Greeley-Evans School District 6 High School Sculpture I Curriculum Guide Unit: Representational Timeline: 6 weeks total over the semester Enduring Concept: Artists use close observation to understand objective reality to produce representational art. Grade Level Expectations (GLE) 1. Observe and Learn to Comprehend 1.1 Art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2. Envision and Critique to Reflect 2.1 Reflective strategies are used to understand the creative process 3. Invent and Discover to Create 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 4. Relate and Connect to Transfer 4.3 Art is a lifelong endeavor Inquiry Question(s): (From the standards document) What are the ways to analyze and discuss works of art? What is considered art? What is the purpose of art? When is art criticism vital, and when is it beside the point? How are the characteristics and expressive features of art and design used to create art? How is art used in everyday life? Assessments Possible Performance Tasks Themes: Figurative Inanimate Living creatures Architecture Possible Performance Task Media: Clay Found Object Plastic ware Tape Wire Paper Plaster Other Assessments: Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: Vocabulary: Scale Repetition Variety Rhythm Balance Emphasis Proportion Negative space Positive Space Form Texture Line Shape movement relief contour media adhesive craftsmanship color value base armature support finish pattern Evidence Outcomes 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.2. a. Analyze visual arts traditions 1.3. a. Investigate and articulate the aims of disparate art practices and traditions 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 3.1 a. Articulate ideas that can be expressed in traditional, advanced, and evolving media 3.2 a. Skillfully use a variety of techniques and media to create works of art 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context. Greeley-Evans School District 6 Page 1 of 4
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 Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/journaling 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 Greeley-Evans School District 6 Page 2 of 6
Greeley-Evans School District 6 High School Sculpture I Curriculum Guide Unit: Abstract Timeline: 6 weeks total over the semester Enduring Concept: Through the investigation of abstraction, alternative viewpoints encourage divergent thinking about sculptural forms. Grade Level Expectations (GLE) 1.1 Art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2.1 Reflective strategies are used to understand the creative process 2.3 Interpretation is a means for understanding and evaluating works of art 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages 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) What are the ways to analyze and discuss works of art? What is considered art? What is the purpose of art? When is art criticism vital, and when is it beside the point? How are the characteristics and expressive features of art and design used to create art? How is art used in everyday life? How do underlying structures unconsciously guide the creation of art works? Vocabulary: Scale Variety Line Proportion Positive Space Texture relief contour Adhesive Shape Movement Form Color media craftsmanship value support finish base armature Repetition Rhythm Balance Emphasis Pattern Negative space Assessments Evidence Outcomes Possible Performance Tasks Themes: Organic Value Figurative Geometric Pattern Inanimate Balance Repetition Living creatures Space Movement Architecture Possible Performance Task Media: Clay Cardboard/Mat board Wire Found Object Wood Paper Tooth pick Tape Plaster Other Assessments Criterion Based Assessment Rubric Critiques: Self Group Verbal Written High School Art Performance Assessment: 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.2. a. Analyze visual arts traditions 1.3. a. Investigate and articulate the aims of disparate art practices and traditions 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and others works of art 3.1 a. Articulate ideas that can be expressed in traditional, advanced, and evolving media 3.2 a. Skillfully use a variety of techniques and media to create works of art 3.3. b. Interpret similarities and differences in artistic decision making Greeley-Evans School District 6 Page 3 of 4
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 4.1. b. Discern the value of works of art based on historical significance, craftsmanship, cultural context, and originality using appropriate, domain specific terminology that honors sensitive traditions 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/journaling 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 Greeley-Evans School District 6 Page 4 of 6
Greeley-Evans School District 6 High School Sculpture I Curriculum Guide Unit: Non-Objective Timeline: 6 weeks total over the semester Enduring Concept: Artists gain the appreciation of sculptural forms that have no reference to observable reality. Grade Level Expectations (GLE) 1.1 Art has inherent characteristics and expressive features 1.2 Historical and cultural context are found in visual art 1.3 Art and design have purpose and function 2.1 Reflective strategies are used to understand the creative process 2.3 Interpretation is a means for understanding and evaluating works of art 3.1 Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas 3.2 Assess and produce art with various materials and methods 3.3 Make judgments from visual messages 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) What are the ways to analyze and discuss works of art? What is considered art? What is the purpose of art? When is art criticism vital, and when is it beside the point? How are the characteristics and expressive features of art and design used to create art? How is art used in everyday life? How do underlying structures unconsciously guide the creation of art works? Vocabulary: Scale Variety Line Proportion Positive Space Texture relief contour Adhesive Shape Movement Form Color media craftsmanship value support finish base armature Repetition Rhythm Balance Emphasis Pattern Negative space Assessments Evidence Outcomes Possible Performance Tasks Themes: Organic Value Figurative Geometric Pattern Inanimate Balance Repetition Living creatures Space Movement Architecture Possible Performance Task Media: Clay Cardboard/Mat board Wire Found Object Wood Paper Tooth pick Tape Plaster Other Assessments Criterion Based Assessment Rubric Critiques: Self Group Verbal Written 1.1. a. Demonstrate skills that utilize the characteristics and expressive features of art and design to communicate meaning 1.2. a. Analyze visual arts traditions 1.3. a. Investigate and articulate the aims of disparate art practices and traditions 2.1 a. Explain the process of critique using the progression of description, analysis, interpretation, and evaluation 2.3. b. Demonstrate fluency in using critique vocabulary to assess personal works of art and others works of art 3.1 a. Articulate ideas that can be expressed in traditional, advanced, and evolving media 3.2 a. Skillfully use a variety of techniques and media to create works of art 3.3. b. Interpret similarities and differences in artistic decision making Greeley-Evans School District 6 Page 5 of 4
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 4.1. b. Discern the value of works of art based on historical significance, craftsmanship, cultural context, and originality using appropriate, domain specific terminology that honors sensitive traditions 4.3 a. Compare and contrast the roles of artists and designers in historical and contemporary context Instruction Demonstrations Experimentation Planning and revision Graphic organizers Socratic Seminar Modeling Collaboration Cornell Notes/handouts Sketching/journaling 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 Greeley-Evans School District 6 Page 6 of 6