Art IV/AP Studio Art unleveled full year course 4 credits By the end of basic study in grades 9 12 By the end of extended study in grades 9-12 Unit: Observation Drawing-textured charcoal drawings Essential Questions 1. How do you create a textured middle tone on watercolor paper by using an ink wash and salt? 2. How to use a variety of textures which is influenced by Mayan Hieroglyphics? 3. How to use the digital camera to capture a frozen facial expression giving the illusion of a stone figure? 4. How to use paper that starts off with a middle tone decreasing the amount of lines and values needed to represent the form? Framework Standard Standard 1: Methods, Materials and Techniques Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. Students will: 1.9 Demonstrate the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools. Content / Skills Change text to fit unit accordingly in each of the descending boxes Create a drawing of personal items that are individual to the students personality, experiences and character. Resources Include appropriate web-site information/texts/dvd/vcr Professional Artist Images Previous Student Art Images Book: Drawing on the Right Side of the Brain Book: Keys to Drawing www.mfa.org www.hmnh.harvard.edu/ Instructional Strategies Skillful teacher terminology Class demonstration, discussion of professional artists work and former students artwork. Personally customized observational still life to practice techniques of drawing. Ongoing individual and group critiques. Self-assessment. Assessments One to one Small group instruction Hands on assessment in terms of participation, effort, and mastery of observational drawing 1.10 Use electronic technology for reference and for creating original work Technology is used to alter images with Photoshop and brainstorm with imagery. Website information: design, cultural institutes, art forms, contemporary artists. Contemporary Photoshop magazine. Images of Mayan relief sculptures Pervious Student Images. Demonstration of drawing and Photoshop tools. Brainstorming critique with class or in small groups.
1.11 Explore a single subject through a series of works, varying the medium or technique For example, a student makes a drawing, woodcut. 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials and tools 1.13 Make reasonable choices of 2D and 3D media, materials, tools, and techniques to achieve desired effects in specific projects For example, students select a medium for its expressive qualities or structural properties. 1.14 Demonstrate a mastery of tools and techniques in one medium 1.15 Describe and apply procedures for the safe and proper maintenance of the workspace, materials and tools; identify potential health hazards associated with the materials and techniques, and possible substitutes for hazardous materials. Explore a variety of drawings using the same still life but changing the element of concentration. Also varying the material to emphasize the element. Demonstrate the appropriate use and care of materials, equipment and the studio space. Select appropriate drawing materials to create expressive lines, values of color, and texture of objects. Create a drawing using the skill practiced with classroom activities. Draw a series of portraits and personal still life objects. Communicate/speak about the procedures in handling tools, materials and keeping an organized studio space Address concerns about potential health hazards and how to substitute or remove potential hazards in the studio environment Verbalize using appropriate terminology to describe processes, procedures and methods that they need to structure around working with certain materials Series of work by one artist progressing from one drawing medium to the next. Example: Classic and contemporary artists work. The Art Teacher s Book of Lists Small activities and review of vocabulary to connect the different media. Teacher will review cleaning and safety concerns when dealing with workspace, materials and tools. Book: Keys to Drawing Class demonstration, discussion of professional artists work and former student s artwork. Simplified activities to practice techniques of drawing. Professional Artist Images Previous Student Art Images Posted information Signage Storage areas Rules in regard to handling, utilizing, and maintaining Review Discus what activities interest the artist. Images interpreted by the students. Communicate about safety in the studio environment Demonstrate Illustrate Review Postings where and when needed Critique using the vocabulary reviewed and self-assessment by displaying work. Observe clean up time and prevent safety issues by organizing room to work with the movement of students and materials. View and discuss appropriate use of materials and techniques one on one Individual critique Group critique Peer critiques Class critique and one on one discussion. Review at the end of lesson and visually checking classroom. Student assessment of procedures. Framework Standard
2: Elements and Principles of Design Students will demonstrate knowledge of the elements and principles of design 2.12 Apply knowledge of color theory to a project Create a value scale using the ink and charcoal on a middle ground material. Visuals Color wheel examples Art History examples Demonstrate the use of color and their interaction. One on one critique Class critique 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others 2.17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style Framework Standard 3: Observation, Abstraction, Invention, Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. 3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas Create the illusion of a Mayan relief by using a variation of line, texture, shape and form on a two dimensional surface. Create a final piece of art using the elements reviewed and make a personal work that projects the student s interests. Review the elements of art Visuals Student samples Elements examples Demonstrate the different ways to use different drawing materials to vary the elements. Compare and discuss the elements in students and professional artists work. Review one on one Individual critique Peer review Group Critiques Class written critique with final verbal critique. Personal abstraction drawing of still life Personal abstraction drawing of objects chosen by the student to represent something personal to them. Previous student work Picasso examples Still life examples of both previous students and professional artists. Demonstration of process Discussion of what is controlled abstraction from observation Discuss person activities and how everyone is different compare artists work. WAC/Communication Rubric-speak about abstractions involved in the creative process Exhibit Display Discuss variations in style 3.12 Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal Personal abstraction drawing of objects chosen by the student to represent something personal to them. Still life examples of both previous students and professional artists. Discuss person activities and how everyone is different compare artists work. Exhibit Display Discuss variations in style
point of view about issues and ideas Framework Standard 4: Drafting, Revising, and Exhibiting Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, selfassessment, refinement, and exhibit preparation. 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings projects, alone and in group settings Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; Complete: prepare work for presentation or exhibition 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment Sketch book drawings conceptualizing ideas before every project begins. Class and written critiques of artwork in progress. Examples of Sketch book drawings. Example Diego Rivera sketches of the war. Critiquing skills and art elements vocabulary Class discussion and note taking skills. Class discussion and one on one critiques during the process Class and one on one critiques. Final critique comparing sketchbook and final work
4.11 Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time 4.12 Choose and prepare artwork for exhibition, and be able to discuss their choices Appropriate storage of work and consistent cleanup process Labeling artwork One on one discussion of exhibit quality work. Label and matte work. Labeled storage facility-bins or shelving units/cupboards Work goes home and is returned for exhibits and shows Goal of lesson Displayed exhibit dates and permission slip information. Maintenance of storage and display facilities Information is displayed and discussed in class Class critique and assessment of room clean up Communication Speaking art department rubric 4.13 Create a presentation portfolio that includes work in several media and that demonstrates a progression of ideas and preliminary and finished work in each 4.14 Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles 4.16 Organize and present an exhibit of a body of their own work to others Still life series of drawings displaying an emphasis on different elements of art. Communicate about their style in comparison to others. Class critique discussing their personal goal of the work Teacher, student and artist examples showing process Visuals MFA website-visuals demonstrating style Work is displayed for class viewing and discussion Demonstration of a series of elements and discussion of process. Discussion of work during critiques and connecting the elements or art to their work. Class critique with vocabulary prompts, one on one discussion Final rubric assessment Class critique. WAC Communication Rubric Class critique Framework Standard 5: Critical Response Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. 5.8Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary Students will compare and their work with similar art work of another artist that they were influenced by. Museum websites: www.mfa.org Display an example of previous students work. Formative assessment rubric Art department rubric
5.9 Use published sources, either traditional or electronic, to research a body of work or an artist, and present findings in written or oral form 5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work 5.11 Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor 5.12 Demonstrate an understanding how societal influences and prejudices may affect viewers ways of perceiving works of art Framework Standard 6: Connections: Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, where appropriate. 6.5 Interpret the meanings of artistic works based on evidence from artists biographies, 6.6 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns For example, students listen for similarities and differences in work songs from various cultures Students will research Mayan images Students will research Mayan images Students will research Mayan images Class room discussion of work at museum or website Student and professional work displayed for discussion Student and professional work displayed for discussion http://arthistoryresources.net/arthlinks.html Student and professional work displayed for discussion Classroom discussion of artwork compared. Classroom discussion of artwork compared. Classroom discussion of artwork compared. Class room critique Class room critique Class room critique Museum and websites displaying art Displayed work Class room discussion and participation. Students will write an artist statement about their work and what has influenced them. Part of senior display panel for the art show. Students will compare different styles of drawing from artist and also compare to their own style to achieve mastery in techniques. Previous students work. Previous students work. Classroom demonstration for Classroom demonstration for One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show.
6.7 compare examples of works in one arts domain from several periods or cultures and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events 6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events Framework Standard 7: Connections Roles of Artists in the Communities Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present 7.5 Analyze how the arts and artists are portrayed in contemporary newspapers, magazines, films, and electronic media 7.6 Describe various roles that artists serve, cite representative individuals who have functioned in these roles, and describe their activities and achievements Classroom discussion of Mayan wall writing and compare function vs. form Classroom discussion of Mayan wall writing and compare function vs. form Mayan Hieroglyphics Previous students work Professional artist work Mayan Hieroglyphics Previous students work Professional artist work Classroom demonstration for Classroom demonstration for One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. Local artist shows are displayed and discussed to connect with the community. Local artist shows are displayed and discussed to connect with the community. North river, Duxbury Art Complex, and South Shore Art Center. North river, Duxbury Art Complex, and South Shore Art Center. Information is hung on bulletin board and referenced during class. Information is hung on bulletin board and referenced during class. Class room discussion with students that participate Class room discussion with students that participate
7.8analyze how the arts and artists were portrayed in the past by analyzing primary sources from historical periods Framework Standard 8: Connections, Concepts of style, stylistic influence, and stylistic change Students will demonstrate their understanding of the concepts of style, stylistic influence, and stylistic change by identifying when and where art works were created and by analyzing characteristic features of art works from various historical periods, cultures, and genres. Classroom discussion of form vs. function of wall writing. Mayan Hieroglyphics Previous students work Professional artist work Classroom demonstration for Classroom discussion 8.6 Classify works from the United States and world cultures by genre, style, and historical period; explain why the works exemplify a particular genre, style, or period 8.7 Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work * Suggested period: American and world cultures to c. 1920 8.8Identify the stylistic features of given work and explain how they relate to aesthetic tradition and historical or cultural contexts 8.9 Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts Separate the different historical periods of wall writing and story telling Discussion of art history and how the work is influence by different traditions. Classroom discussion of master artists drawing and how economic conditions influenced their choice of models in their work. Classroom discussion of master artists drawing and how economic conditions influenced their choice of models in their work. Mayan Hieroglyphics Previous students work Professional artist work Mayan Hieroglyphics Previous students work Professional artist work Mayan Hieroglyphics Previous students work Professional artist work Mayan Hieroglyphics Previous students work Professional artist work Classroom demonstration for Classroom demonstration for Classroom demonstration for Images displayed in exhibit One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. Tour guide and group discussion.
8.10 Identify variants within the style of a particular time period, and describe the advantages and limitations of using the concept of style to describe and analyze the work of a particular period or culture 8.11 Identify and analyze examples of artistic and/or literary allusions in works of dance, music, theatre, and visual arts and architecture Framework Standard 9: Connections: Inventions, Technologies, and the Arts Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their works. 9.6 Compare the available materials, inventions, and technologies of two historical periods or cultures and explain their effect on the arts 9.7 Identify and describe the examples of the persistence of traditional historical materials and technologies in contemporary artworks For example, a student interested in textile design investigates the works of artists who use plants to make dyes and finds out why they choose to use these traditional techniques. 9.9 Identify and describe how some contemporary artists concentrate on the use of technologies and inventions of the past to achieve specific artistic effects Classroom discussion of master artists drawing and how economic conditions influenced their choice of models in their work. Fieldtrip to museum, discuss different styles of artists within the museum and how they were influenced. Mayan Hieroglyphics Previous students work Professional artist work Various artwork displayed www.moma.org Images displayed in exhibit Images displayed in exhibit Tour guide and group discussion. Tour guide and group discussion. Drawing and sketching with the computer program Students create their own relief and draw from it. Classroom discussion of tools and the history of the written language. Book: Photoshop for PC Catalog of Maya Hieroglyphics Demonstration of drawing and brainstorming Demonstration of how to use imagery for words. Classroom discussion Project rubric http://en.wikipedia.org/wiki/history_of_writing Demonstration of skill Classroom discussion
Framework Standard 10: Connections Interdisciplinary Connections Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines 10.4 Continue the above and integrate knowledge from various disciplines and cultural resources Students independently visit local galleries Students work is influenced by artists showing in local galleries. Students have opportunities to exhibit work at local galleries. Students have an opportunity to exhibit work at local galleries. Classroom discussions about exhibiting opportunities. Classroom discussions about exhibiting opportunities. Projects completed and permission slips completed. Projects completed and permission slips completed. Art IV/AP Studio Art By the end of basic study in grades 9 12 By the end of extended study in grades 9-12 Unit: Observation Drawing-large portrait Essential Questions 1. Make a full size drawing, painting or mixed media representation of themselves in a meaningful location. 2. Use a variety of texture, line, media to project the emotion involved in the portrait. 3. Choose the correct media that will best hold the imagery and layers of drawing or painting. unleveled full year course 4 credits Framework Standard Standard 1: Methods, Materials and Techniques Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts.
Students will: 1.9 demonstrates the ability to create 2D and 3D works that show knowledge of unique characteristics of particular media, materials, and tools. Student will demonstrate the ability to create 2d and 3d work by drawing a large self-portrait. Professional Artist Images Previous Student Art Images Book: Drawing on the Right Side of the Brain Book: Keys to Drawing www.mfa.org www.hmnh.harvard.edu/ Class demonstration, discussion of professional artists work and former students artwork. Personally customized observational still life to practice techniques of drawing. Ongoing individual and group critiques. Self-assessment. One to one Small group instruction Hands on assessment in terms of participation, effort, and mastery of observational drawing 1.10 Use electronic technology for reference and for creating original work Technology is used to alter images with Photoshop and brainstorm with imagery. Website information: design, cultural institutes, art forms, contemporary artists. Contemporary Photoshop magazine. Pervious Student Images. Demonstration of drawing and Photoshop tools. Brainstorming critique with class or in small groups. 1.11 Explore a single subject through a series of works, varying the medium or technique For example, a student makes a drawing, woodcut. 1.12 Describe and apply procedures to ensure safety and proper maintenance of the workspace, materials and tools 1.13 Make reasonable choices of 2D and 3D media, materials, tools, and techniques to achieve desired effects in specific projects For example, students select a medium for its expressive qualities or structural properties. Explore with the self-portrait through a series of materials and locations. Demonstrate the appropriate use and care of materials, equipment and the studio space. Select appropriate drawing materials to create expressive lines, values of color, and texture of objects. Series of work by one artist progressing from one drawing medium to the next. Example: Classic and contemporary artists work. The Art Teacher s Book of Lists Small activities and review of vocabulary to connect the different media. Teacher will review cleaning and safety concerns when dealing with workspace, materials and tools. Book: Keys to Drawing Class demonstration, discussion of professional artists work and former student s artwork. Simplified activities to practice techniques of drawing. Critique using the vocabulary reviewed and self-assessment by displaying work. Observe clean up time and prevent safety issues by organizing room to work with the movement of students and materials. View and discuss appropriate use of materials and techniques one on one Individual critique Group critique Peer critiques 1.14 Demonstrate a mastery of tools and techniques in one medium Create a drawing mastering the charcoal material. Professional Artist Images Previous Student Art Images Discus what activities interest the artist. Images interpreted by the students. Class critique and one on one discussion.
1.15 Describe and apply procedures for the safe and proper maintenance of the workspace, materials and tools; identify potential health hazards associated with the materials and techniques, and possible substitutes for hazardous materials. Framework Standard 2: Elements and Principles of Design Students will demonstrate knowledge of the elements and principles of design 2.12 apply knowledge of color theory to a project Communicate/speak about the procedures in handling tools, materials and keeping an organized studio space Address concerns about potential health hazards and how to substitute or remove potential hazards in the studio environment Verbalize using appropriate terminology to describe processes, procedures and methods that they need to structure around working with certain materials Posted information Signage Storage areas Rules in regard to handling, utilizing, and maintaining Review Communicate about safety in the studio environment Demonstrate Illustrate Review Postings where and when needed Review at the end of lesson and visually checking classroom. Student assessment of procedures. Create a self-portrait and apply knowledge of color theory. Visuals Color wheel examples Art History examples Demonstrate the use of color and their interaction. One on one critique Class critique 2.12 2.13 Use color, line, texture, shape, and form in 2D and 3D work and identify the use of these elements in the compositions of others 2.17 Create artwork that demonstrates facility in selective use of elements and principles of design to establish a personal style Framework Standard 3: Observation, Abstraction, Invention, Expression: Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. Self-portrait drawing will include the use of line, texture, shape and form. The use of elements will be used when creating the self-portrait drawing. Review the elements of art Visuals Student samples Elements examples Demonstrate the different ways to use different drawing materials to vary the elements. Compare and discuss the elements in students and professional artists work. Review one on one Individual critique Peer review Group Critiques Class written critique with final verbal critique.
3.9 Create 2D and 3D artwork that explores the abstraction of ideas and representations 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas Students will abstract the idea by placing the portrait in a symbolic situation. Personal abstraction drawing of objects chosen by the student to represent something personal to them. Previous student work Picasso examples Figure drawing examples of both previous students and professional artists. Demonstration of process Discussion of what is controlled abstraction from observation Discuss person activities and how everyone is different compare artist s work. WAC/Communication Rubric-speak about abstractions involved in the creative process Exhibit Display Discuss variations in style 3.12 Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal point of view about issues and ideas Framework Standard 4: Drafting, Revising, and Exhibiting Students will demonstrate knowledge of the processes of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. Students will demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal point of view with the large self-portrait drawing Figure drawing examples of both previous students and professional artists. Discuss person activities and how everyone is different compare artist s work. Exhibit Display Discuss variations in style 4.9 Demonstrate the ability to conceptualize, organize, and complete long-term projects, alone and in group settings projects, alone and in group settings Conceptualize: plan, generate ideas, make preliminary sketches, participate in discussions, imagine outcomes, and set goals; Organize: choose materials and techniques to attain the desired look and feel; maintain work space and personal schedule; review progress of work with others; and revise work appropriately; Sketch book drawings conceptualizing ideas before every project begins. Examples of Sketch book drawings. Example Diego Rivera sketches of the war. Class discussion and note taking skills. Class and one on one critiques.
Complete: prepare work for presentation or exhibition 4.10 Demonstrate the ability to develop an idea through multiple stages, responding to criticism and self-assessment Class and written critiques of artwork in progress. Critiquing skills and art elements vocabulary Class discussion and one on one critiques during the process Final critique comparing sketchbook and final work 4.11 Maintain a portfolio of artwork that demonstrates a progression of ideas and skills over time 4.12 Choose and prepare artwork for exhibition, and be able to discuss their choices 4.13 Create a presentation portfolio that includes work in several media and that demonstrates a progression of ideas and preliminary and finished work in each 4.14 Demonstrate an ability to see their own personal style and discriminate among historical and contemporary styles 4.16 Organize and present an exhibit of a body of their own work to others Framework Standard 5: Critical Response Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. 5.8Demonstrate the ability to compare and contrast two or more works of art, orally and in writing, using appropriate vocabulary Appropriate storage of work and consistent cleanup process Labeling artwork One on one discussion of exhibit quality work. Label and matte work. A portfolio will be created to include the progression of ideas for the large portrait drawing. Communicate about their style in comparison to others. Class critique discussing their personal goal of the work Labeled storage facility-bins or shelving units/cupboards Work goes home and is returned for exhibits and shows Goal of lesson Displayed exhibit dates and permission slip information. Teacher, student and artist examples showing process Visuals MFA website-visuals demonstrating style Work is displayed for class viewing and discussion Maintenance of storage and display facilities Information is displayed and discussed in class Demonstration of a series of elements and discussion of process. Discussion of work during critiques and connecting the elements or art to their work. Class critique with vocabulary prompts, one on one discussion Class critique and assessment of room clean up Communication Speaking art department rubric Final rubric assessment Class critique. WAC Communication Rubric Class critique Students will compare and their work with similar art work of another artist that they were influenced by. Museum websites Display an example of previous students work. Formative assessment rubric Art department rubric
5.9 Use published sources, either traditional or electronic, to research a body of work or an artist, and present findings in written or oral form 5.10 Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work 5.11 Analyze a body of work, or the work of one artist, explaining its meaning and impact on society, symbolism, and visual metaphor 5.12 Demonstrate an understanding how societal influences and prejudices may affect viewers ways of perceiving works of art Framework Standard 6: Connections: Purposes and Meanings in the Arts: Students will describe the purposes for which works of dance, music, theatre, visual arts, and architecture were and are created, and, where appropriate. 6.5 Interpret the meanings of artistic works based on evidence from artists biographies, 6.6 Describe and analyze examples of art forms that integrate practical functions with aesthetic concerns For example, students listen for similarities and differences in work songs from various cultures Students will find an artist of interest and apply style of their own work. Students will critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work Students will analyze a body of work, or the work of one artist. Class room discussion of work at museum or website www.moma.org www.mfa.org Previous students work. Student and professional work displayed for discussion www.moma.org www.mfa.org Previous students work. Museum and websites displaying art Classroom discussion of artwork compared. Classroom discussion of artwork compared. Classroom discussion of artwork compared. Displayed work Class room critique Class room critique Class room critique Class room discussion and participation. Students will write an artist statement about their work and what has influenced them. Part of senior display panel for the art show. Students will compare different styles of drawing from artist and also compare to their own style to achieve mastery in techniques. Previous students work. Previous students work. Classroom demonstration for Classroom demonstration for One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show.
6.7 compare examples of works in one arts domain from several periods or cultures and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events 6.8 Compare examples of works from several arts domains within a period or culture and explain the extent to which each reflects function, customs, religious beliefs, social philosophies, aesthetic theories, economic conditions, and/or historical or political events Framework Standard 7: Connections Roles of Artists in the Communities Students will describe the roles of artists, patrons, cultural organizations, and arts institutions in societies of the past and present 7.5 Analyze how the arts and artists are portrayed in contemporary newspapers, magazines, films, and electronic media 7.6 Describe various roles that artists serve, cite representative individuals who have functioned in these roles, and describe their activities and achievements Framework Standard 8: Connections, Concepts of style, stylistic influence, and stylistic change Students will demonstrate their understanding of the concepts of style, stylistic influence, and stylistic change by identifying when and where art works were created and by analyzing characteristic features of art works Classroom discussion of master artists painting and how economic conditions influenced their choice of models in their work. Classroom discussion of master artists painting and how economic conditions influenced their choice of models in their work. Degas exhibit: the nude Degas exhibit: the nude Classroom demonstration for Classroom demonstration for One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. Local artist shows are displayed and discussed to connect with the community. Local artist shows are displayed and discussed to connect with the community. North river, Duxbury Art Complex, and South Shore Art Center. North river, Duxbury Art Complex, and South Shore Art Center. Information is hung on bulletin board and referenced during class. Information is hung on bulletin board and referenced during class. Class room discussion with students that participate Class room discussion with students that participate
from various historical periods, cultures, and genres. 8.6 Classify works from the United States and world cultures by genre, style, and historical period; explain why the works exemplify a particular genre, style, or period 8.7 Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work * Suggested period: American and world cultures to c. 1920 8.8Identify the stylistic features of given work and explain how they relate to aesthetic tradition and historical or cultural contexts 8.9 Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts 8.10 Identify variants within the style of a particular time period, and describe the advantages and limitations of using the concept of style to describe and analyze the work of a particular period or culture 8.11 Identify and analyze examples of artistic and/or literary allusions in works of dance, music, theatre, and visual arts and architecture Classroom discussion of master artists painting and how economic conditions influenced their choice of models in their work. Classroom discussion of master artists drawing and how economic conditions influenced their choice of models in their work. Classroom discussion of master artists drawing and how economic conditions influenced their choice of models in their work. Fieldtrip to museum, discuss drawings and how they are both process and product of artwork. Fieldtrip to museum, discuss drawings and how they are both process and product of artwork. Fieldtrip to museum, discuss different styles of artists within the museum and how they were influenced. www.wikipedia.org www.edgar-degas.org www.wikipedia.org www.edgar-degas.org www.wikipedia.org www.edgar-degas.org www.moma.org www.mfa.org www.moma.org www.mfa.org Various artwork displayed, www.moma.org www.mfa.org Classroom demonstration for Classroom demonstration for Classroom demonstration for Images displayed in exhibit Images displayed in exhibit Images displayed in exhibit One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. One on one critique during set up and CFA after art show. Tour guide and group discussion. Tour guide and group discussion. Tour guide and group discussion.
Framework Standard 9: Connections: Inventions, Technologies, and the Arts Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their works. 9.6 Compare the available materials, inventions, and technologies of two historical periods or cultures and explain their effect on the arts 9.9 Identify and describe how some contemporary artists concentrate on the use of technologies and inventions of the past to achieve specific artistic effects Framework Standard 10: Connections Interdisciplinary Connections Students will use knowledge of the arts and cultural resources in the study of the arts, English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering. 10.3 Continue the above and apply knowledge of cultural institutions to learning in the arts and other disciplines 10.4 Continue the above and integrate knowledge from various disciplines and cultural resources Drawing and sketching with the computer program Comparing camera obscura to modern photography to assist in drawing. Photoshop for PC Demonstration of drawing and brainstorming Classroom discussion Vermeer paintings Demonstration of skill Classroom discussion Students independently visit local galleries. Students work is influenced by artists showing in local galleries. Students work have opportunities to exhibit work at local galleries. Students have an opportunity to exhibit work at local galleries. Classroom discussions about exhibiting opportunities. Classroom discussions about exhibiting opportunities. Projects completed and permission slips completed. Projects completed and permission slips completed.