High School Curriculum Map Visual Art Art 2D/3D · PDF fileHigh School Curriculum Map – Visual Art – Art 2D/3D ... High School Curriculum Map – Visual Art ... Second Quarter

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

Subject: Visual Art – Art 2D/3D

Quarter and Timeframe (# days/weeks): First Quarter – one 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 and ideas 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 Talk Unit 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 Wood’s American Gothic Worksheet from Art Talk

Art is H.O.T. (Higher Order Thinking) Analysis – “Raspberries, 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.html



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

Unit: Line

Big Ideas: Identify and draw a variety of descriptive line, outlines and contour lines and to recognize the impact of line in art. Essential Questions/Understandings: How would changing the position and values of lines change the mood of an artwork?

NGSSS/Benchmarks: VA.912.S.1.1: Use innovative means and perceptual understanding to communicate through varied content, media and art techniques. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the art-making process. VA.912.S.2.3: Demonstrate visual thinking skills to process the challenges and execution of a creative endeavor. VA.912.O.1.1: Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence.


Line, descriptive line, outline, contour line, hatching, crosshatching, implied line, edge, lines of sight, expressive line, dimension

Visual Artists: Pablo Picasso Charles Schulz Alexander Calder Vincent Van Gogh

The Visual Experience Unit 2, Chapter 3 Art Talk Unit 2, Chapter 4

Projects:

Mirror name design

Line as shape design. Make a picture emerge using a varied line design without any outlines around the images. (One line direction)

Create Optical Movement – Curved line design (Op Art)

Hide the clipping: Line drawing where lines can camouflage images

26 Adjectives (lines express emotion)

12 = 13: Lines can be made of images/shapes

Individual project evaluation based on objectives of the project

Art criticism of Keith Haring artwork.

Art is H.O.T. (Higher Order Thinking) Art Criticism: “Untitled” by Keith Haring

Describe the types of lines used in this artwork – look both at the foreground and the background. (Description)

What is the most important art element in this artwork? (Analysis)

What is he trying to communicate through the use of lines? (Interpretation)

How successful was Keith Haring in creating a balanced composition? (Judgment)



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 to demonstrate 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


Projects:

Figure- ground – tessellation

Positive/negative designs

Cubism: geometric designs

3-dimensional drawing with shading to create form.


Art criticism of Edward Hopper

Art is H.O.T. (Higher Order Thinking) Analysis – “House 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 don’t 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.html



Quarter and Timeframe (# days/weeks): Second Quarter – 9 weeks

Unit: Value and Color

Big Ideas: Understand how artists vary hue, value, color, and intensity to create different effects. Essential Questions/Understandings: How does color contribute to the unity of an artwork? Can you identify an object if you don’t see the color? Explain

NGSSS/Benchmarks: VA.912.S.3.8: Develop color-mixing skills and techniques through application of the principles of color and light theory. VA.912.S.2.6: Incorporate skills, concepts and media to create images from ideation to resolution. VA.912.C.1.4: Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.


Value, shading chiaroscuro, spectrum hue, primary colors, secondary colors, intermediate colors, complementary colors, monochromatic, intensity, color harmonies, warm colors, cool colors, tints, pigments, binders, solvents

Visual Artists: Claude Monet Pierre Auguste Renoir Vincent VanGogh Henri Matisse,

The Visual Experience Unit 2, Chapter 5 Art Talk Unit 2, Chapter 6 Introduction of a variety of media: watercolor, tempera, oil pastel, chalk pastel, colored pencils

Projects:

Creative Color Wheel design

Value study – cutting values from magazines/painting

Impressionistic painting

Monochromatic painting

Color harmony project


Compare/contrast Monet- Van Gogh paintings

Art is H.O.T. (Higher Order Thinking) Compare/Contrast: “Impression Sunrise” by Claude Monet and “Starry Night” by Vincent Van Gogh

Both of these paintings are landscapes from the Impressionist period, describe how they differ?

How are these paintings similar/different in use of color and line? (Analysis)

What is the focal point? (Analysis)

Can you identify a color scheme? (Analysis)

If you had to own one, which one would you choose and why?



Quarter and Timeframe (# days/weeks): Third Quarter – 4 weeks

Unit: Space

Big Ideas: Identify and discuss ways artists create the appearance of space and depth in two-dimensional artworks by 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, Art Talk Unit 2, Chapter 5

Projects:

One-point perspective drawing

Two-point perspective drawing interior/exterior

Choice of perspective drawing

Discussion of careers


Compare/contrast a Middle Ages artwork with a Renaissance artwork

Art is H.O.T. (Higher Order Thinking) Compare/contrast Très 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_Berry



Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week Unit: Art History – Western Art – Middle Ages, Renaissance, and High Renaissance

Big Ideas: The students will explore the development of artistic styles through time. Essential Questions/Understandings: How does the passing of time and events affect the artist’s creations?

NGSSS/Benchmarks: 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.


Illuminated manuscripts Relics Calligraphy

Visual Artists: Michelangelo Raphael Leonard da Vinci Donatello Donald Jackson

The Visual Experience Chapter 15

Projects:

Create an illuminated manuscript around your own poem


Art is H.O.T. (Higher Order Thinking) Art Criticism: St. John’s Bible by Donald Jackson compared to the French Books of Hours

Describe the immediate differences/similarities that you see in these illuminated manuscripts. (Describe)

Identify the color schemes in each. (Analysis)

Describe the type of space used. (Describe)



Quarter and Timeframe (# days/weeks): Third Quarter – 1 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 a recorded visual image. VA.912.C.2.7: Assess the challenges and outcomes associated with the media used in a variety of one’s own works. 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.


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


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 Manet’s studio at the time of his death. What reasons might a highly successful artist have for keeping a particular work in his possession? (Judgment)



Quarter and Timeframe (# days/weeks): Third Quarter – 1 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 of design 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 focal point 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)



Quarter and Timeframe (# days/weeks): Third Quarter – 3 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 areas to 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 l’oeil in value study

Figure Study

Color 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.



Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 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 on an artistic theme. 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.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)



Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 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 determine requisite 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 museums and interview the curator, education director, etc.

Internship with a local artist.




Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week

Unit: Art History – Non Western Art I and II

Big Ideas: Non-western cultures represent a wide variety of peoples, geography, history and beliefs. Essential Questions/Understandings: As you explore non-Western artworks, what similarities/differences do you find in the organization of the artwork?

Sunshine State Standards/Benchmarks: VA.912.H.1.1: Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork. VA.912.H.1.10: Describe and analyze the characteristics of a culture and its people to create personal art reflecting daily life and/or the specified environment.


Artforms from: China Japan Africa India Oceania Native North and South America

Visual Artists: Tokan Shugetsu Utagawa Hiroshige Sim Sajong

The Visual Experience Unit 4, Chapter 13 Art Talk Unit 4,

Projects:

Asian tub – demonstrate Sumi’e painting

Using the techniques of Sumi’e, create a landscape

Create a mandala

Japanese Woodcuts/printmaking


Documents

High School Curriculum Map Visual Art Art 2D/3D · PDF fileHigh School Curriculum Map – Visual Art – Art 2D/3D ... High School Curriculum Map – Visual Art ... Second Quarter