City of Angels School...o Power Point Presentation: Changes in Art -see attached Vocabulary: Realistic, Value, Contrast o Observe Teacher selected artwork. o “Arrival of Italian

City of Angels School Independent Study – Los Angeles Unified School District

INSTRUCTIONAL GUIDE

ADVANCED ART MIDDLE SCHOOL B

Course #: 200104

This course is the PACED VERSION of Advanced Art (Grade 8 – Second Semester), and a requirement for

culmination. This course’s purpose is to provide a balanced visual arts program, which guides students to achieve the

standards in the visual arts. In Advanced Art, students expand their personal growth in the visual arts through the

identification of specialized areas of interest explored through the use of traditional and contemporary media and

techniques as students observe, create and speak, think read and write about visual art in greater depth. Emphasis is also

place on investigation career and lifelong learning opportunities in the visual arts. It is aligned with Reading and Writing

Standards for Literacy in History/Social Studies for Grades 6–12, part of the Common Core State Standards (CCSS)

available at http://www.cde.ca.gov/re/cc/.

Content

Material covered in this course will include the following California Visual Art Content Standards:

1.1 Describe the environment and selected works of art, using the elements of art and the principles of design.

1.2 Use artistic terms when describing the intent and content of works of art.

2.1 Demonstrate an increased knowledge of technical skills in using art media and processes (e.g. printing press,

silk screening, computer graphics software)

3.1 Examine and describe or report on the role of a comment or protest social conditions

3.4 Discuss the contributions of various immigrant cultures to the art of a particular society.

4.1 Define their own points of view and investigate the effects from cultures other than their own.

4.3 Construct an interpretation of a work of art based on the form and content of the work.

5.3 Demonstrate an understanding of the effects of visual communication media (e.g. television, music videos,

film, Internet) on all aspect of society.

Text

There is NO Assigned Textbook for this course.

Websites

The course website is at the Student City of Angels website www.cityofangelsschool.org. Some coursework must be

completed online. If you do not have internet access at home, you may complete online assignments from a student

computer at your school site. See your teacher for usernames and passwords.

Assignments and Grades

In order to successfully complete this course, students are expected to be working a total of 10 hours per week or 2

hours per day, Monday through Friday.

Weekly Assignments will be graded based on the following standard breakdown for work complete/correct:

A 90-100%

B 80-89%

C 70-79%

D 60-69%

F 0-59%

Weekly coursework makes up 90% of your final course grade. The Final Exam or Project will constitute the

remaining 10%.

http://www.cde.ca.gov/re/cc/

http://www.cityofangelsschool.org/

ADVANCED ART 8B MIDDLE SCHOOL INSTRUCTIONAL GUIDE Course ID # 200104

Revised 2/25/20 Page 2 of 20 www.cityofangelsschool.org

ASSIGNMENTS FOR WEEK #1: Using the Elements and Principles

Due: ___/___/___ Rec’d: ___/___/___ Evaluation: ___________ Comments: _______________________________________________

Essential Question: How does composition affect the message of an artwork?

(CA Visual Art Standards 1.1, 1.2,) o Elements of Art and Principles of Design-Define and observe examples of each ***See attached

Students will build adjective vocabulary by describing what they see in their original artworks and the artwork of others.

o Observe Teacher Selected Artwork-***see attached

Use 4 Steps of Art Criticism to evaluate the artworks

o “The Bridge from the Voice of the City of New York Interpreted.” Joseph Stella. 1920-22. Oil on Tempera on canvas.

(88 x 54) The Newark Museum, Newark New Jersey.

Example of symmetrical balance. Symbolism of the Brooklyn Bridge, a modern marvel of technology, as seen thru gothic

Example of linear perspective in the cable lines disappearing at the vanishing point.

Repetition of vertical lines, to show bridge supports.

o Observe Video Tutorial: Principle of Balance

https://www.youtube.com/watch?v=2eLaq6Yqm3o

o Vocabulary Review-Composition, Balance, Symmetrical, Asymmetrical, Radial

o Web Quest: Research, observe and respond to 3 art works illustrating the definitions Balance, Symmetry, Asymmetry.

Notate the credit line information for each artwork

o Written Response: 1. For each of the chosen artworks, explain why you chose each example to illustrate each term.

2. Use specific details from artwork. (ex. “created a balanced composition with large red shape on the upper left side.)

3. Include information to identify the location in the artwork that supports your statements. (Textual Evidence)

o Studio Activity: Observational Drawing-Nature

Objectives:

1. Refine observational drawing skills.

2. Use highlight and shadow to show contour of 1 or more objects from nature.

3. Create a balanced symmetrical or asymmetrical composition



ASSIGNMENTS FOR WEEK #2: Repetition and Pattern


Essential Question: What are some of the effects of the invention of the printing press?

(CA Visual Art Standards 1.1, 1.2

Artistic Perception

o Observe student artwork from last week.

o Video Tutorial: Principle of Repetition

https://www.youtube.com/watch?v=GMyabnWbj_Y

Read and take notes for on following article

https://www.history.com/news/printing-press-renaissance

Organize your notes. Write a summary to explain the info from the online source in your own words.

o Observe Teacher Selected Artwork: American Patterns (see attached)

o Vocabulary Review-Motif, pattern, translation, reflection, alternating.

o See examples attached

o

Creative Expression: Repetition

o Studio Activity: Printmaking

1. Use print making technique to create a motif to be repeated to make a pattern

2. Design an organic or geometric motif 4 x 4 inches

3. Choose a color to correspond with the motif design

4. Repeat the motif in the chosen color on 8 x 8 paper (each motif is ¼ of the page)

Instructions: Create a design to print-and-repeat.

1. Cut out a 4 x 4 inch square from a Styrofoam plate or serving tray. (the thicker the better)

2. Use a dull pencil, with a smooth, rounded tip, to impress lines into the Styrofoam to make printing plate.

3. Use a toilet paper roll as a “brayer” and roll it across the wet paint to get an even coat.

4. Roll the paint onto the Styrofoam printing plate

5. Carefully place the paint side down onto paper and press to get an even distribution of paint.

6. Lift one corner and peel away, being careful not to distort your print.

7. Repeat the process, repeating your motif to create a pattern on colored paper.

8. Allow the prints to dry.

https://www.youtube.com/watch?v=GMyabnWbj_Y

https://www.history.com/news/printing-press-renaissance



ASSIGNMENTS FOR WEEK #3: Cultural Expression through the Element of Color


Essential Question: How did African Americans contribute to American Art?

(CA Visual Art Standards 1.1, 1.2, 3.4)

o Artistic Perception

o Observe student work from last week

o Student Teacher Discussion: Color Wheel *** see attachment

Vocabulary: Primary, Secondary, warm, cool, Folk Art, Adjectives to describe color.

o Historical and Cultural Content: Harlem Renaissance

o Observe Video Tutorial: Langston Hughes

https://www.moas.org/Jacob-Lawrence-and-the-Harlem-Renaissance-1-57.html

Observe Artwork

“Booker T Washington Legend” William H Johnson. 1944-45. Oil on plywood.

(32 x 25) Smithsonian Museum of Art

“Fish Seller” Castera Bazile. 1960. Oil on panel. (30 x 24) Private Collection David Findlay, Jr.

o Web Quest: Research the characteristics of artwork of the Harlem Renaissance in America.

1. Observe 4-6 artworks and choose 1 or 2 that you feel are examples of the style and techniques of this time period.

2. Copy and paste the artworks and the credit line information on a Word document

3. Send as an attachment in an email to yourself or your teacher for observation next week in class.

o Written Response: Use 4 Steps of Art Criticism to analyze and choose examples of

Describe the characteristics in art of the Harlem Renaissance.

Explain how the paintings you chose exemplify those characteristics

o Studio Activity: Water Color illustration of American Folktale or Origin Myth

1. Illustrate a character, a scene, or other subject based on an American Folktale or Origin Myth

2. Use the painting style you observed in the Web Quest activity.

3. Create a composition to fill an 8 ½ x 11 paper, exhibiting planning and good craftsmanship.

Examples: Paul Bunyan John Henry. Johhny Appleseed. Sacajaweya. Laura

Ingalls Wilder. Sasquatch. The Earth on Turtles Back. The Bears Walked Upright

The People Could Fly

https://www.moas.org/Jacob-Lawrence-and-the-Harlem-Renaissance-1-57.html



ASSIGNMENTS FOR WEEK #4: Photography -A Record of the Past


Essential Question: How did the invention of the camera change the way we record history?

(CA Visual Art Standards 1.1, 1.2, 4.1

o Observe student artwork from last week

o Power Point Presentation: Changes in Art -see attached

Vocabulary: Realistic, Value, Contrast

o Observe Teacher selected artwork.

o “Arrival of Italian Immigrants at the Port of New York” Lewis Hine. 1900. Gelatin silver print. (6 x 4) Library of

Congress

o “Soldier’s Backpack, M16 and Helmet” Kenneth Hoffman. 1969. Photograph

o “The Ride of Paul Revere” Grant Wood. 1931. Oil on Masonite. (30 x 40) Arthur Hoppock Hearn Foundation

o Historical and Cultural Content

o Observe photographs, paintings or etchings depicting a selected time period in history.

o Create an artwork based on this depiction from history.

o Include details from history to include in your composition

o Studio Activity: Scenery from a Historical Event

Objectives:

1. Create a scene based on a historical event.

2. Use line, value and space to create a realistic drawing

3. Include subject/s in the foreground, middle ground and foreground



ASSIGNMENTS FOR WEEK #5: Interpretation of Form and Content


Essential Question: What can be learned from analyzing art?

(CA Visual Art Standards 1.1, 1.2,)

o Observe student artwork from last week

o Vocabulary: Form, Content, Purpose, Found Objects, Principle of Unity. Adjectives to describe the elements of art in the

work.

o Observe Teacher Selected artwork

Whirligig, entitled “America” Frank Memkus. C. 1938-42. Wood and metal. (29 x 40).

The Art Institute of Chicago, Illinois.

o Use 4 Steps of Art Criticism to analyze this work. Observe closely, the form and the content.

o Interpret the purpose and meaning of the work.

o Using what you see, and what you know about art, use the vocabulary from the course to explain your interpretation of

Whirligig, entitled “America.”

o Written Response: Use the vocabulary from this course to describe your evaluation process.

Support your statements with specific info from the artwork.

Include information about the location you are referring to in the artwork.

(For example: The stripes on the lower part of the whirligig….)

o Observe the website: http://ditchthattextbook.com/20-video-project-ideas-to-engage-students/

o Consider the projects and discuss with your teacher. You will be choosing your own topic and project for week 7 and 8.

You may choose to complete one of the projects described on this website.

o Studio Activity: Found Object Sculpture-in-the-Round

1. Create a sculpture-in-the-round using Found Objects.

2. Add color to some of the objects to create Unity

3. Choose objects for a composition which illustrates a theme or subject

4. Exhibit good craftsmanship

Instructions:

Gather objects from around your house such as paper towel rolls, plastic containers, tin cans, small boxes, tin foil balls,

buttons, beads, toothpicks, coffee stirrers, colored paper etc. Try and keep to a color scheme, like the whirligig.

Arrange the objects in interesting composition on all sides, turning the sculpture as you go.

Add paint, if possible, to create Unity between the found objects.

Step back and observe your work from afar.

Give your work a title.

http://ditchthattextbook.com/20-video-project-ideas-to-engage-students/



ASSIGNMENTS FOR WEEK #6: Video Art


Essential Question: How can visual images contribute to other art media?


o Observe student artwork from last week.

o Vocabulary: Emphasis, Installation, Artistic Vision

Observe Teacher Selected artwork

“The Crossing” Bill Viola. 1996. Two-channel color video and stereo sound installation, continuous loop.

Room dimensions (192 x 330 x 684) Solomon Guggenheim Museum, New York, New York.

This is a photograph of the video playing on a continuous loop in the museum room. Being present to view the

installation is a very different experience from seeing a still photograph.

The photographs you observed in week 4, tell a story without the viewer needing to see any action. A huge

amount of information is available to the viewer.

o Student Teacher Discussion: Video’s Contribution to Popular Music in the 1980s and 1990s

Before MTV, popular music was confined to what was played on the local radio stations and the long playing record

albums (LPs) purchased at Record Stores. The only visual imagery was the front and back cover, and the occasional

photo insert on the inside. Music videos provided an insight into the thoughts and visions of the artist/band/director.

Sometimes the videos illustrated the song. Other times the visual images left viewers confused, laughing, or emotionally

moved. MTV, and later, VH1 gave their audience a new visual dimension to music, enriching the beat and the melody

with visual stimulation of attending a live performance or big screen movie.

o Web Quest-Observe a variety of music videos from the 80s and 90s.

Focus closely how the visual images contribute to the music and improve or interfere with the musical performance.

Choose 2 music videos: One video in which the music performance is supported by the visual images and one video in

which the visual images interfered with the musical performance.

o Studio Activity-Music Video Story Board

1. Illustrate the lyrics of a selected song using 2-3 “scene” drawings

2. Create “scenes” which include different “camera angles” for the best visual communication.

3. Use colored pencil to add emphasis.

o Artist Statement- Explain Your Scenes

o Fill your graphic organizer with your ideas.

o Categorize what you want to say into 1 idea per paragraph.

o Compose your draft. Read it, yes, read it, and make corrections, improvements, eliminations, etc.

o Show evidence of time spent improving the work to be the best example of your writing-about-art skills.



ASSIGNMENTS FOR WEEK #7: Personalized Learning-Students Choice


Essential Question: What are the characteristics of artistic styles of in the 1800s

(CA Visual Art Standards 1.1, 1.2, 4.3)

o Observe Student Artwork from last week

o Web Quest: Students Choice

Research the characteristics of a selected time period or style in art

Choose 2 artworks that show 2 or more of the characteristics of the selected time period.

Examples: Dabs of color in Impressionism,

o Written Response-Locate and describe at least 2 characteristics of the time period or style you chose to research.

Support your statements using specific details from the artwork. (Support your claim with text evidence)

o Studio Activity: Choose a medium, a subject and an artistic style or genre.

1. Exhibit understanding and skill in the chosen medium.

2. Create an artwork which is an example of at least 2 characteristics of the chosen time period or genre.

3. Effectively communicate the subject of your work to the viewers.

Begin by planning. Write or draw your plans so you can discuss with your teacher.

You may need 2 weeks for this work.

BRING ALL WORK TO CLASS IN PROGRESS DO NOT LEAVE YOUR WORK AT HOME BECAUSE IT

IS INCOMPLETE DISCUSS YOUR PROGRESS WITH YOUR TEACHER

ASSIGNMENTS FOR WEEK #8: Personalized Learning-Students Choice Artwork


Essential Question: What can we learn from analyzing art?


o Observe Student Selected artworks from last week

o Student teacher discussion regarding progress of artwork

o Studio Activity-Students Choice (CONTINUED)

1. Exhibit understanding and skill in the chosen medium.

2. Create an artwork which is an example of at least 2 characteristics of the chosen time period or art style.

3. Effectively communicate the subject of your work to the viewers.

o Artist Statement: Artistic Vision.

1. Include information for your viewer about the process you used to create the artwork.

2. Explain the message, theme, or subject.

3. Identify the 2 characteristics of the chosen time period or art style.

Instructions: USE A GRAPHIC ORGANIZER OR OUTLINE TO PLAN OUT YOUR IDEAS

Brainstorm- Let your words and phrases “Rain” down on the paper. When you think you are done, write more.

Categorize the “raindrops” into “puddles” on your Graphic Organizer.

Use the “puddles” to create sentences organized into 1 idea per paragraph.

Hand in all written work completed to write the Artist Statement



ATTACHMENTS

Week 1

“The Bridge” Joseph Stella. 1920-22. Oil and tempera on canvas. (88 x 54) The Newark Museum

Balance Symmetry linear perspective focal point



Week 2

Repetition pattern motif

A motif is a design element that when repeated creates a pattern.

American Quilt Pattern

Diamond shapes are repeated, with alternating fabrics

Radial Balance-



Week 3

Primary colors.



Week 4 “Arrival Of Italian Immigrants at the Port of New York.” Lewis Hine. Silver print on gelatin. C. 1900 Library of Congress,

Washington, D.C.

Vocabulary: realistic, portrait, contrast, (words to describe..) space

(artist uses highlight, shadow and space to depict the subjects in a realistic setting, posing for a portrait)

What is the story of the people in the photograph?

Support your claims with evidence from the text (photograph).



Week 4

“Soldier’s Backpack, M16 and Helmet” Kenneth Hoffman. 1969. Photograph



Week 4

Historical American Landscape



Week #4

“Ride of Paul Revere” Grant Wood. 1931. Oil on Masonite. (30 x 40)



Week 5

Whirligig. Frank Memkus. 1938-42. Wood and metal. (80 x 29 x 40) The Art Institute of Chicago.

Sculpture in the round

Parts of the Whirligig will spin in the wind



ARTIST STATEMENT

GRAPHIC ORGANIZER: PREWRITE ACTIVITY TO ORGANIZE IDEAS

LIST WORDS AND PHRASES TO EXPLAIN THE PROCESS YOU USED TO CREATE THIS WORK

USE SPECIFIC DETAILS AND VOCABULARY FROM THE COURSE.

LIST WORDS AND PHRASES TO EXPLAIN THE MESSAGE IN YOUR ARTWORK.

USE SPECIFIC DETAILS TO EXPLAIN SO THE VIEWERS UNDERSTAND YOUR MESSAGE.

READ YOUR NOTES ABOVE.

CREATE A THESIS STATEMENT TO SUMMARIZE THE IDEAS

USE THIS PREWRITE ACTIVITY AS A GUIDE TO COMPOSE YOUR REVISED ARTIST STATEMENT

READ YOUR WORK AND MAKE CORRECTIONS. REVIEW WITH YOUR TEACHER AT NEXT VISIT.



Content Support

Elements of Art- Basic parts an artist uses to create an artwork with understanding. Most commonly referred to as

LINE, COLOR, TEXTURE, SHAPE, FORM, SPACE, sometimes VALUE.

Principals of Design- Artists arrange the elements of art in to a desired composition using the principals of design.

Balance, Pattern, Repetition, Rhythm, Unity, Harmony, Dominance, Emphasis. (An artist may choose to emphasize

an idea using color)

Art Criticism: 4 Steps to Looking at Art

What do you see?

Describe the elements of art you see in an art work.

How is it arranged?

Observe the decisions the artist made to compose the work, such as bright and dark colors placed next to each other to

make something stand out.

What does it mean?

The decisions the artist made were meant to communicate something to the viewer, such as showing how far away an

object is from the subject to communicate the struggle to get it.

Is it successful?

If you think about these clues and consider the purpose of the artwork, you can decide if it is successful or not.

Forming an opinion and making a judgement is more effective when we have observed the work, perceive the

elements and what the arrangement tells us, and sort out the things that make the work successful or not.

Color Theory

Color is the most expressive element of art. We use color to describe emotions or feeling like “red with anger” or

“green with envy”

Hue-The family of colors such as Baby Blue, Indigo Blue, Cobalt Blue, Dodger Blue, etc….

Value-How dark or how light a color is

Intensity-How pure or saturated a color is. Adding black or white to a color makes it less saturated.

Artist Statement

A revised written statement explaining the process or message to the audience. See graphic organizer.

Written Response-A revised written response explaining student’s response to the 4 Steps of Art Criticism regarding

a work of art. See graphic organizer.



WEEK #6b

COLOR WHEEL

Vocabulary: Warm Colors, Cool Colors, Primary, Secondary, Complimentary

(Adjectives: Pastel, natural, fluorescent, vibrant, muted)

Artists use color to communicate mood and emotion.

The absence of color can have meaning also.

How does color change the meaning of a work?



Rubric for Studio Activities

Rubric 4 meets all objectives listed on IG.

shows evidence of thought and planning

effectively uses skills from lesson

effectively illustrates vocabulary from lesson

exhibits good craftsmanship

Rubric 3 meets all objectives listed on IG

some evidence of thought and planning

uses skills from the lesson

illustrates vocabulary from lesson

exhibits mostly good craftsmanship

Rubric 2 meets most of the objectives

needs more thought and planning

attempts to use skills from lesson

some vocabulary illustrated from lesson

some areas of good craftsmanship

Rubric 1 meets only 2 objectives or less

little to no evidence of thought and planning

missing/poor skills from lesson

little to no vocabulary illustrated the lesson

poor craftsmanship NOTE: Studio Activity objectives represent real life scenarios of meeting the criteria of an employer or professor. Student drawing ability, creativity, innovation is not required to get a 4, so that high scores are possible for students of all abilities.

Documents

City of Angels School...o Power Point Presentation: Changes in Art -see attached Vocabulary: Realistic, Value, Contrast o Observe Teacher selected artwork. o “Arrival of Italian