Art I Curriculum Map
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Unit 1
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 1: Elements and Principles

STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.3
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Vocabulary: elements and principles(shape, size, etc./rhythm, balance)
ACTwords:( Precision, Actuate)
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Learning Outcome: Students will learn the language used in art to have discussions in the real world.
Target Goals:
-Student will research elements of art or principles of design in a team.
-Student will write down each element or principle on their poster along with an explanation and visual example of what each is.
-Student will present to the class at least one element or principle and show their examples.
-Students will analyze and write whether or not they agree or disagree that elements and principles are essential in art.
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Key Concepts: elements and principles of design
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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August-September:
● Elements and Principles
● Students will respond to, analyze and make informed judgements about the arts.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will analyze and evaluate the use of elements and principles of art in a variety of 2D and 3D artworks.
Essential Questions:
● What are classroom and expectations?
● What are the visual arts?
● Why do people create art?(purpose of art)
● What are the steps an artist goes through to create an artwork (the artistic or creative process)?
● What is the importance of a sketchbook to an artist?
● What is a portfolio and why is it important?
● What are the elements or art?
● What are the principles of design?
● How are the elements and principles of design used to create a successful work of art?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
Power Points
I-Pads
Elements and Principles Design Matrix
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc.

Summative assessment types and strategies:
Sketchbooks, posters,
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Unit 2
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 2: Observational Drawing

STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.3
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Vocabulary: Sketching, illustration, technical drawing, fine art drawing, etc.
(ACT WORDS: Procedural, Precept, Auspices, Docile)
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Learning Outcome: Students begin exploration of the art process of drawing. Students will create drawings using a variety of media. They will draw from observation to translate a 3-D form onto a 2-D surfaces. Students will understand purposes and cultural/historical context of drawing.
Target Goals:
-I can list and identify a variety of drawing media(charcoal, graphite, pen and ink)
-I can explain why line is such an important art element in drawing(line weight, line variation, mark making)
-I can define, explain, and identify gesture, contour, and cross-contour drawings.
-I can compare objects to create proper perspective and proportions by looking.
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Key Concepts: Observational drawing skills
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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October-November
*3 different observational settings
-Vocab
-Gestures and looking
-contour
-cross-contour
-final combination of concepts
● Students will use appropriate terminology to analyze and evaluate the use of elements of art and principles of design in a variety of observational drawings.
● Students will expressively use the elements of art, principles of design, and a variety of drawing processes in creating 2-D artworks
● Students will respond to, analyze, and make informed judgements about the arts.
Essential Questions:
● What are some types of drawing?
● What are the different media used in drawing?
● Which art elements/principles of design are important in drawing?
● What are some basic compositional rules or techniques in drawing?
● How do you draw from observation?
● How could drawing skills benefit you in another discipline or career?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
-Powerpoint
-Demonstrations
-Illustrators/artists for examples

-Gesture of anything observational (additive or subtractive)
-Tissue paper line drawing with mark-making
-Perspective(hall, boiler room, etc.)
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc.

Summative assessment types and strategies:
Sketchbooks, 3/3 various observational drawings
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Unit 3
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit3: Painting

STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.3
Standard 4: Artistic Connections: FPA 11.4.A.1
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Vocabulary: color wheel, value, intensity scales, color schemes, variety of painting media(oil, acrylic, watercolor), brush strokes
ACTwords:( Extenuate, Modest, Enduring, Scrutinize)
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Learning Outcome: Exploration of the art process of painting. Students will create paintings using a variety of media. They will paint from observation to translate a 3-D form onto 2-D surfaces.
Target Goals:
-I can explain how specific art elements and principles of design can be used in painting.
-I can mix paint colors to create visual effects with specific color combinations for a painting.
-I can list and identify a variety of painting media.
-I can explain characteristics of different types of paint and why knowing those characteristics are important when selecting what type of paint to use for an artwork.
-I can identify examples of master paintings from various historical periods and cultures.
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Key Concepts: Observational Painting and study of Henri Matisse
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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December:● Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will respond to, analyze, and make informed judgements about the arts.
● Students relate the arts to other disciplines, careers and everyday life.
Essential Questions:
● Which art elements and principles are important in painting?
● What color theory do I need to know in order to create a successful painting?
● What are the different media used in painting?
● What are some techniques used when using specific types of paint?
● How could painting skills benefit you in other disciplines or your career?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
-Power Points
-I-Pads
-Elements and Principles
-December 2014/Jan 2015 Vol. 45 #3 Scholastic Art Magazine
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc.

Summative assessment types and strategies:
Sketchbooks, final painting
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Unit 4
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 4: Printmaking
STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.3
Standard 3: Historical and Cultural Context: FPA 11.3.A.1, FPA 11.3.A.2
Standard 4: Artistic Connections: FPA 11.4.A.1
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Vocabulary: relief, intaglio, lithography, screenprinting
ACTwords:( Gentry, Rhetoric, Podium, Enrapture, Archetype, Attribute)
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Learning Outcome: Exploration of art process of printmaking. Students will know and differentiate the characteristics of the four major printing process. They will create a print or an edition of prints depending on the printmaking method used. Students will understand purposed and cultural/historical contexts of printing.
Target Goals:
-I can explain the four printmaking processes.
-I can explain the 3 steps of the “pulling” process.(Creating the printing plate(matrix), inking the plate, and transferring the image.
-I can explain the difference between an original artist pulled print and a photographic reproduction.
-I can create an edition of prints using the art elements and principles of design and compositional techniques.
-I can identify and create representational and non-representational prints.(linocut and monotype)
-I can critique prints using the five steps of art criticism.(Identify, Describe, Analyze, Interpret, and Judge)
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Key Concepts: printmaking, Protest and Persuasion
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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January
● Protest and Persuasion Lesson
● Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will compare, interpret, and explain purposes for which visual art is created(ceremonial, artistic expression, narrative, functional)
● Students will respond to, analyze, and make informed judgements about the arts.
● Students demonstrate an understanding of the arts in relation to history, cultures and temporary society.
● Students relate the arts to other disciplines, careers and everyday life.
Essential Questions:
● Which elements and principles are important in printmaking?
● What are the four major printmaking processes?
● What are the characteristics and steps to make a print for each of the four major processes?
● What is the difference between an original artist and a photographic print?
● How could printmaking skills benefit you in another discipline or career?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
-Power Points
-I-Pads
-Elements and Principles
-Favianna Rodriguez PBS Clip
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc.

Summative assessment types and strategies:
Sketchbooks, Rubric, Final Edition of Prints
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Unit 5
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 5: Independent Art Proposal/Artist Study
STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.2, FPA 11.2.A.3, FPA 11.2.A.4
Standard 3: Historical and Cultural Context: FPA 11.3.A.1, FPA 11.3.A.2, FPA 11.3.A.3
Standard 4: Artistic Connections: FPA 11.4.A.1, FPA 11.4.A.2, FPA 11.4.A.3, FPA 11.4.A.4
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Vocabulary: written proposal
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Learning Outcome: Students will research a famous artist and plan a proposal to create a 2-D work influenced by that artist. The students will gain knowledge from their artist and an understanding that will support their proposal in essay form.
Target Goals:
-I will plan, research, document, and propose and independent art project that is influenced by a famous artist of choice.
-I will create a unique 2-D work of art.
-I will participate in a critique where I discuss my artwork and others using art terminology.
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Key Concepts: famous artist, essay, written proposal
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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February● Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will identify and use a variety of subject matter in creating their written proposal and final project.
● Students will respond to, analyze, and make informed judgements about the arts.
● Students demonstrate an understanding of the arts in relation to history, cultures and temporary society.
● Students relate the arts to other disciplines, careers and everyday life.
Essential Questions:
● What are the steps an artist goes through to create an artwork (the artistic or creative process)?
● How are the elements and principles of design used to create a successful work of art?
● What are some key elements from your artist that you can learn from and use?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
I-Pads
Elements and Principles
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, etc.

Summative assessment types and strategies:
Sketchbooks, rubric and BOE assessment
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Unit 6
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 6: Clay
STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.3
Standard3: Historical and Cultural Context FPA 11.3.A.2
Standard 4: Artistic Connections: FPA 11.4.A.1
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Vocabulary: hand-building techniques, pinch coil, slab, throwing, impressing textures/patterns, incising, applique, piercing, burnishing, color inlay, color slips, masking, slip trailing, sgraffito, printing, greenware, bisqueware, glaze, firing, kiln
ACTwords:(Dingy, Onset, Gale, Vituoso, Construe))
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Learning Outcome: Exploration of the art process of ceramics. Students will create ceramic works that show craftsmanship and understanding of clay construction techniques. They will be able to explain and demonstrate acquired knowledge and skills to construct ceramics works from the raw clay stage to glazed-fired completion.
Target Goals:
-I can explain hand-building techniques, pinch, coil, and slab.
- I can create a successful ceramic artwork using a hand-building technique.
-I can explain what throwing is in ceramics.
-I can explain a variety of surface decoration techniques for ceramic works (see vocab).
-I can explain the stages ceramics artworks go through from greenware to bisqueware.
-I can explain what a kiln is, the difference between paint and glaze, and the process of making a ceramic work from beginning to end.
-I can critique ceramics according to the 5 steps of art criticism.
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Key Concepts: elements and principles of design
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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March-April:
-Slab
-Coil
-combined
Wheel Throwing
● Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will respond to, analyze, and make informed judgements about the arts.
● Students demonstrate an understanding of the arts in relation to history, cultures and temporary society.
● Students relate the arts to other disciplines, careers and everyday life.
Essential Questions:
● What are the four basic techniques to form clay?
● What are the four properties of clay that affect how you work with it?
● What are some surface decorations techniques to add interest?
● How do you create a ceramic work from the raw clay state to the glazed fire completion?
● How could ceramics skills benefit you in another discipline or career?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
Power Points
I-Pads
Elements and Principles
Demonstration
-Throwing videos
-Teachpottery.net
-Ceramics for beginners wheel throwing video
-Ceramicsartsdaily.org
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, quiz, etc.

Summative assessment types and strategies:
Sketchbooks, posters,
3-D BOE assessment
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Unit 7
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Common Core Curriculum Mapping Content Area or grade level: ART I Date: January 2015
Unit 7: Sculpture
STATE STANDARDS AND BENCHMARKS MET DURING UNIT:
Standard 1: Creative Expression through Production: FPA 11.1.A.1, FPA 11.1.A.2, FPA 11.1.A.3, FPA 11.1.A.4, FPA 11.1.A.5, FPA 11.1.A.6,
Standard 2: Aesthetic Perception: FPA 11.2.A.1, FPA 11.2.A.3
Standard 4: Artistic Connections: FPA 11.4.A.1
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Vocabulary: relief sculpture, sculpture in the round(3-D), form, subtractive, additive, assemblage, found objects
ACTwords:( Conjure, Cant, temporize, stratum, pallid, insinuate, accentuate)
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Learning Outcome: Exploration of the art process of sculpture. Students will create sculptures using a variety of media and sculptural techniques (subtractive, additive, assemblage, found objects). They will translate 2-D conceptual sketches into 3-D forms.
Target Goals:
-I can explain various sculptural techniques and processes.
-I can create a variety of sculptural forms using both additive and subtractive techniques.
-I can defend my opinion that an object is sculptural using visual arts terminology.
-I can critique sculpture using the 5 steps of art criticism.
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Key Concepts: What is sculpture?
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Time Frame/MonthsCommon Core Concepts &SkillsCC Teaching Points/Essential QuestionsLiteracy connection/ ResourcesAssessment
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May
-recycled art
-steampunk
-metals
-fused glass
● Students will use appropriate terminology to analyze and use the elements of art and principles of designing a variety of art works.
● Students will expressively use the elements of art, principles of design, and a variety of processes in creating artworks.
● Students will demonstrate behavior appropriate for observing the particular contexts and style of the artwork being viewed, discuss opinions with peers in a supportive and constructive way.
● Students will respond to, analyze, and make informed judgements about the arts.
● Students relate the arts to other disciplines, careers and everyday life.
Essential Questions:
● What is considered sculpture?
● How is a relief sculpture different from in the round?
● What are some techniques for creating sculpture?
● What types of media are used to create sculpture?
● How could sculptural skills benefit you in another discipline or career?
Literacy Connections (after every completed project):
Scholastic Art Magazine and other

Resources:
-Power Points
-I-Pads
-Elements and Principles
-“Wasteland” by Vik Muniz
Formative assessments types and strategies:
Observation, questioning, student-teacher conferencing, think-pair-share, self-reflections, critiques, brainstorming, journals/sketchbook prompts, etc.

Summative assessment types and strategies:
Sketchbooks, rubric, Final sculpture piece
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