Art Curriculum Grade 9

8/11/2019 Art Curriculum Grade 9

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High School Curriculum Map Visual Art Art 2D/3D

Subject: Visual ArtArt 2D/3D

Quarter and Timeframe (# days/weeks): First Quarterone

week

Unit: Introduction to Art

Big Ideas: Explore why artists create and introduce vocabulary

and art historical periods.

Essential Questions/Understandings: Why is it important to

understand why an artist creates? Why do artists feel it is

important to communicate through art?

NGSSS/Benchmarks:

VA.9121.C.1.4: Apply art knowledge and contextual information to analyze how content andideas are used in works of art.

VA.912.C.2.2: Assess the works of others, using established or derived criteria, to support

conclusions and judgments about artistic progress.

VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the

meaning or purpose of an artwork.

VA.912.H.1.8: Analyze and compare works in context, considering economic, social, cultural,

and political issues, to define the significance and purpose of art.

Vocabulary Resources Activities Assessment

Art, medium, subject,

abstract, ceramic, art

criticism, materials,

perceive, aesthetics,

elements of art,

principles of design,

formalism,

expressiveness, credit

line

Visual Artists: Overview of artists

and art history

The Visual Experience Unit 1

Art TalkUnit 1

Projects:

Purpose of Art worksheet (Art

Talk-Application Activity 1)

Art Criticism of the painting by Janet Fish

Compare/contrast Janet Fish Raspberries and

Goldfish and Grant WoodsAmerican Gothic

Worksheet from Art Talk

Art is H.O.T. (Higher Order Thinking) AnalysisRaspberries, Nasturtiums and Goldfish by Janet Fish

Describe the colors, shapes and objects that you see in this painting? (Describe)

Thinking about the principles of design, analyze the organization of this artwork. (Analysis)

What type of balance is used? (Analysis)

What is the focal point? (Analysis)

What is the mood of this painting? (Interpretation)

What is Janet Fish saying in this painting? (Interpretation)

Do you feel that this artwork is successful and why? (Judgment)
http://varoregistry.org/fish/pix/fish4.htmlhttp://varoregistry.org/fish/pix/fish4.htmlhttp://varoregistry.org/fish/pix/fish4.htmlhttp://varoregistry.org/fish/pix/fish4.html


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Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks Unit: Shape and Form

Big Ideas: Student will be able to perceive and understand the

different types of shapes and forms.

Essential Questions/Understandings: Why is it important the events

of the time period and culture in order to understand the artwork?

NGSSS/Benchmarks:

VA.912.F.1.1: Use divergent thinking, abstract reasoning, and various processes todemonstrate imaginative or innovative solutions for art problems.

VA.912.H.2.5: Analyze artwork from a variety of cultures and times to compare the

function, significance and connection to other cultures or times.

VA.912.O.1.3: Research and use the techniques and processes of various artists to

create personal works.

VA.912.S.3.10: Develop skill in sketching and mark-making to plan, execute, and

construct two-dimensional images or three-dimensional models.


Shape, figure, ground,

positive shape,

negative shape, form,

foreshortening,

organic, geometric,

closed, open

Visual Artists:

Edward Hopper

Pablo Picasso

M. C. Escher Alice Neel

Henry Moore

The Visual Experience Unit 2, Chapter 4

Art TalkUnit 2, Chapter 5

Projects:

Figure- groundtessellation

Positive/negative designs

Cubism: geometric designs

3-dimensional drawing with shading to

create form.

Individual project evaluation based

on objectives of the project

Art criticism of Edward Hopper

Art is H.O.T. (Higher Order Thinking) AnalysisHouse by the Railroad by Edward Hopper

Why does the house in this painting seem heavy and closed? (Analysis)What do you see in this painting that you dont see in the Naples area?

How is this artwork organized? Discuss balance, horizontal and vertical

shapes and forms? (Analysis)

Is there any sense of a human presence? (Interpretation)

What is the mood of this painting and as the artist been successful in

conveying this feeling? (Judgment)
http://www.artchive.com/1925/hopper.htmlhttp://www.artchive.com/1925/hopper.htmlhttp://www.artchive.com/1925/hopper.htmlhttp://www.artchive.com/1925/hopper.html


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Quarter and Timeframe (# days/weeks): Third Quarter4

weeks

Unit: Space

Big Ideas: Identify and discuss ways artists create the

appearance of space and depth in two-dimensional artworksby identifying horizon lines, vanishing points and converging

lines.

Essential Questions/Understandings: What is your

perspective on perspective?

NGSSS/Benchmarks:

VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept.VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and

perseverance to create a desired result in two-and/or three-dimensional artworks.

VA.912.H.1.9: Describe the significance of major artists, architects, or masterworks to

understand their historical influences.


Positive space, negative

space, picture, plane,

overlapping, high-low

placement, linear

perspective, vanishing

point, one-point

perspective, two-point

perspective, eyelevel,

aerial perspective,

framing

Visual Artists:

Renaissance artists:

Leonardo daVinci

Raphael

M. C. Escher

Georgia

Frank Lloyd Wright

The Visual Experience Chapter 6,


Projects:

One-point perspective drawingTwo-point perspective drawing

interior/exterior

Choice of perspective drawing

Discussion of careers

Individual project evaluation based on

objectives of the project

Compare/contrast a Middle Ages artwork

with a Renaissance artwork

Art is H.O.T. (Higher Order Thinking) Compare/contrast Trs riches heures du Duc de Berry:by the Limbourg Brothers with the School of Athens by Raphael

Compare/contrast the color and space in these two artworks?

What dominates the space in each of the compositions and

why? (Analysis)

What is the story behind each of these paintings?

What is the mood of these paintings and are they similar?

(Interpretation)

How does the perspective provide a new way of seeing the

subject matter?
http://en.wikipedia.org/wiki/Tr%C3%A8s_riches_heures_du_Duc_de_Berryhttp://en.wikipedia.org/wiki/Tr%C3%A8s_riches_heures_du_Duc_de_Berryhttp://en.wikipedia.org/wiki/Tr%C3%A8s_riches_heures_du_Duc_de_Berry


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Quarter and Timeframe (# days/weeks): Third Quarter1 week Unit: Texture

Big Ideas: Students will perceive and create texture in the

environment and in artworks.

Essential Questions/Understandings: Generally, uniform use of

textural pattern and invented texture results in relatively shallow

space. Is this true or not? Explain

NGSSS/Benchmarks:

VA.912.C.1.5: Analyze how visual information is developed in specific media to create arecorded visual image.

VA.912.C.2.7: Assess the challenges and outcomes associated with the media used in a

variety of ones own works.

VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and



Gloss, matte,

actual texture,

simulated texture,

invented textures,

rubbings, collage

Visual Artists:

Dorothea Lange

Robert Rauschenburg

Edouard Manet

Deborah Butterfield



Projects:Create a crossover artwork using both

actual and simulated textures

Texture Collage

Simulated texture using hatching,

cross-hatching and stippling

Individual project evaluation based

on objectives of the project

Analysis of painting by Edouard

Manet

Art is H.O.T. (Higher Order Thinking) Art Criticism: Oysters by Edouard Manet

Describe the textures you see in this painting? (Describe)What do you think is the center of interest and why? (Analysis)

How does the artist create a feeling of space? (Analysis)

Can you identify a color scheme? (Analysis)

How does the artist use chiaroscuro in this painting? (Analysis)

This is an early work which was found in Manets studio at the time of his death.

What reasons might a highly successful artist have for keeping a particular work in

his possession? (Judgment)


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Quarter and Timeframe (# days/weeks): Third Quarter1 week Unit: Principles of Design

Big Ideas: The student will understand how artists use the

principles of design to create an artwork.

Essential Questions/Understandings: How does the artist use the

principles of design as a recipe to create a piece of artwork?

NGSSS/Benchmarks:

VA.912.O.1.1: Use the structural elements of art and the organizational principles ofdesign in works of art to establish an interpretive and technical foundation for visual

coherence.

VA.912.S.3.2: Demonstrate a balance between spontaneity and purpose to produce

complex works of art with conviction and disciplined craftsmanship.


Unity, variety,

emphasis, rhythm,

movement,

balance, pattern,

proportion

Visual Artists:

Andrew Wyeth

Grant Wood

Andy Warhol

Richard Estes

Edward Hopper



Projects:

Overview of the Principles of Design

Non-objective artwork showing focalpoint using variegated gray papers



Analysis of painting by Richard Estes

Art is H.O.T. (Higher Order Thinking) Analysis: Drugstore by Richard Estes

Describe how the artist uses the principles of design. (Description)

Is this symmetrically or asymmetrically balanced and why? (Analysis)

How does the lighting show the time of day and how does this affect the mood of the painting?

Is there rhythmic line and where? (Analysis)How long do you think it took the artist to create this painting?

If the S was not on the diagonal, would that affect the feeling of this painting?

(Interpretation)


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Quarter and Timeframe (# days/weeks): Third Quarter3 week Unit: Two-Dimensional Media

Big Ideas: Students will recognize and understand the processes and

techniques used in two-dimensional media.

Essential Questions/Understandings: Can an artist choose a medium

and a technique to create different moods in an artwork?

Sunshine State Standards/Benchmarks:

VA.912.H.3.3: Use materials, ideas, and/or equipment related to other content areasto generate ideas and process for the creation of works of art.

VA.912.F.1.4: Use technological tools to create art with varying effects and outcomes.

VA.912.S.2.6: Incorporate skills, concepts and media to create images from ideation to

resolution.


Height, width, medium

(media), drawing, painting,

printmaking, photography,

film, video art, computer

art, mixed media

Visual Artists:

Joseph Stella

Mary Cassatt

Albrecht Durer

Annie Liebowitz

Anne Geddes

The Visual Experience Unit 3,

Chapter 9

Projects:

Trompe loeil in value study

Figure StudyColor mixing

Creating visual movement

through printmaking

Mural painting



Analysis of film compared to painting

Art is H.O.T (Higher Order Thinking)

Teacher choice of film: (District approved)

Students will analyze the film using the elements of art and the principles of design.

Compare the use of the elements and principles to artworks that use paint. For example, in Casablanca, if they used the same

texture of clothing in every background, there would be no contrast.


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Quarter and Timeframe (# days/weeks): Fourth Quarter1

week

Unit: Three-Dimensional Media

Big Ideas: Students will recognize and identify 3-D art forms.

Essential Questions/Understandings: Thinking about 3-

dimensional artwork, what other materials can you imagine

being used in the future to create 3-dimensional art? What

are the obstacles that you have to overcome when creating a

three-dimensional work of art compared to a two-dimensional

work of art?

Sunshine State Standards/Benchmarks:

VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine and reflect onan artistic theme.

VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and


VA.912.S.3.7: Use and maintain tools and equipment to facilitate the creative process.

VA.912.S.3.3: Review, discuss and demonstrate the proper applications and safety

procedures for hazardous chemicals and equipment during the art-making process.


Sculpture, relief

sculpture,

conceptual art,

performance art,

environmental art,

installation art,

fiber art, soft

sculpture,

assemblages

Visual Artists:

Dale Chihuly

Louise Nevelson

Henry Moore

Christo

George Segal

Rodin

Claes Oldenburg

Lessons: The Visual Experience Unit 3,

Chapter 9

Projects:Found sculpture (Louise Nevelson)

River Stone Sculpture Garden

Plaster sculpture



Art is H.O.T. (Higher Order Thinking) Compare/contrast the Vietnam Wall by Maya Lin to Persian Wall Installation by Dale Chihuly

Describe the organic and geometric shapes/forms. (Describe)

What has each artist done to create the feeling of rhythm in each

artwork? (Analysis)

Based on your knowledge of these artworks, list some ideas or

feelings you associate with it? (Interpretation)

What does this remind you of? (Interpretation)

How well does the work relate to the site, its surroundings, the

natural elements and changing seasons? (Judgment)


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Quarter and Timeframe (# days/weeks): Fourth Quarter1 week Unit: Careers

Big Ideas: Students will become familiar with the wide range of careers

in art.

Essential Questions/Understandings: What are the differences between

a fine art career and a design career? Make a list of every facet of your

life that is touched by an artist?

NGSSS/Benchmarks:

VA.912.F.2.1: Examine career opportunities in the visual arts to determinerequisite skills, qualifications, supply-and-demand, market location, and potential

earnings.

VA.912.F.2.6: Develop a personal artist statement, resume, presentation, or digital

portfolio to interview of an art-related position or exhibition.


Gaming design,

computer design,

environmental

design,

communications

design, web artist,

illustrator,

multimedia

design,

photographer,

animator,

photojournalist,

art director,

curator,

conservator

Visual Artists:

Mercer Mayer

Ollie Johnston

Frank Lloyd Wright,

The Visual Experience Unit 3,

Chapter 12

Art Talk Chapter 14

Projects:Guest speaker to speak

about his/her career in art.

Students create critical

questions to interview the

artist

Research a famous

illustrator or someone in

the art field and an artwork

mimicking the style

Field trips to local museumsand interview the curator,

education director, etc.

Internship with a local artist.




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Documents

Art Curriculum Grade 9