High School Curriculum Map Visual Art Art 1

[Pages:14]High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Introduction for Teachers

The Standards and the TEKS:

Time, Duration: All category media have projects lasting for 20 class days

Big Idea: Must be included in all lesson designs and should start students thinking deeply about the concept of the project.

Essential Questions: Must be included in all lesson designs and should drive or direct the conceptual part of the project.

1. All Art 1 TEKS media (category media) must be taught. 2. The time of year a media within a category is taught is flexible according to teacher specialty and choice. The exception to this is a Drawing project which must be taught as the first project. 3. The suggestion is all Art 1 classes on the same campus stay with the same project schedule established collaboratively by all the Art 1 teachers on that campus and the lead campus art teacher.

Guidelines The following must be practiced:

Warm Ups

Assessment

Your personal Goals for the year (could be SMART Goals)

1. All warm ups should last no

1. Assessment grade-gathering for

A "measure" or pre-assessment at the beginning of the year in longer than 7 minutes at the

category/media projects may have

order to be able to measure student growth throughout the year beginning of class.

multiple major grades within one

Open-ended projects with student choice self-expression

2. Warm Ups should be routine

project.

Projects relevant to the student

and collected in a sketchbook or 2. Project final grades should roll

Criteria/Goal/Rationale/Expectations for the project with

other gathering source weekly.

over grading periods rather than

different goals matching the items that will be on the final rubric 3. The suggestion is that a warm up ending exactly at the end of a

All guidelines for a project should be overt, with no hidden criteria or artistic prejudice

Student-directed learning (organization of materials and references, time to work, collaboration, collegiality)

Art History related to the project Room organization of supplies and artwork-in-progress Procedures, Processes, and Techniques related to the media

leading to a product (not process all by itself) Collect evidence of learning (digital or physical portfolios) Class Critique Student self-evaluation on the rubric followed by your

evaluation

be used at the: Beginning of a project Before an art history presentation As an introduction for other lecture-type presentations The warm up for days when ongoing projects are being worked on should be "students getting out their supplies and projects and starting to work." A formal warm up is not recommended on work days.

grading period. This allows for absent and/or slower students to make up the time for their grade. 3. All assessment should be through rubrics developed from the initial goals for the project. It is suggested that rubrics be developed collaboratively with all Art 1 teachers and the lead campus art teacher.

Community involvement through competitions, shows, or other

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Time, Duration: First Quarter ? 5 days

The Standards and the TEKS:

Big Idea: Explore why artists create and introduce vocabulary and historical art.

Essential Questions/Conceptual Thinking: Why is it important to understand why an artist creates? Why do artists feel it is important to communicate through art?

Vocabulary

Art, Medium, Sketchbook, Portfolio, Original Source, Originality, Elements of Art, Principles of Design, Source Image, Art History, Critique, Evaluation, Rubric

Resources

Visual Artists: Introductive lesson to show procedures for reviewing artists and art history Room Locations: Where things are in the room Sources for Artwork: Original sources, why and how to find Critical Method: How to evaluate or critique artwork

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork

TX.117.302.c.1.B.: Identify and understand the elements of art

TX.117.302.c.1.C.: Identify and understand the principles of design

TX.117.302.c.1.D.: Make judgments about the expressive properties of

artwork and use art vocabulary accurately

TX.117.302.c.2.D.: Create original artwork

TX.117.302.c.3.A.: Compare and contrast historical and contemporary

styles of art

TX.117.302.c.4.B.: Evaluate and analyze artwork using a method of

critique

1.All Art 1 TEAKcStaivnidtiTeEsKS Media Categories must be Atasusgehsts:mDeranwt ing,

1uskPMap.pecarSseoctik,nocdjeaethriiatscdnecst2igshni.mg,TgbfnPhouotrmesroiotntpektbtiemrnm:eoaUteactjseashk,oecuiepfntgrriygssnhee,,pStlaoceicamrlctuashialaisptneslmhttrauyewerurayfdeasinri,reasdmCstwecprhirtaoohmijiceniecc1c2a.sto...,Tc3mEAFha.vriTetpbtaeheaelCgeurrxoreacsAiruet/tyriecpgtci,ogtsiasiDenotcmseatnttrusiiavtieoggoisnxhtntaitt,iehesmiassivasnpafldilllsleeuADxaariwitbgDtil1iireottaahcnwllaAisnrstge&s (monaktheeosrapmuerccahmaspeussksetatychwbitohotkhse) same3p.rAojretcwtosrckheadnudlepersotajebclitsheexdambypalell for 2t.hPeoArtrfto1litoe:aUchseerfsoornstthoartagcaemopfus and theevaleluaadtcioamn pwuistharrtutberaicchser. artwork in class, assessment (make 4. Artwork critique example and

or purchase portfolios)

process

3. Structure: Warm ups, art history,

evaluation (class critique),

assessment

Critique Example: Use this artwork sample to teach students to evaluate artwork using a Critical method: "The Starry Night" by Vincent Van Gogh

1. Describe What You See: when you describe an artwork, you identify things about the art that you can see, name, and describe with certainty. (Describe) 2. Analyze the Way It Is Organized: when you analyze an artwork, you tell how the subject matter and elements of the work have been organized by the artist (using accurate art vocabulary). (Analyze) 3. Interpret What It Is Saying: use the information from your description and analysis to help you identify the meaning of the work and what it is telling you about the human experience. (Interpret) 4. Evaluate Its Success: using your analysis in the first three steps, judge the quality or success of this work and tell why you evaluate it that way. (Evaluate)

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Time, Duration: First Quarter ? 8 days

Sample Big Idea: Parts that make a whole ? seeing how the different elements in the art-making process work together to make a successful whole.

Sample Essential Question/Conceptual Thinking: How can the quality of small decisions determine success?

The Standards and the TEKS:

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork TX.117.302.c.1.B.: Identify and understand the elements of art TX.117.302.c.1.C.: Identify and understand the principles of design TX.117.302.c.1.D.: Make judgments about the expressive properties of artwork and use art vocabulary accurately TX.117.302.c.2.D.: Create original artwork TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art TX.117.302.c.4.B.: Evaluate and analyze artwork using a method of critique

Vocabulary

Line, Color, Shape, Space, Value, Texture, Contrast, Balance, Unity, Movement, Proportion, Emphasis, Repetition, Perspective, Proportion, Composition, the vocabulary specific to that element or principle (e.g. line: diagonal, straight)

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates art concepts and vocabulary being taught Sample Artwork: use samples of artwork or activities to demonstrate what students will learn

Activities

1. Do study, activity, or artwork related to the elements of art 2. Do study, activity, or artwork related to the principles of design 3. Students create various types of artwork in the form of exercises or actual finished artwork that will reinforce the understanding of the basic fundamentals of artwork production (e.g. perspective, proportion, composition 4. Students take part in artwork critique to demonstrate understanding of the fundamentals of artwork production. 5. Students do warm ups related to new art vocabulary

Assessment

1. Individual project evaluation based on objectives for the project 2. Assessment of artwork through critique 3. Assessment of understanding, evaluation, and application of historical artwork

Suggested Art History Study: Compare & Contrast "The Brooklyn Bridge" by Joseph Stella & "Two Calla Lilies on Pink" by Georgia O'Keeffe (oils) When studying Balance: could present symmetrical and asymmetrical balance using "The Brooklyn Bridge" by Joseph Stella & "Two Calla Lilies on Pink" by Georgia O'Keeffe

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Time, Duration: First & Second Quarter ? 20 days Sample Big Idea: Artwork reveals and communicates

Sample Essential Question/Conceptual Thinking: When others view my drawing, will it communicate something essential about who I am and what I believe?

Type of Project: Drawing

Vocabulary

Different Drawing media and their own vocabulary relative to that media

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates drawing concepts being taught Sample Artwork: use samples of artwork to demonstrate Drawing Media: pencil, colored pencil, charcoal, pastel, pen & ink, marker, crayon, etc.

The Standards and the TEKS:

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork

TX.117.302.c.1.D.: Make judgments about artwork and use art vocabulary accurately

TX.117.302.c.2.A.: Use visual solutions to create original artwork

TX.117.302.c.2.C.: Use an understanding of copyright in the creation of artwork

TX.117.302.c.2.D.: Create original artwork

TX.117.302.c.2.F.: Demonstrate effective us of drawing media and tools

TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art

TX.117.302.c.3. B&D.: Describe personal identity in artwork & avocational opportunities

TX.117.302.c.4.A&B.: Evaluate artwork of peers using method of critique

TX.117.302.c.4.C.: Build portfolio of personal artwork

Activities

Assessment

1. Student does original creative artwork using Drawing medium(ia) and an understanding of that particular Drawing media and its application to a surface. 2. Students study art related to Drawing. 3. Students take part in artwork critique to demonstrate their understanding of the basic fundamentals of Drawing. 4. Students do warm ups related to Drawing.

1. Individual project evaluation based on objectives for the project 2. Assessment of artwork through critique 3. Assessment of understanding, evaluation, and application of historical artwork 4. Assessment of sketchbooks, warm ups, etc.

Suggested Art History Study: "Study of Woman" by Leonardo da Vinci (silverpoint in sketchbook)

When studying Drawing: consider the sketchbook drawings of Leonardo da Vinci and other artists. Consider the da Vinci terms ? sfumato and chiaroscuro Remind of perspective, proportion and composition Remind of Elements of Art and Principles of Design Consider foundational aspect of drawing

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1 Time, Duration: Quarter 2 or 3 ? 5 days Sample Big Idea: Light to Color

Sample Essential Question/Conceptual Thinking: Is color something that is or something you make?

Type of Project: Color Theory

Do this project before your first "Color" project

The Standards and the TEKS:

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork TX.117.302.c.1.B.: Identify and understand the elements of art TX.117.302.c.1.C.: Identify and understand the principles of design TX.117.302.c.1.D.: Make judgments about artwork and use art vocabulary accurately TX.117.302.c.2.A.: Use visual solutions to create original artwork TX.117.302.c.2.D.: Create original artwork TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art TX.117.302.c.4.A&B.: Evaluate artwork of peers using method of critique

Vocabulary

Color, Light Theory, Pigment Theory, Hue, Shade, Tint, Complementary Color, Analogous Color, Color Wheel, Primary Color, Secondary Color, Tertiary Color, Triad, other color terms

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates the concepts of color theory Sample Artwork: use samples of artwork to demonstrate Media: any color medium

Activities

1. Do study, activity, or artwork related to the theory of color. 2. Students create various types of artwork in the form of exercises or actual finished artwork that will reinforce the understanding of the theory of color. 4. Students take part in artwork critique to demonstrate understanding of the fundamentals of color theory. 5. Students do warm ups related to color theory.

Assessment

1. Individual project evaluation based on objectives for the project 2. Assessment of artwork through critique 3. Assessment of understanding, evaluation, and application of historical artwork 4. Assessment of sketchbooks, warm ups, etc.

Suggested Art History Study: "Homage to the Square: Apparition" by Joseph Albers (oils)

When studying Color Theory: Consider Joseph Albers' study of color ? observing which colors appear to come forward and which colors appear to recede Another study could include the study of pointillism with its juxtaposition of colors to make other colors

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Time, Duration: Quarter 2, 3, or 4 ? 20 days

The Standards and the TEKS:

Sample Big Idea: Building balance

Sample Essential Question/Conceptual Thinking: Can there be a design without a message?

Type of Project: Design

This project can be moved to a different time of year.

Vocabulary

Design, Graphic Design, Digital media, Collaboration, Community, Communication

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates the concepts of design Sample Artwork: use samples of artwork to demonstrate Media: pencil, marker, digital, charcoal, pastels, colored pencil, crayon, etc.

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork

TX.117.302.c.1.D.: Make judgments about artwork and use art vocabulary accurately

TX.117.302.c.2.A.: Use visual solutions to create original artwork

TX.117.302.c.2.C.: Use an understanding of copyright in the creation of artwork

TX.117.302.c.2.D.: Create original artwork

TX.117.302.c.2.F.: Demonstrate effective us of design media and tools

TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art

TX.117.302.c.3.C&D.: Collaborate on community-based projects & consider avocations

TX.117.302.c.4.A&B.: Evaluate artwork of peers using method of critique

TX.117.302.c.4.C.: Build portfolio of personal artwork

1.All Art 1 TEKS and TEKSAMcteidviiatiCeastegories must be taught: Drawing, PainAtisnsge,ssment

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their understanding of the basic fundamentals of Design. 3. Assessment of

4. Students do warm ups related to Design.

understanding, evaluation,

and application of historical

artwork

4. Assessment of

sketchbooks, warm ups, etc.

Suggested Art History Study: "Maps: Eye of Tsunami" by Paula Scher (poster of painting)

When studying Design: Consider the communication aspect of design Consider the community and cultural impact of design Consider vocations in design Consider the collaborative possibilities of design

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1

Time, Duration: Quarter 2, 3, or 4 ? 20 days

The Standards and the TEKS:

Sample Big Idea: Visual Reproducing vs Visual Expressing

Sample Essential Question/Conceptual Thinking: Does your artwork reveal that you see art as a means of reproducing the visual world or expressing yourself?

Type of Project: Painting

This project can be moved to a different time of year.

Vocabulary

Paint, Pigment, Brushstrokes, Parts of a brush (handle, ferrule, bristles or hairs), opaque, transparent, translucent, Gesso, Impasto, Matte, Varnish, Gloss, Foreground, Middle ground, Background, Wash, Wet-on-wet, Weton-Dry, etc.

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates the concepts of painting Sample Artwork: use samples of artwork to demonstrate Media: oils, acrylic, watercolor, ink, tempera, gouache, mixed media, etc.

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork

TX.117.302.c.1.D.: Make judgments about artwork and use art vocabulary accurately

TX.117.302.c.2.A.: Use visual solutions to create original artwork

TX.117.302.c.2.C.: Use an understanding of copyright in the creation of artwork

TX.117.302.c.2.D.: Create original artwork

TX.117.302.c.2.F.: Demonstrate effective us of painting media and tools

TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art

TX.117.302.c.3. B&D.: Describe personal identity in artwork & avocational opportunities

TX.117.302.c.4.A&B.: Evaluate artwork of peers using method of critique

TX.117.302.c.4.C.: Build portfolio of personal artwork

1.All Art 1 TEKS and TEKSAMcteidviiatiCeastegories must be taught: Drawing, PainAtisnsge,ssment

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their understanding of the basic fundamentals of

3. Assessment of

Painting.

understanding, evaluation,

4. Students do warm ups related to Painting.

and application of historical

artwork

4. Assessment of

sketchbooks, warm ups, etc.

Suggested Art History Study: "The Haywain" by John Constable (oils)

When studying Painting: Consider the surface, the medium, historical advancements in painting, vocations in painting Review atmospheric perspective as related to foreground, middle ground, and background Consider the historical use of painting Review color theory practices in painting

High School Curriculum Map ? Visual Art ? Art 1

Subject: Visual Art ? Art 1 Time, Duration: Quarter 2, 3, or 4 ? 20 days Sample Big Idea: Connections

Sample Essential Question/Conceptual Thinking: Does the ceramics practice of connecting parts apply to life connections?

Type of Project: Ceramics

This project can be moved to a different time of year.

Vocabulary

Clay, Glaze, Kiln, Fire, Bisque, different names of clay tools (e.g. toggle), Score, Slip, Additive, Subtractive, Pinch pot, Coil, Slab, Molding, Burnishing, Wedge, Leatherhard, Throwing (wheel), Centering, Earthenware, etc.

Resources

Visual Artists: Any historical or contemporary artist who clearly illustrates the concepts of ceramics Sample Artwork: use samples of artwork to demonstrate Media: different types of clay

The Standards and the TEKS:

TX.117.302.c.1.A.: Consider concepts and ideas for original artwork

TX.117.302.c.1.D.: Make judgments about artwork and use art vocabulary accurately

TX.117.302.c.2.A.: Use visual solutions to create original artwork

TX.117.302.c.2.C.: Use an understanding of copyright in the creation of artwork

TX.117.302.c.2.D.: Create original artwork

TX.117.302.c.2.F.: Demonstrate effective us of ceramics media and tools

TX.117.302.c.3.A.: Compare and contrast historical and contemporary styles of art

TX.117.302.c.3. B&D.: Describe personal identity in artwork & avocational opportunities

TX.117.302.c.4.A&B.: Evaluate artwork of peers using method of critique

TX.117.302.c.4.C.: Build portfolio of personal artwork

Activities

Assessment

1. Student does original creative artwork using Ceramics medium(ia) and an understanding of that particular Ceramics media and its application to a surface. 2. Students study art related to Ceramics. 3. Students take part in artwork critique to demonstrate their understanding of the basic fundamentals of Ceramics. 4. Students do warm ups related to Ceramics.

1. Individual project evaluation based on objectives for the project 2. Assessment of artwork through critique 3. Assessment of understanding, evaluation, and application of historical artwork 4. Assessment of sketchbooks, warm ups, etc.

Suggested Art History Study: "Black-on-Black Jar" by Maria Martinez (clay)

When studying Ceramics: Consider the surface, the medium, historical advancements in ceramics, vocations in ceramics Review the element of space and the use of space Consider the historical and cultural use of ceramics Consider the functionality of ceramics melded with its aesthetics

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