Drawing ART CURRICULUM MAP
Course Title: Intro to Drawing & Design (2 semesters)
Grade Levels: High School (grades 9-12)
Teacher: Jeanne Cave
Date | Target Skills | Resources/Activities | Assessments | Vocabulary* | Kansas Standards |
Aug. | *Demonstrate an understanding of the broad definition of art by listing traditional and non-traditional art materials and subjects * Consider factors that contribute to something being considered a piece of art. * Perceive and describe the media and subjects of a variety of past and present artworks. *Explain how art philosophy can help in the study of art. * Describe some of the criteria that can be used to determine if something is art. *Define aesthetic experience. *Describe the role of art critics. * Use description, analysis, interpretation and evaluation to critique artworks. * How should we look at art? * Art Media & Techniques *Discuss Principles of Design *Take Formative Assessment for Art I | *Present and review classroom rules, regulations, expectations and consequences *Daily classroom procedures *Course Syllabus * Supplies needed *Introduction to Art I *What is Art? *How should we look at art? *Art criticism lesson-Critique a famous piece of artwork. *Video on Elements of Art & Principles of Design. * Administer Formative Assessment for Art I level. *Video & PowerPoint lectures. *Art Project-Elements of Art Poster. *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork *Review on What is Art? *Review on How We Should Look at art? *Scholastic Art Periodical Crossword Puzzle-Q/A worksheet *Take Formative Assessment for Art I | *Instant assessment from teacher through classroom circulation of classroom. *Test on What is Art? *Test on How Should We Look at Art? *Quiz on critiquing a piece of artwork. *Scholastic Art Periodical Quiz *Poster Assessment:
*Take Formative Assessment for Art I | regulations fine arts visual arts artist aesthetic experience medium/media Elements of Art Principles of Design subject traditional abstract non-objective ceramic philosophy of art design designer composition art criticism: description, analysis, interpretation & evaluation formalism expressiveness composition | VA: Cr1.2.l VA:Cr2.1.l VA:Pr5.1.l VA:Pr6.1.l VA:Re7.1.l VA:Re7.2.l VA:Re8.1.l VA:Re9.1.l VA:Cn11.1.l |
Sept. | Element of Art-LINE *Identify & draw a variety of descriptive lines. * Identify and explain how artists use implied lines *Perceive and discuss how lines can be expressive *Use a variety of lines in their artwork –Art project: Zentangles. *Differentiate between contour lines & outlines and how artists use each. *Perceive how artists effectively create images with single lines. *Identify hatching, crosshatching & implied lines & explain why they’re used in art works. *Locate examples of lines of sight in artworks. *Identify & describe how lines can express feelings and emotions in art. *Explain how lines can suggest movement in a direction. *Art media & techniques | *Demonstrate an understanding of the broad definition of art by listing traditional and non-traditional art materials and subjects * Consider factors that contribute to something being considered a piece of art. * Perceive and describe the media and subjects of a variety of past and present artworks. *Explain how art philosophy can help in the study of art. * Describe some of the criteria that can be used to determine if something is art. *Define aesthetic experience. *Describe the role of art critics. * Use description, analysis, interpretation and evaluation to critique artworks. * How should we look at art? * Art Media & Techniques *Discuss Principles of Design *Take Formative Assessment for Art I Element of Art-LINE *Identify & draw a variety of descriptive lines. * Identify and explain how artists use implied lines *Perceive and discuss how lines can be expressive *Use a variety of lines in their artwork –Art project: Zentangles. *Differentiate between contour lines & outlines and how artists use each. *Perceive how artists effectively create images with single lines. *Identify hatching, crosshatching & implied lines & explain why they’re used in art works. *Locate examples of lines of sight in artworks. *Identify & describe how lines can express feelings and emotions in art. *Explain how lines can suggest movement in a direction. *Art media & techniques representing each emotion. Compare. * Video/Powerpoint lecture on Line *Examine examples of line in famous artworks *Line Art Project-Line: Zentangle Designs * View the works of artist, Alexander Calder *Scholastic Art Periodical- Crossword Puzzle-Q/A worksheet *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *What are the fine arts? *What is media (medium) in art mean? *Different types of media; graphite, charcoal, pastels, pen & ink, painting: watercolor, oil, acrylic, tempera, paper, ceramic. | *Instant assessment from teacher through classroom circulation. *Test on the Element of Line Zentangle Project:
| line descriptive line outline contour line expressive lines implied lines vertical line curvilinear rectilinear horizontal line hatching cross-hatching edge closure gesture drawing blind-contour drawing Calligraphy Zentangles fine arts medium/media mixed media watercolor acrylic tempera oil paint fresco lithograph paper mache` graphite charcoal pastels pen ink clay ceramic kiln painting knife gesso straight edge (ruler) palette compass oak tag board stretch canvas binder | VA:Cr1.1.l VA: Cr1.2.l VA:Cr2.1.l VA:Cr2.2.l VA: Cr3.1.l VA: Pr6.1.l VA: Pr4.1.l VA:Re7.1.l VA:Re7.2.l VA: Re8.1.l VA: Re9.1.l VA: Cn10.1.l VA:Cn11.1.l |
Oct. | Elements of Art- COLOR *Comprehend that color is a property of light *Understand how colors relate to each other on a color wheel. *Explain how primary colors may be mixed to create secondary and intermediate colors. * Identify complementary, monochromatic, cool & warm colors, and describe how artist use these to express feelings. *Students will familiarize themselves with traditional harvest/All Hallows Eve pictures throughout history and modern times. *Students will create their own work of art to represent what a harvest/All Hallows Eve means to them. *Students will use their knowledge of colors/color schemes to express feelings and emotion in their seasonal design. | Element of Art- COLOR *Use Color wheel poster/diagram *Create a human color wheel *Shine a light through a prism to demonstrate how white light may be separated into the spectrum. *Do food color mixing demonstrations to teach secondary colors. *Use Complementary colors poster/diagram to teach simultaneous colors. *Color worksheets *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *Seasonal Art Project- Harvest/All Hallows Eve designs in any medium of choice. *View the work of artists: Eduard Munch, Salvador Dali, Francisco Goya, Grant Wood. *View the work of art movements: Surreal Art, Expressionism, Dark Art, Regionalism, etc. *Students will have the opportunity to display their seasonal artwork in a public display. | *Instant assessment from teacher through classroom circulation of classroom. *Color Review worksheets: various color schemes, etc. *Test on the Element of Color *Seasonal Harvest/All Hallows Eve Project:
*Qtr. 1 Bellwork due-assessed | color 3 Properties of Color: hue, value, intensity color wheel spectrum pigments chroma R.O.Y. G. B.I.V. (rainbow) primary colors secondary colors complementary color (simultaneous) intermediate/tertiary monochromatic color harmonies/scheme warm colors cool colors tint tone shade black/white color blindness color therapy color temperature color palette color theory artificial light analogous colors tetrad neutral colors achromatic polychromatic Regionalism Surreal Art Expressionism Dark Art | VA:Cr1.1.l VA:Cr1.2.l VA:Cr2.1.l VA:Cr2.2.l VA:Cr3.1.l VA: Pr6.1.l VA:Re7.1.l VA:Re7.2.l VA: Re8.1.l VA: Re9.1.l VA: Cn10.1.l VA:Cn11.1.l |
Oct/ Nov | *Visual storytelling- Discuss the 3 parts of storytelling in art: Subject, content, composition. * Identify storytelling in famous works of art. *Art Project -Tell a story with a picture or pictures in 2-D or 3-D-Veteran’s Day designs. *Element of Art-VALUE *Perceive and explain how artists use value to suggest emotion and mood. *Understand how artists use shading or chiaroscuro to make a flat shape look 3-D. *Teach what a value scale is. Have students create an illusion of depth using color and gray values. *Students will learn and demonstrate with graphite, the parts of a form-shadow, core shadow, cast shadow, etc., in a sphere. * Students will demonstrate their knowledge of VALUE in a charcoal candy study. * Students will demonstrate their knowledge of VALUE by creating a color candy design/dessert in colored pencil. | *View famous artworks from artists that tell stories: Faith Ringgold, Norman Rockwell, Frida Kahlo, etc., digital reproductions/video-PowerPoints. * What is Veteran’s Day? * Design a visual story-Seasonal theme: Veteran’s Day, in any medium of choice. *Students will have the opportunity to display their seasonal artwork in a public display. *Scholastic Art Periodical-Storytelling *Crossword puzzle-Q/A worksheets *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *Element of Art-Value lecture-video, PowerPoint. *Digital reproductions of famous artworks Vermeer, Rembrandt. * View the art styles that focus on value: Baroque *Value exercise worksheets. *Practice making shapes to form using value. Use different media; graphite, colored pencil, watercolor, charcoal. *Value scale, diagram of value in a sphere. *View food/candy pictures of famous artworks with a focus on pop artist, Wayne Thiebaud. *Value Project #1-Charcoal Candy Study designs. 9 x 12” *Value Project #2- Color Candy Close-up/dessert in colored pencil. 12 x 18” *Scholastic Art Periodical-Food Art-Wayne Thiebaud. *Scholastic Art worksheet- Q/A wkst. | Instant assessment from teacher through classroom circulation of classroom. Scholastic quiz on Storytelling Test on different types of art/artists learned in this unit. Visual Storytelling Veteran’s Day Project:
*Candy Study Projects:
| 3 Parts of Storytelling in Art : subject, content, composition value light shading highlight shadow core shadow low /high value light source reflected light dark values dark middle values middle values light values high/low key paintings chiaroscuro value scale/gray scale 2-dimension 3-dimension study candy study Baroque Art Pop Art | VA:Cr1.1.l VA:Cr1.2.l VA:Cr2.1.l VA:Cr3.1.l VA: Pr6.1.l VA:Re7.1.l VA:Re7.2.1 VA:Re8.1.l VA:Cn11.1.l |
Dec. | Element of Art- SHAPE & FORM *Increase visual awareness of 3-D space in order to facilitate stronger compositions. * Understanding the use and importance of negative shapes help students develop a greater sense of negative shapes in order to strengthen their overall composition. *Observe and discuss realism, abstract, non-objective *Observe and discuss foreshortening *Experiment with angles from which to draw the model in order to create foreshortening. *Distinguish between relief and freestanding sculpture. *Produce a series of drawings using charcoal that display foreshortening *Understanding of challenges involved in reflecting a 2-D image in a 3-D form. *Students will complete a final exam over lessons from the past semester. | The Element of Art-SHAPE & FORM- Show examples of different types of shapes, exercise. *Discuss geometric & organic shapes and compare * Video/PowerPoint lecture on Shape & Form *Examine examples of lines in famous artworks showing shape and form. *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises * View the works of artist, Henri Matisse & Pablo Picasso *Lesson on Forms *Practice exercises drawing forms *Scholastic Art Periodical- Line-Crossword Puzzle-Q/A worksheet *Shape Art Project-Matisse Collage *Final exam over lessons from the past semester. | Instant assessment from teacher through classroom circulation of classroom. Shape & Form Project:
*Qtr. Bellwork due-assessed Final Exam from Semester 1 | shape shape contrast polygon elongated shapes proportions 2-dimensional Realism abstract non-objective organic/free-form geometric form 3-dimensional mass volume Foreshortening Types of forms: cube, sphere, pyramid, cone, ellipsoid, rectangular prism, cylinder sculpture wire sculpture sculpture-in-the-round relief sculpture (low) Relief sculpture (high) Sculpture-in-the Round collage decoupage glue/binder Henri Matisse | VA:Cr1.1.l VA:Cr1.2.l VA:Cr2.1.l VA: Cr2.2.l VA:Cr3.1.l VA:Pr4.1.l VA:Pr5.1.l VA:Re7.1.l VA:Re7.2.l VA:Re8.1.l VA: Re9.1.l VA:Cn11.1.l |
Target Skills | Resources/Activities | Assessments | Vocabulary* | Kansas Standards | |
Jan. | Element of Art- TEXTURE *Perceive and describe textures in the environment and in artworks. *Differentiate between actual and simulated textures in artwork. *Understand how texture can be used to suggest emotional qualities in art. Create a print or collage featuring textures. *Introduce the medium of oil pastels to students. | The Element of Art-TEXTURE-Different types of textures exercise; discuss adjectives used to describe texture, etc. * Video/PowerPoint lecture on Texture. *Examine examples of texture in famous artworks * View the works of artist, Vincent Van Gogh *Scholastic Art Periodical- Crossword Puzzle-Q/A worksheet *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *Actual texture exercise in cooperative learning groups. *Teacher demonstration on how to create textures with various media. * Students will practice creating textures in various media. *Textured Trees Project- Media-oil pastels, paint | Instant assessment from teacher through classroom circulation of classroom. Textured Trees Project:
| Texture Gloss Matte Actual texture Simulated texture Implied texture tactile Impasto Relief textural variety adjective (as related to language arts) fibers Photorealism | VA: Cr1.1.l VA: Cr1.2.l VA:Cr2.1.l VA: Cr3.1.l VA:Pr4.1.l VA:Pr6.1.l VA:Re7.1.l VA:Re7.2.l VA:Re8.1.l VA:Re9.1.l VA:Cn10.1.l VA:Cn11.1.l |
Feb. | Portraiture *Students will view portraits and self-portraits of artists throughout history. *Students will learn how to proportion and successfully draw a face *Students will successfully create a final project: Self-Portrait Pop Art Collage. | Portraiture- * Video/PowerPoint lecture on how to draw a portrait. *Examine examples of different types of portraits throughout history; in famous artworks. * View the works of artist Alexander Calder, and Frida Kahlo, Andy Warhol, etc. *Scholastic Art Periodical- Crossword Puzzle-Q/A worksheet *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *Teacher demonstration on how to create a portrait in graphite. * Students will practice creating a generic portrait. * PowerPoint on Pop Art *View the works of portraiture in Pop Art culture. *PROJECT-Self Portrait Pop Art Collage. | *Instant assessment from teacher through classroom circulation of classroom. *Self-Portrait Pop Art Collage Assessment:
*Test knowledge of famous portraits-Quiz | portrait profile proportion selfie self-portrait smudger/stump caricature distort exaggerate cartoon scale miniature/maquette colossal art silhouette collage | VA: Cr1.1l VA: Cr1.2l VA: Cr2.1l |
March | Element of SPACE *Identify and use a variety of ways to show depth and space on a flat surface such as foreshortening, diminishing size, overlapping, placement, and linear and aerial perspective. * Recognize and discuss means that artists and architects use to manipulate 3-D space in sculptures and interiors. *Analyze artworks drawn with one and two-point perspective by identifying the horizon line, vanishing point and converging lines. *Create artworks that effectively utilize space. | SPACE- * Video/PowerPoint lecture on the Element of SPACE. *Examine examples of space in different artworks throughout history; in famous artworks. * * PowerPoint on Pop Art; View the works of Op artists. *Scholastic Art Periodical- Crossword Puzzle-Q/A worksheet *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises. *Teacher demonstration on how to draw in one and two-point perspective. * Students will practice drawing in one and two-point perspectives. * Students will create a generic cityscape. *PROJECT: 2-D Cityscape in colored pencil/pastels. | Instant assessment from teacher through classroom circulation of classroom. Cityscape Project Assessment:
*Test knowledge of different geometrical forms such as cube, rectangular prism, etc.,.- Quiz *Qtr 3 Bellwork due-assessed. | space positive space negative space perspective vanishing point converging lines light source horizon line eye-level converging lines atmospheric (ariel) perspective one-point perspective two-point perspective linear perspective depth illusion Op Art foreshortening overlapping background foreground middle ground volume density pictorial space point of view parallel depth vertical/horizontal framing picture plane | VA: Cr1.1l VA: Cr 1.2l VA: Cr2.1l VA: Cr3.1l VA:Pr4.1l VA:Pr6.1l VA: Re7.1l VA: Re7.2l VA:Re8.1l VA:Re9.1l VA:Cn10.1l VA:Cn11.1l |
April | *Students will learn about the different Careers in Art *Students will view and identify the different Schools of Art. * Students will view and identify different styles of Still Life artworks. *Students will view and identify Landscapes and different types of “scapes” in art; city, sea, land, etc. | *Videos and PowerPoints on Careers in Art, Schools of Art. *View famous still life artworks throughout history. *View famous landscape artworks. *Scholastic Art Periodical- Crossword Puzzle-Q/A worksheet *Graphic Organizer *Art Reproductions (digital) *Vocabulary List-Bellwork/Sketchbook exercises *Students will choose to paint a still life or “scape” in any color scheme. | Instant assessment from teacher through classroom circulation of classroom. Cityscape Project Assessment:
*Test knowledge of:
| List of Careers in Art List of Schools of Art Still life landscape cityscape seascape Renaissance Rococo Baroque Expressionism Abstract Expressionism Romanticism Realism Surrealism Pop Art Dada Neoclassical Cubism Impressionism | Careers in Art VA:Re7.1l VA:Re7.2l VA:Re8.1l VA:Re9.1l VA:Cn11.1l Schools of Art: VA:Cr1.1l VA:Cr1.2l VA:Cr2.1l VA:Cr3.1l VA:Pr4.1l VA:Pr5.1l VA:Re7.1l VA:Re7.2l VA:Re8.1l VA:Re9.1l VA:Cn10.1l VA:Cn11.1l Still Life/Landscape VA:Cr1.1l VA:Cr1.2l VA:Cr2.1l VA:Cr3.1l VA:Re7.1l VA:Re7.2l VA:Re8.1l VA:Re9.1l VA:Cn11.1l |
May | *Learn how to write an Artists Statement. *Students will successfully write an Artist Statement on a piece of artwork from this past year. *Students will have the opportunity to display their seasonal artwork in a public display. *Students will take Summative Assessment for Art I level. | *Lesson on how to write an Artist Statement *Look at examples of artist statements. *Vocabulary List-Bellwork/Sketchbook exercises. *Students will have an opportunity to display their artworks in a public display-School “Night of Discovery” Art Show & Big 7 League Art Show Administer Summative Assessment for Art I level. | Assessment: *Written/final Artist Statement *Bellwork –Vocabulary words and sketchbook exercises. *Qtr. 4 Bellwork due-assessed * Summative Assessment for Art I level *Final Comprehensive Exam | artist statement gallery museum art show | VA:Pr4.1l VA:Pr5.1l VA:Pr6.1l VA:Pr8.1l |
*All art projects are subject to change at teacher’s discretion so long as the art concept, Principle or Element is taught. This adds variety to ACCJSH’s student artwork from year to year instead of the same art projects.