coordination. Describe the difference between gesture and contour drawing by interpreting the figure and still life models. Identify specific differences between positive and negative within a composition based on observational contour drawing (ongoing throughout course). Identify how to create art; balancing both the subject matter and its surrounding (ongoing throughout course) Understand and execute a scale of tonal Value Complete a drawing utilizing a gridding application Execute an illustration in both interior and exterior one linear Perspective. Keansburg School District Curriculum Management System Art I Timeline: Sept. – Jan. / Jan. - June Topic(s): COLOR THEORY – THE STUDY AND APPLICATION OF COLOR Significance of Learning Goal(s): Color is a fundamental of art; its usage is an integral component within the myriad means of an artist. Art encourages self - expression and is an effective way to express ideas and emotions. Essential Question(s) : Is there a limit or range of conceptual color approaches and theories when creating art? Can utilizing color incorporate expressions, emotions and feelings into our artwork?
14.12A1 1.4.12A2 Gain an ability to see the relevance of Art and the place it holds in various social, political, religious and ethnic traditions through correlated studies in historic and cultural Art forms. Study Artifacts and Heirlooms recognizing their significance in the world. Develop an understanding of recurrent social and cultural themes and subject matter. Know of, understand and utilize 21st century skills , which create a new platform of communication and artistic interaction via the media arts employing such technologies as internet research, computer skills and implementation of media arts technologies. based on aesthetic values to improve his/her artistic work Recognize and appreciate divergent artistic techniques through reading, viewing and emulating the work of various historic and cultural art forms. Develop a working understanding and appreciation for people of diverse ethnic and cultural heritage. Exhibit a working understanding of significant art and the cultures they represent: Folk Art , African, Oriental, European, Native American, Celtic, etc. Creative Process/Activities Conceive and create art work by safely applying techniques 1.1.12D1 Demonstrate through the creative process, and understanding of the Effectively employ a variety of tools, equipment, media, technologies and
and processes in traditional and technical of visual art. 1.1.12D2 1.3.12D1 1.3.12D2 1.4.12A3 elements and principals of artistic design in original two and Experience and create original art works of varied media through the application of traditional, contemporary and technological methods. Apply the principals of design with respect to from and function into a variety of art projects and design applications employing appropriate art media Complete art projects which exhibit a comprehensive application of spatial relation, compositional skills, positive/negative and interior/exterior design principals The ability to comprehend and utilize 21st century skills involving video presentations, internet conferencing, digital portfolio development, virtual processes as required by course project proficiencies Read, review, research, and observe career/educational related criteria (Career of study) Do developmental research in the origins of art forms - Tribal, Ethnic, etc.. The ability and utilize 21st century skills involving presentations, internet conferencing, digital portfolio development, virtual field trips and interactive classroom activities. Perform collaborative work in the designing of community art projects - murals, plantings, signs, banners, etc.. which integrate music, theater and dance. Participate in field trips to observe museum/gallery exhibitions of design applications.
field trips and interactive classroom activities. Develop and evaluate a portfolio of work representative of your personal growth and goals as an Artist applying both interval and summative assessment. NJCCCS Specific Learning Objectives Students will be able to…. Instructional Tools / Materials / Technology / Resources / Assessments and Assessment Models Assessments\ Evidence of Learning: Typical Assessment Question(s) or Task(s) Standard 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of Demonstrate through the creative process, an understanding of the elements and principals of artistic design in original two and three dimensional art works Related art media, supplies, materials, tools and Teacher evaluative observations of all related media, materials, tools and technologies
works of art in dance, music, theatre, and visual art. Common themes in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. Distinguish innovative applications of the and in visual artworks from diverse cultural perspectives and identify specific cross-cultural themes.Stimuli for the creation of artworks can come from many places, including other arts disciplines. Effectively employ a variety of tools, equipment, media, technologies and processes as required by course project objectives Experience and create original art works of varied media through the application ofraditional, contemporary and technological methods. Correctly employ measuring tools - rulers, compasses, t -squares, protractors, and triangles., Correctly apply valued tone in a variety of drawing and painting disciplines Correctly employ a Drawing Grid in a work of art. Demonstrate a proficient knowledge of Color Theories. Correctly employ Linear Perspective in Dimensional Drawing applications. Correctly employ Design Theories and Principals within of art. technologies Readings in content areas , Internet search engines, Film/Video, Library Museum/Exhibits observations, Classroom presentations - Artists Compasses, protractors, rulers, t-squares and drawing triangles. Graphite pencils, ebony pencils, lead Observations and comparisons of the innovative limits each media provides the student artist Teacher guided/ Student self evaluative critiques Review technique and applications of Design, and Drawing
Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks. Cultivate an awareness of art- related career and educational pursuits (implement work-place readiness skills) Read, review, research, and observe career/educational related criteria (Career Units of study) Demonstrate the appropriate use of time in the completion of an assignment. Use description, analysis,interpretation and judgment about visual relationships based on aesthetic values to improve his/her artistic work Gain an ability to see the relevance of Art and the it holds in various social, political, religious and ethnic traditions through correlated studies in historic and cultural Art forms. Recognize and appreciate divergent artistic techniques through reading, viewing and emulating the work of various historic and cultural art forms. pencils, markers and color pencils. Drawing media various papers, Acrylic, tempera, pastels and watercolor. Internet site research. Employment journals and listings. Career manuals and periodicals. theories based upon exemplars Project evaluative rubrics. Evaluation based upon exemplars Appropriate proficiency of art principals, techniques, methodologies and technologies as instructed Review students concerns and viewpoints in relation to career/educational pursuits
styles to convey ideas to an audience Artists interpret/render themes traditional and methodologies as well as Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. Organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression of ideas relates to the , , and techniques used. Analyze the syntax and compositional and stylistic principles of two- and Emulate specific historic, cultural, and contemporary art forms employing teacher guided instructional criteria and appropriate art media Execute a written review of an art exhibition Participate in self evaluative critiques Recognize and identify strength and weaknesses in their art work through a designed rubric Related art media, supplies, materials, and technologies Readings in content areas , Internet search engines, Film/Video, Library Museum/Exhibits observations, Classroom presentations - Artists related media, materials, tools and technologies Observations and comparisons of the innovative limits each media provides the student artist Teacher guided/ Student self evaluative critiques
artworks in multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by the artworks. Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and artworks, and emulate those styles by creating an original body of work. Standard 1.4 (1) the of aesthetics and (2) the application of methodologies for critique. Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to Examine artwork from a variety of historical periods in both western and non-western culture(s). Categorize artistic subjects, the formal structure, and the principal elements of art used in exemplary of art. Determine the influence of tradition on arts experience, as an arts creator, performer, and consumer Develop criteria for evaluating art in a specific domain and use the criteria to evaluate one’s personal work and that of peers, using positive commentary for critique. Provide examples of how critique may affect the creation and/or modification of an existing or new work of art. Identify specific criteria native to select art work and artists through emulation of period or style of art illustrating technique and artistic impact Compasses, protractors, rulers, t-squares and drawing triangles. Graphite pencils, ebony pencils, lead pencils, markers and color pencils. Review technique and applications of Design, Color, and Drawing theories based upon exemplars Project evaluative rubrics. Evaluation upon exemplars
decipher cultural implications embedded in artworks. Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist’s concept. Artistic styles, trends, movements, and historical responses to various of art evolve over time Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, . Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art. View selected historic and cultural art materials and provide a written evaluative response using appropriate terms and vocabulary Understand the study of Aesthetics as a Philosophical process which deals with social questions about art and the nature and meaning of specific works of art. conflicting ideas about art to achieve a personal coherent viewpoint. Select offensive and non - offensive art work and defend their philosophical stance utilizing written analysis, evaluative criteria (rubrics) and aesthetic judgment Apply, informed judgments as well as personal opinion when responding to and evaluating a work of art developing an appreciation of artistic freedom Drawing media various papers, Acrylic, tempera, pastels and watercolor. Internet site research. Employment journals and listings. Career manuals and periodicals. Work place readiness skills. Appropriate proficiency of art principals, techniques, methodologies and technologies as instructed Review students concerns and viewpoints in relation to career/educational pursuits (work readiness) Review learners use of time to all related work as instructed -Time on Task
Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its significance/meaning. Speculate on the artist’s intent, and citing embedded clues to substantiate the hypothesis. Develop informed personal responses to an assortment of artworks across the four arts disciplines music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works. Formulate responses to fundamental elements within an art form, based on observation, using the domain-specific terminology of that art form. Discern the value of works of art, based on historical significance, craftsmanship, cultural context, and originality using appropriate domain specific terminology. Determine how historical responses affect the evolution of various artistic styles, trends and movements in art forms from classicism to post-modernism. Compose specific and metaphoric cultural messages in works of art, using contemporary methodologies. Formulate a personal philosophy or individual statement on the meaning(s) of art. View and identify artistic expression from a varied selection of Historic periods and Cultural styles Teacher posted project due and time lines Posted safety charts and teacher demonstration instructions Readings in content , Internet search engines, Film/Video, Library School Guidance facilities, guest speakers and Field trips. Evaluate work ethics and the learners ability to meet predetermined due dates Teacher evaluates learners use of all related materials and techniques as applied to art project guidelines
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist’s technical proficiency as well as by the manner and physical context in which it is performed or shown. Art and art-making reflect and affect the role of technology in a global society. Organize an exhibit of personal of visual art that convey a high level of understanding of how the expression of ideas relates to the , , and techniques used. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre, visual, and multimedia Recognize and identify strength and weaknesses in their art work through a designed rubric Museum exhibition observations/field trips Art reviews and select readings within the content area. Critiques (self /teacher assisted) Guest artists vocabulary comprehension, utilization and legibility and content structure of written work. Teacher evaluation of content and criteria applied in self - evaluation (critique) Teacher supervised classroom debate, evaluation of criteria employed in judgmental critiques.
artwork from diverse cultural contexts and Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as well as how the context in a work is performed or shown may impact perceptions of its significance/meaning. Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the world. Related art project objectives Student Portfolio Readings in content areas Research studies in Art/Cultural History Film and resources Internet search Unit Test, Quiz, Research Papers Web – Quests Midterm and examinations Portfolio assessment. Classroom teacher guided critiques based upon criteria covered, content, and readability of emulated artistic style Assessment based upon vocabulary comprehension, utilization and legibility and content structure of written work.