Curriculum Standard One: The student will use his/her senses to perceive works of art, objects in nature, events, and the environment. 1. The student will analyze the aesthetic qualities of his/her own artworks and the work of others and refine his/her own artworks. 2. The student will analyze and synthesize the underlying structures and functions of the environment and events and apply a high level of original thinking to produce artworks. understanding of works in the visual arts by analyzing what the artist presents in visual form? understanding of the relationship between the environment and events and how these are synthesized and built into artworks? The student will identify how an artist used the visual language of art (the elements of art and the principles of design) to convey ideas, feelings, and emotions. The student will apply perceptual skills to increase an understanding of hidden, or double meanings in artworks. The student will compare or contrast two and three-dimensional art using the language and terminology. The student will identify a variety of graphic design communication. 1
Curriculum Standard Two: The student will identify visual structures and functions of art, using the language of the visual arts. 1. The student will comprehend the aesthetics of perception and demonstration, extension, and creative use of the visual arts vocabulary in essays and discussion. 2. The student will discriminate among a variety of visual structures and functions to perceive commonalities and differences and describe these in essays and class discussion. A. Can the student demonstrate knowledge and understanding of visual arts vocabulary? A. After viewing a variety of graphic communication, can the student find and discuss common attributes among the work? The student will view a wide variety of media and media application and identify similarities and differences in class discussion and/or reflective journal writing. The student will view a variety of graphic communication and discuss common attributes of the works and differences he/she observes in a comparative essay or class discussion/critique. 2
Curriculum Standard Three: The student will develop knowledge of and artistic skill in a variety of visual arts media and technical processes. 1. The student will use the elements of art and principles of design in technically proficient and intuitive ways across a variety of media. 2. The student will initiate, define, and solve challenging visual arts problems in two and/or three-dimensional media, using such intellectual skills as analysis, synthesis and evaluation. understanding of the art elements and principles of design using a variety of media in technically proficient works of art which the student creates? A. Can the student create a two or threedimension artwork based on study and analysis of the elements of art and principles of design, which the student incorporates into his/her own personal expression? The student will use a combination of shapes and forms, words and images, to communicate visually to others. The student will use a wide variety of commercial media (airbrush, ink, computer graphics, color pencil, mixed media) to express meaning in his/her work. The student will create a portrait, based upon earlier review of portraiture of art history, using appropriate media to effectively convey his/her own personality, presenting the final artwork in a group critique format. The student will explore current issues (political or social) as inspiration to create an image which expresses an opinion about a current issue using a variety of media (including typography). 3
Curriculum Standard Four: The student will create original artworks based on personal experiences or responses. 1. The student will create a series of graphic designs in a variety of media communicating specific ideas and personal experience. 2. The student will select specific media and develop a personal study of images that communicates different meanings. A. Can the student demonstrate the ability to effectively use elements and principles of design in his/her artwork and in solving a graphic problem? A. Can the student demonstrate proficiency and personal style in using different media to communicate ideas, emotions, and meanings? The student will use principles of design in solving a commercial, graphic, or computer art problem. The student will select works of art to include in a portfolio and to discuss his/her strengths using appropriate visual vocabulary. The student will demonstrate an appropriate level of control and craftsmanship in a wide range of commercial media. The student will complete a series of works using media and styles that develop and communicate an idea, emotion, or meaning. 4
Curriculum Standard Five: The student will develop skills in visual arts and appreciation for using the visual arts in lifelong learning. 1. The student will analyze and discuss the ways in which his/her own work, and that of others, use media effectively to translate ideas, feelings, and values into visual statements of aesthetic merit. 2. The student will develop a portfolio thus contributing to the development of lifelong skills in making informed judgments and evaluations. A. Can the student analyze and discuss his/her artwork and the works of others? A. Can the student respond to and analyze portfolio work in order to understand the standards of the graphic communication industry? The student will critique his/her works and the work of others both in oral and/or in written form. The student will develop a resume appropriate to entry level graphic communication careers. The student will assemble a portfolio with a variety of two and/or three-dimensional graphic communication work. The student will examine various graphic communication careers, such as graphic designer, industrial designer, illustrator, etc. 5
Curriculum Standard Six: The student will explore the role of the visual arts in culture and human history. 1. The student will demonstrate an understanding of graphic art from a variety of cultures by describing the roles that specific works play in societies. understanding that the visual arts and artists reflect, play a role in, and influence culture? The student will create an image influenced by a historical period or culture. The student will identify the general style and period of graphic design and relate social, political, and/or economic factors that influenced the work. The student will address the needs of the client and/or audience when designing posters, logos, symbols, etc. 6
Curriculum Standard Seven: The student will investigate major themes in historical and contemporary periods and styles of the visual arts throughout the world. 1. The student will identify, describe, and interpret graphic works in relation to its style and the time and place of its creation. understanding of major visual arts traditions, styles, and media in a variety of times and places? The student will demonstrate through a journal entry, composition, or critique an understanding of a selected historical period or graphic art. The student will analyze specific characteristics of graphic art in various cultures. 7
Curriculum Standard Eight: The student will derive meaning from artworks through analysis, interpretation, and judgment. 1. Through discussion and/or reflective journal writing, the student will analyze a variety of reasons for creating graphic art and explore the implications of and various purposes for his/her creation. 2. The student will analyze the way in which specific graphic works are created. understanding of art criticism and analyze and assess the qualities and merits of graphic art? understanding of graphic works in the visual arts by analyzing and interpreting what the artist presents in visual form? The student will use the steps of art criticism (description, analysis, interpretation, and judgment) in viewing artwork. The student will identify the purposes of a poster and the role of typography and visuals in poster design. 8