and contrast their work to other work within the class and to established artists B Determine and apply criteria to a person s work and works of others in the arts (e.g., use visual scanning techniques to critique the student s own use of sculptural space in comparison to Julio Gonzales use of space in Woman Combing Her Hair).Compare the use of various elements, principles, and design components between works of art in progress and completed between students D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response. Cultural specific vocabulary may be used to analyze certain aspects of the production of the artwork (e.g., fresco, tondo, triptych) E Examine and evaluate various types of critical analysis of works in the arts and humanities Classroom and individual critiques of student work will focus on the assignment in context, a formal review of the work, and intuitive criticism G Analyze works in the arts by referencing the judgments advanced by arts critics as well as one s own analysis and critique. Students will become aware of judgments and criticism of art by critics as well as their own analysis 6

7 A Evaluate an individual s philosophical statement on a work in the arts and its relationship to one s own life based on knowledge and experience Students may be made aware of the different reasons why artworks were created. They may be encouraged to relate an artist s reasons to their own experiences B Describe and analyze the effects that works in the arts have on groups, individuals and the culture (e.g., Orson Welles 1938 radio broadcast, War of the Worlds).Discuss the impact of painting on culture and its effects of various groups (e.g., Painting used as a vehicle to promote Christian beliefs to the illiterate) C Compare and contrast the attributes of various audiences environments as they influence individual aesthetic response (e.g., viewing traditional Irish dance at county fair versus the performance of River Dance in a concert hall).students may view paintings used as exercises or preliminary sketches versus the exhibition of finished paintings presented in a formal environment (museum/ gallery space) 7

SENECA VALLEY SCHOOL DISTRICT CURRICULUM. PREREQUESITE: completion of P&C Techniques with an A grade and with teacher signature approval

SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0773 Grade Level(s): 11 12 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: One Semester Faculty Author(s): Megan