Art Foundations I & II

Priority Keys MA MA represents a Major content area. Any concept labeled MA is something of central

importance to the entire class/curriculum; it is a foundation or cornerstone of the course. Mastery of MA concepts is required for a student to succeed in a course.

I I represents Important content area. A little smaller than MA, I concepts must be

Mastered but are not necessarily cornerstones of a course or required in order to succeed throughout the course.

MI MI represents a Minor content area. Minor content areas are those that must be

touched on briefly, introduced, but not thoroughly covered or mastered in order for students to achieve success in a course or completion of state and national standards.

Interdisciplinary Links

HI History WR/LA Writing/Language Arts FL Foreign Language

M Mathematics FA Fine Arts H Health and Physical Education

GV Government GE Geography SC Science

T Theology TE Technology C Global Cultures

Resource Key

Tech Overhead Projector, Elmo with Projector and laptop, VCR Combination Tape and Disc, TV

D Discs: CD’s and DVD’s DEM Demonstration WB Workbook, Handout, Template

V Video Tapes Lab Supplies G Guidelines/ Assessment Sheet

S Samples SK Sketchbook VA Visual Aides: books, posters, transparencies,

Costumes

Week Objective Priority Resource Assessment State

Standard

1-2

Procedures: Conduct and Respect, Supplies location, Student Class Storage, Housekeeping Introduction to the Elements and Principles of Design Lab/Project: Create Pinwheel in 2 dimensions, then assemble pinwheel in 3 dimensions to create kinetic sculpture. The following is a filler project to be worked on throughout the year as time permits Portfolio Students create a 2-sided folder, with their names, using pen stroke or Zentangle designs in the background

1C MA M/SC/T/FA 2A, 2B, 2E, 3B, 3C, 3D MA FA 2A

Tech, S, G, VA, LAB colored pencils, WB, Lab, pins, pencils, pencil sharpeners S, G, colored markers, poster board

Note taking: Elements and Principles of Design, origin of Peace Pinwheel. Art Movements: Kinetic Art, Installation Art, Collaborative Art, Performance Art. Kanji Symbols. Art as a Spiritual Practice Questioning: Types of art embodied in the Peace Pinwheel. Functions of Art Questioning: Classroom discussion and analysis of Elements and Principles using Art Master Works as subject. Informal Assessment: Students and Teacher assess pinwheels using project guidelines.

NSS. 1.0 NSS. 2.0 NSS. 4.0

3-6

The sketchbook as the artist’s journey Students personalize

S, G Lab metallic

Note taking: Scholastic reading and Quiz on artists use of sketchbooks

NSS. 1.0 NSS. 2.0

6

sketchbook covers with name and symbols of personal meaning; pockets are created in collage using symbols of personal meaning COMMON MASTERY ASSESSMENT Peace Pin Wheel

MA FA 1A, 2A, 2E, 3B, 3C, 3D MA FA 1A, 2A, 2E, 3B, 3C, 3D

markers, magazines, scissors, acrylic gloss medium, brushes

Common Mastery Assessment: Installation of Peace Pin Wheels on The International Day of Peace, September 21st. Students go to grassy green to plant pinwheels, placing them in designs and saying a prayer together with people across the world.

6-7

8-10

Apply Art Skills, purposes and functions: Respect Life Poster Contest: Students use vivid, bright color and display lettering to create a visually dynamic poster that attracts attention and promotes Catholic Values Timing of this poster may vary. Elements Sampler: Apply the elements of design (line, shape, form, texture, color, value, space) on a starter handout.

MA FA/T 1A, 2A, 3B, 3C, 3D MA M/SC/LA/FA 1A, 2A

S,G, VA, Lab, graphite, colored pencils WB Tech, S, G, VA, LAB graphite, colored pencil

Student and Teacher assess project using guidelines Note taking/Questioning Discussion reinforcing the terminology of elements and principles of design

NSS. 1.0 NSS. 2.0 NSS. 1.0 NSS. 2.0

9

MIDTERM REVIEW

STUDY GUIDE

10

10-14

COMMON ASSESSMENT Develop Coloring, Blending, and Shading Skills: Techniques and Practice; Use the techniques on coloring book pages of Nature Transformations and Camouflage.

MA MA M FA/SC 1A, 2A

G WB,G, DEM, Lab colored pencils

MIDTERM Written Test covering the Peace Pinwheel, types of art it embodies, the elements and principles of design, and poster design; Midterm Practical: Students work on project and demonstrate participation, work habits and housekeeping. Assessment: Teacher and Student evaluate work based on guidelines.

NSS. 1.0

Week Objective Priority Resource Assessment State

Standard

15-16

Lab/Project: Create a Non-Objective art work with shapes, lines, and colors, applying coloring techniques already introduced.

MA M/LA/FA 1A, 2A, 2E

Tech, VA, S, G LAB graphite and colored pencils, Sharpies, rulers

Guided Lesson Create an individual inked guideline for the Non-Objective project, of dots, intersecting lines and shapes. Teacher grade for participation and quality of work. Project built on Contemporary Art Movements. Student Project Fill in colors, mixing primaries, creating tints, shades, graduated and blended colors, complements and brown made by mixing complements to create color temperature and mood. Display and Presentation of Respect Life Entries and Non-Objective projects Group Appreciation of project results, using principles of design as a way of talking about art Questioning: Terminology covering simple mixing of colors, tints, shades, complements and browns

NSS. 1.0 NSS. 4.0 NSS. 2.0 NSS. 5.0

COMMON ASSESSMENT

MA FA G

4 Week Common Mastery Assessment: Student and Teacher Assessment of Non Objective projects using project guidelines: attractive finished presentation, titling, and mounting on poster board.

17-19

How to Draw a Scene using Casual Perspective to create a scene featuring a vehicle, using the tools of casual perspective (horizon line, vanishing point, overlapping, line density, diminishing size, atmospheric softening, cast shadows)

MA M/SC/LA/FA 1A, 2A

Tech, VA, S, G Lab, graphite and colored pencil

Guided Lesson in Casual Perspective; create thumbnail and take notes in sketchbook; doing a thumbnail sketch first to plan their work, students create their own landscape using the concepts of Casual Perspective. Assessment: Teacher grades for participation and quality of work, students and teacher grade project based on guidelines.

NSS. 1.0 NSS. 2.0

Optional

LINE: Letter and Inking Practice Project Students use the initial of their first name to create a letter inspired by Medieval illuminated manuscripts and Art Deco; India ink and pens are used to create texture and patterns made by using the pen strokes

MA M/SC/T HI, C, FA 1A, 2A, 3D

Tech, S, G, Dem, LAB graphite, India ink, 513 nibs, paper towels, rulers, WB

Assessment: Student and Teacher grade Inking Practice project and Letter based on guidelines.

NSS. 1.0 NSS. 2.0 NSS. 4.0

Zentangle option: Portfolio or drawing Museum Visit: Students are given 3 weeks to visit the Nevada Museum of Art, on their own: this is not a field trip. Students experience a major art museum, learn how to view art, and are inspired by the work of their peers (Timing Varies)

MA HI, C, WR/LA FA 1A, 1B, 2A, 2E

Tech S, G Lab, bring Sk and pencil

Assessment: Student and Teacher assess museum project based on project guidelines Class Discussion of Exhibit or written reflection of visit

NSS. 4.0 NSS. 5.0

Week Objective Priority/Link Resource Assessment State

Standard

18

Filler Projects: In order to keep all class sections working on the same projects concurrently, some of the filler projects may include:

Spin-off on museum projects

Sketchbook assignments

Free-draw from drawing books

Scratchboard Review for FINAL and Study Guide

STUDY GUIDE: Terminology covering Non-Objective Art, color theory and coloring technique, contrast, the elements of design, Casual Perspective.

19 COMMON ASSESSMENT

MA FA

Written FINAL: Terminology covering the elements of design, color-theory, Non-Objective Art; FINAL Practical: Working on the Casual Perspective Landscape; Assessment: guidelines, participation, work habits, housekeeping

NSS. 1.0 NSS. 2.0 NSS. 4.0

Week Objective Priority/Link Resource Assessment State

Standard

Sem 2 20-24

25-28

Casual Perspective, Zentangle Portfolio, Youth Art Month Contest Lab/Project: ART CARDS Culminating project demonstrating understanding of elements and concepts of Casual Perspective TIMING MAY VARY depending on schedule and group dynamics.

MA M/SC/LA FA 1A, 2A

Dem Tech, S, G, VA, LAB

Supplies: Playing Cards, sand paper, colored pencils, colored markers, ultra-fine black sharpies, colored paper, colored thread, tacky glue, glue sticks, masking tape, scissors, magazines, mat board Assessment: Student and Teacher Assessment of Art Cards using project guidelines: Correct labeling of elements, attractive finished presentation on mat board. Student and Teacher assess project using guidelines Questioning: Terminology covering elements of design and art cards concept.

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 4.0 NSS. 6.0

28

Report on the Scholastic Art Exhibit at the Nevada Museum of Art: Students are given 3 weeks to visit the Nevada Museum of Art, on their own: this is not a field trip. Students experience a major art museum, learn how to view art, and are inspired by the work of their peers(Timing Varies)

MA HI, C, WR/LA FA 1A, 1B, 2A, 2E

Tech S, G Lab, bring paper and pencil

Assessment: Student and Teacher assess museum project based on project guidelines Written Reflection on Exhibit

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 4.0 NSS. 5.0 NSS. 6.0

COMMON ASSESSMENT

MA WR, FA, WR/LA 1A, 1B

G

Written MIDTERM: Terminology on elements and principles of design, the Art Card Movement, Casual Perspective, contrast, pattern, and texture; MIDTERM Practical: Students demonstrate their best participation, work habits, and housekeeping.

29

30

31-32

Clay Masks: Students learn basic processes of working with clay: wedging, roughing out the shape when the clay is moist and carving when it is leather hard. Tied to an ancient tradition of mask-making, these masks apply the slab technique of hand building with clay Clay Creature: Students create real or fantasy creatures using pinch pot technique Painting with Acrylics: Brushes Contract Care of Brushes, procedure for handling paint: mixing paint from the primary colors

MA SC, HI, C FA 1A, 2A MA SC, C, FA 1A, 2A MA SC, FA 1C, 2A, 2E

Tech Dem S, G, Lab, low fire clay, clay boards, newspaper for tables, toothpicks and clay tools Dem S, G LAB see next column Tech Dem S, G, WB Lab, palettes, brushes (flats), paper towels, Plastic water cups

Note taking and Questioning: Terminology of working with clay, background on masks Student and Teacher assess the mask using guidelines Teacher assess student participation, work habits and HOUSEKEEPING Supplies: low fire clay, clay boards, newspaper for tables, toothpicks and clay tools Assessment: Student and Teacher assess clay creature project based on project guidelines Questioning: Terminology covering clay processes and mask making Student and Teacher assess the Brushes Contract using guidelines Teacher assess student participation, work habits and HOUSEKEEPING

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 1.0 NSS. 2.0 NSS. 1.0

Week Objective Priority/Link Resource Assessment State Standard

33

Mask Designs: One design is a landscape, the second is a design: the features are not part of the design, but rather a blank canvas; the designs are painted with acrylics, mixing the colors from red, yellow, blue, black and white: Design idea is inspired by a Mexican terra cotta mask

MA SC, FA 1A, 1C, 2A, 2E

Tech, S, G, LAB palettes, brushes (flats), paper towels, Plastic water cups

Assessment: Student and Teacher grade designs based on guidelines Teacher assess student participation, work habits and HOUSEKEEPING

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 4.0

34

Paint Fired Masks with Acrylics: One design is chosen for the front of the mask and the other is used for the inside: painting is crisp and clean with no pockets of clay showing. Some areas are blended using dry brush technique: Mask is finished with a complementary ribbon or cord

MA M/SC/T FA 1A, 1C, 2A, 2E

S, G, LAB palettes, brushes (flats), paper towels, Plastic water cups

Assessment: Student and Teacher grade finished masks based on guidelines Teacher assess student participation, work habits and HOUSEKEEPING

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 4.0

Week Objective Priority/Link Resource Assessment State Standard

35

Finish Clay Creature: The fired clay creature is stained, using a cold treatment, in this case, acrylics with a pearlescent medium, similar to antiquing, where paint is rubbed on and rubbed off. Filler Projects: In order to keep all class sections working on the same projects concurrently, some of the filler projects may include:

Youth Art Month contest

Sketchbook assignments

Cartoon book

Seasonal theme projects, i.e. Valentine’s Day

MA SC, FA 1A, 1C, 2A, 2E

Dem S, G, LAB palettes, brushes (flats), acrylics, paper towels, Plastic water cups

Assessment: Student and Teacher grade finished creatures based on guidelines Teacher assess student participation, work habits and HOUSEKEEPING

NSS. 1.0 NSS. 2.0 NSS. 3.0

36-37

Mandala Color Wheels painted in acrylics: Students begin the study of Color Theory, using the primary colors to create secondary and intermediate colors; white is added to create tints, and black is added to create shades

MA M/SC/T FA 1A, 1C, 2A, 2E, 3C, 3D

Tech, S, G, WB Lab, palettes, brushes (flats), paper towels, Plastic water cups

Assessment: Student and Teacher assessment color wheels using project guidelines Teacher assess student participation, work habits and HOUSEKEEPING

NSS. 1.0 NSS. 2.0 NSS. 3.0 NSS. 4.0

OPTION IF TIME ALLOWS PROJECT: Watercolor mandala

MA M, T, FA 1A, 2A, 3C, 3D

S, G, WB Dem, Lab, See next column

Supplies: Watercolor, brushes, plastic water cups, paper towels, drawing boards, masking tape, pencils, rulers, compasses

NSS.1.0 NSS. 2.0 NSS.3.0 NSS. 4.0

37

38

Review for FINAL and Study Guide

MA, FA 1A, 2E

WB

Study Guide covering terminology studied 2nd semester

COMMON ASSESSMENT

MA WR/LA, M, T, FA 1A, 1B, 2A,

S, G, WB Dem, Lab, See next column

Written FINAL covers terminology studied during the second semester; Students write reflections on their experience of Art Foundations. FINAL Practical: Teacher grades for participation, work habits and housekeeping, and taking home all art work.

NSS.1.0 NSS. 2.0 NSS.3.0 NSS. 4.0