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Art Program Understandings
Students will understand that:
• Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.
• Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.
• Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.
• Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.
• Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live.
IMPLEMENTATION GUIDELINES AND EXPECTATIONS
This document is externally aligned with the Missouri Show-Me Standards and Grade Level Expectations for Visual Arts. Content standards, process standards, and GLEs are coded for each course and grade level. There is internal alignment between the standards, facilitating activities, and assessments. Teachers develop, implement, and assess the curriculum by following the Rockwood Data-Driven Teaching and Learning Model. The Visual Arts curriculum presents broad, recurring standards along with the specific, essential content and process skills taught at each grade or course level. Teachers pre-assess to determine students’ prior knowledge, and then differentiate instruction to provide appropriate challenge for each student. The essential content and skills are presented in student-friendly language as daily Learning Targets. Essential Understandings place student learning in the context of life beyond schooling. Facilitating Activities and Differentiation Suggestions offer teachers various models for teaching the knowledge and skills. Teachers are expected to give students specific formative feedback during the learning process. Students and teachers use Scoring Guides to describe and improve student achievement. This is a living, changing, document that will be reviewed and revised annually. Teacher feedback is essential to this process. Therefore, teachers are encouraged to record observations and comments about the curriculum as well as ideas for additions and deletions. Throughout the course of the year, teachers should document demonstrations of each summative assessment to be used in the refinement of scoring guides and the development of consistent scoring.
Rockwood Mission and Vision
Curriculum Department Mission Statement:
The Curriculum Department is dedicated to providing the district with a continuous, systematic process to enhance student learning. Our goal is to improve the education opportunities and increase the effectiveness of the educational programs and services provided to students throughout the district. Mission Statement: The Mission of the Curriculum Department is to provide leadership for development of research-driven, quality and effective curriculum for all members of the school community through a process of on-going support, professional development, student assessment and program evaluation. Rockwood Teaching and Learning Model
Principles of Effective Character Education
Differentiation/Acceleration Guidelines
How
will
we res
pond if stu
dents already know it?
What do we want students to know, understand and be able to do?
How will we respond if students have not learned it?
How will w
e know if students h
ave learn
ed it
?
Teaching and Learning Model
Group Related Standards and Identify those that are essential
Unpack Standards and Develop a Unit Plan Give Pre-Assessment
as Needed
Administer F
ormativ
e Assessm
ent
(Asse
ssment fo
r Learn
ing)
Reteach, R
elearn, R
eassess
Introduce Essential Questions to Students
Begin Core Instruction to Uncover Learning Targets.
Analyze Formative Assessment Results
Implement Purposeful Di�erentiation and/or
Complete Core Instruction
Analyze Summative Assessment Results
Identify Students in Need of Additional Interventions
Impl
emen
t Interventions
Administer Summative Assessment
(Assessment of Learning)
Reteach, Relearn, Reassess
Members of the Writing Committee and Steering Committee The writing team gratefully acknowledges those parents, patrons, teachers, and administrators who provided direction and feedback to the document:
Writing Committee Elementary: Laura Fanaei, CCL Julianne Glossenger, Chesterfield Meredith Luethy, Wild Horse Melissa Messina, Pond Kathy Patrick, Stanton Kerri Sellmeyer, Kellison Lauren Wilhelm, CCL Middle School: Rochelle Bower, Selvidge Lindsay Gamel, Wildwood Julie Lee, Crestview James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Maria Otto, Wildwood Jeffrey Sass, Rockwood South Laura Southman, Crestview High School: Mindy Anderson, Rockwood Summit Diane Bashirian, Eureka Emily Benner, Lafayette Lyubov Briginets, Lafayette Steve Bruns, Rockwood Summit Krista Davis, Eureka Abbey Gradle, Marquette Tara Harrow, Marquette Joy Lamb, Lafayette Theresa Long, Eureka Monica Maher, Marquette Stephanie McDaniel, Marquette Erin Miller, Eureka Elizabeth Morningstar, Lafayette Lauren Sakowski, Lafayette Kari Smith, Eureka Christine Warner, Rockwood Summit Jamie Wildt, Marquette Melissa Zemann, Marquette
Content Facilitator Mark McHale, Fine Arts Professional Review E. Louis Lankford, Ph.D., Des Lee Foundation Endowed Professor in Art Education at the University of Missouri – St. Louis Administrative Review Dr. Matt Fredrickson, Director of Curriculum Steering Committee Diane Bashirian, Eureka High School Lynn Blosser, CCL Steve Bruns, Rockwood Summit Tara Harrow, Marquette Natasha Head, Green Pines Darcey Kemp, Babler Corinne Luczak, Uthoff Valley James Mullen, Rockwood Valley Lindsay Orr, Rockwood Valley Jeffrey Sass, Rockwood South Lauren Sakowski, Lafayette
STRAND I: Product/Performance Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and
solve challenging visual art problems.
Grade/Course Content and Skills Kindergarten Drawing: Produces a line using crayon, marker, and pencil
Painting: Tempera and watercolor resist Other Media : Simple printmaking (stamping, thumb, objects)
Grade One Drawing: Fill an area with solid color/value using crayon, pencil or marker Painting: Apply paint with a dragging, not pushing motion Other Media: Monoprint process
Grade Two Drawing: Change pressure to create two values using crayon, or pencil. Painting: Lines with control; Cleaning brush; Mixing 2 colors to create a 3rd. Other Media: Plain weave with paper
Grade Three Drawing: Layer 2 or more colors using crayon, colored pencil, chalk , or oil pastel Painting:Apply paint in even strokes to create a watercolor/thinned tempera wash. Paint lines and fill shapes with even color using tempera. Other Media: Additive process; Printmaking: collagraph plate
Grade Four Drawing: Create light, medium, and dark values using pencil Painting: Watercolor – wet on wet technique; Tempera – create tint and shade Monochromatic Scale Other Media: fiber weave with simple loom
Grade Five Drawing: Create a texture or surface quality using any drawing media. Painting: mix hues to create new colors; Watercolors – layers from light to dark; Tempera – produce sharp, clear edge between areas of color. Other Media: Subtractive printmaking process (styrofoam, eraser etc)
Grade Six Art Studio
Drawing: Values and mixed colors with dry media Painting: Smooth, even color Digital/Computer: Adobe Design
Grade Six Design Studio
Digital/Computer: Adobe Design
Grade Seven Art Studio
Drawing: Simulated textures Painting: Brush selection Digital/Computer: Adobe Design Other Media: Printmaking process;
Grade Seven Design Studio
Digital/Computer: shapes Other Media: Demonstrate the process used in one type of fiber art.
Grade Eight Art Studio
Drawing: Even, continuous, and graduated tone Painting: Mixing pigments Digital/Computer: Adobe Design Other Media: Printmaking process using variety of ink colors
Grade Eight Design Studio
Digital/Computer: Adobe Design Other Media: Manipulate fibers; Create a simple fiber artwork.
STRAND I: Product/Performance Scope and Sequence Chart World Arts Digital/Computer: Use of general software
Other Media: relief block printmaking; fiber arts process Art Fundamentals Drawing: Single drawing media; smooth areas of single value; smooth, gradual
value change; ruler measurement Painting: Brush selection; cleaning; mixing to create hues; range of values
Drawing I Drawing: Conte, Pencils, Ink Graphic Design I Digital/Computer: typographic sign; brand-mark; layout using balance,
emphasis, contrast, rhythm, and unity; grid system; Photoshop; Illustrator; scan, import and adjust images; digital camera
Painting I Painting: change in value with texture; brush selection; solid area of color; blend one color/value into another; gradual change of value or hue; glazes; watercolor process; acrylic process
Photography I Image Processing: demonstrate contrast; components of 35mm SLR camera; shutter speed, f/stop and ISO controls; exposing film; developing film; enlarger components; producing enlarged photographs in darkroom; tonal values; corrective darkroom techniques; handling chemicals; composition techniques; depth of field; portrait techniques; effects of motion
Drawing II Drawing: range of 10 smoothly graduated values; color blending and layering to create modeling and texture; range of values by hatching, crosshatching, and stippling; use blending tools to create range of values; 4 drawing media Other Media: printmaking process requiring registering; create edition
Graphic Design II Digital/Computer: sequential timing; dynamic movement; typography; Photoshop – layers, masking, type effects, pen tool; Illustrator – shape builder techniques, pen tools, layers; InDesign – masterpages, guides, imported text, images, flowing text, text wrapped around images; use of multiple platforms
Painting II Painting: canvas preparation; brush selection; expressive mark-making; Watercolors – creating texture with non-brush materials; additives to create actual texture; palette knife texture; layering different media
Photography II Image Processing: film exposure; developing film; advanced darkroom; handling chemicals; techniques; alternative processes; components of DSLR; manipulation of photograph with software; use of props, environment, lighting, background; low light exposure techniques; communicating a message conceptually; series of photographs that tell story or show process
AP Art Studio Drawing: surface manipulation and mark-making sensitivity; effective use of variety of materials Other Media: series of related works on a variety of surfaces (Drawing)
STRAND I: Product/Performance Scope and Sequence Chart
2. Select and apply three-dimensional media, techniques, and processes to communicate ideas
and solve challenging visual art problems.
Grade/ Course Content and Skills Kindergarten Sculpture, Ceramics, Other Media:
Use scissors with control Clay modeling – create a sphere, pinched forms
Grade One Sculpture, Ceramics, Other Media: Use glue with control Fold paper and identify folded edge Modeling with clay or similar material – pushes objects into clay hard enough to see and feel the impression
Grade 2 Sculpture, Ceramics, Other Media: Manipulate paper to create a low relief Clay – score and slip; joints are smoothed and sealed, scoring grooves have depth, a layer of slip is applied to joined pieces together: applied textures
Grade 3 Sculpture, Ceramics, Other Media: Manipulate paper to create forms with paper (in-the-round) Cut a symmetrical shape from folded paper Clay – slab method: scoring, slipping, joining
Grade 4 Sculpture, Ceramics, Other Media: Build or layer materials to create relief; plaster or paper mache Clay – coil method
Grade 5 Sculpture, Ceramics, Other Media: Combine simple forms to create complex form (in-the-round) Clay – combine two methods (slab, coil, or pinch) to create original piece
Grade 6 Art Studio
Sculpture, Ceramics, Other Media: organic form; modeling techniques
Grade 6 Design Studio
Sculpture, Ceramics, Other Media: create three dimensional artwork
Grade 7 Art Studio
Sculpture, Ceramics, Other Media: in-the-round using layering material
Grade 8 Design Studio
Sculpture, Ceramics, Other Media: three-dimensional piece using clay
World Arts Sculpture, Ceramics, Other Media: hand-building process, joining techniques, and uniform thickness
Art Fundamentals
Sculpture, Ceramics, Other Media: concepts of sculpture; variety of media
Ceramics I Sculpture, Ceramics, Other Media: footed pinch form; wedging/kneading clay; glaze as decorative finish; coil-built vessel; sgraffito; burnish/polish; slab-built form with beveled joints and welded seams; combining pinch, coil and slab; underglaze/slip;
Sculpture I Sculpture, Ceramics, Other Media: armature; pliable media; manipulate wire; carving tools and techniques; carving to create contrast in form and texture; mixed media; mold from simple form/cast a positive; sculpture from observation; human figure; realistic, abstract or non-objective sculpture; personal or cultural issue; specific site; maquette; choose appropriate site
Ceramics II Sculpture, Ceramics, Other Media: terra sigillata; majolica; symmetrical cylinder, symmetrical bowl; symmetrical cup; symmetrical plate; repeated wheel-thrown forms; piercing or openwork; trimmed, thrown piece; inlay/mishima
Sculpture II Sculpture, Ceramics, Other Media: sculpture upon student-produced armature; use traditional carving tools; scale model; casting process; sculpture basd on observation
AP Art Studio Sculpture, Ceramics, Other Media: surface manipulation; activation of physical space and volume;
STRAND I: Product/Performance Scope and Sequence Chart
3. Communicate ideas about subject matter and themes in artworks created for various purposes
Grade/Course Content and Skills Kindergarten Subject Matter – Fine Art:
Portrait – self or other person Landscape – outside Non-objective – design using lines Theme: people, indoors, outdoors, stories
Grade 1 Subject Matter – Fine Art: Portrait – family; Still life – one object Subject Matter – Functional Art: Design Wearable art Theme: people, animals, things
Grade 2 Subject Matter – Fine Art: still life – from observation; landscape Subject Matter – Functional Art: design a building Theme: nature, places
Grade 3 Subject Matter – Fine Art: Figure – action pose; Landscape – seascape or cityscape; Non-objective – using line, shape and color Subject Matter – Functional Art: Create a container Theme: community, group identity (family, scouts, sports)
Grade 4 Subject Matter – Fine Art: Portrait – Realistic; facial features in correct proportion/Abstract; Still life – Abstract; Landscape - Weatherscape Subject Matter – Functional Art: graphic art Theme: Missouri, environment
Grade 5 Subject Matter – Fine Art: Portrait – from observation; Still life – from observation showing the illusion of form; Landscape – outdoor scene showing illusion of space Subject Matter – Functional Art: create an original building based on architectural styles Theme: United States, Patriotism, World, Point of view
Grade 6 Art Studio
Subject Matter – Fine Art: work from observation; expressive artwork
Grade 6 Design Studio
Subject Matter – Functional Art: illustrate text; form and function Theme: personal identity; functions of art in culture
Grade 7 Art Studio
Subject Matter – Fine Art: still life – from observation
Grade 7 Design Studio
Subject Matter – Fine Art: still life – from observation; realistic landscape Subject Matter – Functional Art: wearable art Theme: nature; group identity
Grade 8 Art Studio
Subject Matter – Fine Art: realistic portrait; abstract landscape
Grade 8 Design Studio
Subject Matter – Functional Art: original functional object; form and function of design Theme: culture and environment
World Arts Subject Matter – Functional Art: functional purpose based on a cultural example Art Fundamentals Subject Matter – Fine Art: work from observation; abstract; non-objective;
realistic; portrait; still life Theme: communicate ideas through themes (identity, power, time, nature, illusion)
Drawing I Subject Matter – Fine Art: portrait, still life, landscape and architecture; complex object still life Theme: emphasis to create ideas through theme
Painting I Subject Matter – Fine Art: landscape; non-objective; portrait; still life Theme: conceptual painting based on student interest
Sculpture I Theme: social, political or cultural message Graphic Design I Theme: communicating historical and cultural influences to mass audience; social
commentary; symbolism; advertisement Drawing II Subject Matter – Fine Art: underlying skeletal and muscular structure
Theme: national identity, spirituality, vision, progress, human condition, narrative Painting II Subject Matter – Fine Art: portrait; human figure; landscape, seascape or
cityscape Sculpture II Subject Matter – Fine Art: communicate personal or cultural issues
Theme: memorial Graphic Design II Subject Matter – Functional Art: design reflects purpose
Theme: series of related images; metaphors and design as social commentary; create identity system; communicate text in visual format
AP Art Studio Subject Matter – Fine Art: media use; body of work around an idea; effective integration of concept and technique; range of intentions and purposes through elements and principles of design; manipulation and transformation of appropriated imagery; imagination, experimentation, and risk-taking Theme: communicate variety of themes or subject matter
STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Select and use elements of art for their effect in communicating ideas through artwork
Grade/Course Content and Skills Kindergarten Line: identify and use lines
Shapes: identify and use shapes; categorize as small and large Color: identify and use color
Grade One Line: straight, curved, thick, and thin lines Shapes: triangle, circle, square, rectangle, oval; categorize as large, medium, small Form: identify and use form Texture: identify and use texture Color: primary colors Value: identify and use value
Grade Two Line: zigzag, dotted, wavy lines Shapes: geometric shapes Form: geometric forms – sphere, cube, cylinder, and cone Texture: actual texture Color: secondary colors Value: light and dark values Space: foreground and background to create illusion of space
Grade Three Line: horizontal, vertical and diagonal Shapes: differentiate between shapes and forms Form: sculpture in-the-round Texture: invented texture Color: warm and cool colors Space: middle ground, overlapping, and change of size to create illusion of space
Grade Four Line: Identify and use outlines Form: organic form; identify and demonstrate relief sculpture Color: Identify and use tints and shades Value: Identify and demonstrate a value scale Space: placement and change of detail; positive and negative space
Grade Five Line: contour lines Shapes: symbolic shapes Form: illusion of form – cube, sphere, cylinder, and cone Texture: implied or simulated texture Color: identify and use intermediate colors; neutral colors. Identify the arrangement of colors on a color wheel Space: Identify and use converging lines to create the illusion of space. Identify and use a single horizon line.
STRAND II: Elements and Principles Scope and Sequence Chart Grade Six Art Studio
Line: contour lines Texture: actual and simulated texture Color: monochromatic colors
Grade Six Design Studio
Space: positive and negative shapes in 2-D
Grade Seven Art Studio
Line: rhythmic lines Shapes: complex shapes; rhythmic shapes Texture: simulated texture Color: analogous colors Space: positive and negative space in 3-D; one-point perspective
Grade Seven Design Studio
Form: organic and inorganic forms
Grade Eight Art Studio
Line: varied line quality Color: complementary colors Value: tints and shades; value scale; range of value
Grade Eight Design Studio
Shapes: varied shapes Texture: invented texture
STRAND II: Elements and Principles Scope and Sequence Chart World Arts Shapes: geometric, organic
Form: relief (high and low), freestanding/in-the-round Space:
Art Fundamentals
Line: converging, parallel and perpendicular lines with ruler Shapes: geometric and freeform, organic Form: illusion of form – sphere, cube, cone, and cylinder Texture: real, invented and simulated textures Color: color theory – value and schemes; primary, secondary, and intermediate colors Value: lines to define objects, show shape or form through contrast of values Space: positive and negative space in 2-D; perspective techniques to create illusion of space (1-ponit linear perspective, overlapping and change of size, detail, placement and value/color)
Ceramics I Form: organic and geometric Texture: applied, incised/carved, and impressed ceramic textures
Drawing I Line: gestured, implied and weighted lines Texture: specific and observed texture through mark making Space: positive and negative space; 2-ponit perspective, atmospheric perspective, overlapping and change in size, detail, placement
Graphic Design I Line: text as line; calligraphic line using brush definition Shapes: letterforms as symbolic or implied shape; text body as symbolic or implied Color: psychological color information; culturally-based color symbolism; arbitrary color based on personal meaning
Painting I Texture: contrast textures to show illusion of depth or form Color: color theory – intensity; split complementary color scheme; local, real, and optical color; expressive use; arbitrary and symbolic Value: 9-step and graduated monochromatic value scale; values to show illusion of depth or form; color values to produce sequential movement
Sculpture I Line: contour line Form: organic Texture: contrast in surface qualities Space: balance between positive and negative
Photography I Line: demonstrate use of line Shapes: demonstrate the use of shapes Form: demonstrate form Texture: simulated texture Space: demonstrate illusion of space through perspective
Drawing II Line: expressive use Color: arbitrary, symbolic and expressive; color theory to layer media for variety of hues, values and intensities Space: positive and negative space; perspective techniques to create illusion of space
Painting II Line: expressive use Texture: expressive use Color: local, real and optical color, mixing paints to match range of observed color; expressive use
Ceramics II Form: complex clay form Photography II Line: various types of line
Form: demonstrate form Texture: lighting to create texture
Sculpture II Form: in-the-round complex form Space: balance between positive and negative
AP Art Studio Line: wide range of line qualities Form: wide range of value to create illusion of form Value: wide range of tonal values Space: illusion of depth (space) through linear perspective, atmospheric perspective, overlapping and change in size, detail, value
STRAND II: Elements and Principles Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 2. Select and use principles of art for their effect in communicating ideas through artwork
Grade/Course Content and Skills Kindergarten Rhythm/Repetition:
Identify and use a pattern by repeating single shape, line or color Grade One Balance: Identify and demonstrate the concept of middle or center
Rhythm/Repetition: alternating pattern (abab) Grade Two Rhythm/Repetition: Identify and create acomplex pattern
Contrast: Identify and use color contrast Grade Three Balance: symmetrical (formal)
Contrast: size contrast Grade Four Balance: radial
Emphasis: center of interest (focal point) Contrast: value contrast Proportion: realistic facial proportion
Grade Five Balance: asymmetrical Contrast: texture contrast Proportion: relative size (realistic scale)
Grade Six Design Studio
Balance: symmetrical Contrast: one element (color, line, shape)
Grade Seven Art Studio
Balance: radial Emphasis: center of interest Rhythm/Repetition: regular rhythm
Grade Seven Design Studio
Proportion: abstract facial proportion
Grade Eight Art Studio
Balance: asymmetrical (informal) Contrast: three elements (color, line, shape) Proportion: facial features in realistic proportion; scale relationship
Grade Eight Design Studio
Rhythm/Repetition: identify and use rhythm
STRAND II: Elements and Principles Scope and Sequence Chart World Arts Balance: symmetrical, asymmetrical, radial
Rhythm/Repetition: regular, alterring Unity: as created through repetition
Art Fundamentals Balance: symmetrical, asymmetrical, radial Emphasis: creating a focal point Contrast: variation within a single element Rhythm/Repetition: regular, alternating, random, flowing and progressive rhythms Unity: explain how elements and principles create unity Proportion: realistic size relationships of the face
Ceramics I Balance: symmetrical Unity: through continuous repetition of a motif Proportion: functional form - lip, neck, shoulder, body, foot
Drawing I Balance: compositional balance through at least 3 elements Emphasis: focal point through contrast, convergence, isolation and location, overlapping, unusual juxtaposition Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of an element Unity: unified composition through elements Proportion: realistic facial proportions ; realistic figure proportions ; objects in relative size to each other
Graphic Design I Emphasis: differentiate the use of dominant and subordinate elements in a layout. Proportion: letter spacing (kerning, leading).
Painting I Contrast: variation of elements in same artwork Rhythm/Repetition: Specific, sequential movement within a composition using color/value Unity: unity to support communication of an idea Proportion: realistic; distortion for expressive purpose
Photography I Balance: symmetrical, asymmetrical, or radial Emphasis: create a focal point through contrast and emphasis Contrast: demonstrate contrast Rhythm/Repetition: demonstrate rhythm Unity: use relating elements to create unity Proportion: placement, size of objects, and proximity to camera lens Composition: rule of thirds, space, detail, leading lines, rile of odds, breaking the edge, triangular arrangements, framing, and contrast
Sculpture I Balance: actual physical stability in 3-dimensional form Contrast: textures Unity: repetition of elements Proportion: realistic 3-dimensional human proportions
Ceramics II Balance: Asymmetrical Unity: repetition and balance of positive and negative spaces Proportion: traditional and non-traditional forms
Drawing II Balance: compositional balance using 3 or more elements Emphasis: support communication of idea Contrast: simultaneous contrast of elements Rhythm/Repetition: direct viewer’s eye through repetition of elements Unity: unified composition through elements Proportion: foreshortened and realistic figure proportions
Painting II Balance: use 4 elements and unity; use to support communication of idea Contrast: variation of elements in same artwork; use to support communication of idea Unity : unity to support communication of an idea
Sculpture II Balance: actual physical stability Contrast: texture; elements Rhythm/Repetition:.lead viewer’s eye around and through the artwork Unity: through use of elements Proportion: accurate proportions
AP Art Studio
Balance: various types – 2D and 3D Emphasis: strong focal point through various methods – 2D and 3D Contrast: simultaneous contrast of elements Rhythm/Repetition: use motif to create rhythm Proportion: correct size relationships according to scale – 2D and 3D
STRAND III Artistic Perceptions Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Investigate the nature of art and discuss response to artworks (Aesthetics)
Grade/Course Content and Skills Grade One Discuss a response (feeling or idea) to an artwork based upon the student's life
experience Grade Two Explain different responses you have to different artworks Grade Three Compare different responses students may have to the same artwork Grade Four Discuss and develop answers to questions about art. (What is art? Should art be
beautiful?) Grade Five Discuss and develop answers to questions about art, such as: Who decides what
makes an artwork special, valuable or good? Grade Six Design Studio
Explain how feelings, ideas, and perceptions of artwork are tied to experience.
Grade Seven Art Studio
Discuss and develop answers to questions about art. (What is art? Should art look real? Should art be beautiful?); Compare and contrast realistic, abstract, and non-objective artworks through group discussion.
Grade Seven Design Studio
Describe, analyze, interpret, and judge an artwork; Discuss how different cultures have different concepts of beauty
Grade Eight Design Studio
Identify and explain symbolism or message communicated in an artwork; Discuss how people might respond differently to specific American artworks based upon their context.
STRAND III: Artistic Perceptions Scope and Sequence Chart Art Fundamentals
Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism; Define Aesthetics as the branch of philosophy that deals with the nature and value of art; Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
Ceramics I Express personal idea of ceramic piece; compare and contrast the cultural expectations and aesthetic values of ceramic objects in Native American and Chinese cultures.
Drawing I Compare and contrast two artworks on ideas of beliefs and culture, function of art in culture/society; Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism
Graphic Design I Analyze graphic design examples (posters, magazine layouts, pamphlets, brochures, etc.) made to protest or promote current events; Analyze the relationship between definitions of good design and a particular target audience.
Painting I Compare and contrast the aesthetic value of Painting in the context in which it was created with viewer’s personal response.
Photography I Develop a definition for what makes a photograph fine art. Ceramics II Create a functional artwork that communicates personal ideas and values. Painting II Analyze, compare, and contrast the aesthetic value placed upon originality
for works created in different time periods and cultural contexts. Sculpture II Relate a sculpture's depiction of a significant historical figure, to the role
they played in history. AP Art History Analyze how the subject matter and style of artworks reflect aesthetic
preferences in a particular historical/ cultural context; Demonstrate the role of aesthetics in art production as influenced by society, politics, religion, and/or individual needs and tastes.
STRAND III: Artistic Perceptions Scope and Sequence Chart 2. Analyze and evaluate using art vocabulary (Art Criticism)
Grade/Course Content and Skills Kindergarten Identify the subject of artworks Grade One Identify the following in artworks: Lines, Shapes, Colors, Patterns Grade Two Identify the following in artworks: Geometric shapes, Geometric forms,
Foreground and Background, Real textures, Contrast/variety of colors Grade Three Identify the following in Artworks: Warm and cool colors, Symmetrical
Balance, Invented textures, Horizontal, vertical and diagonal lines, contrast/variety of sizes
Grade Four Identify the following in artworks: Outlines, organic shapes, organic forms, tints and shades, values, positive and negative space, radial balance, center of interest, contrast, complex patterns, facial proportions
Grade Five Describe use of the following in artworks: Contour lines, Symbolic shapes, Illusion of form, Implied/Simulated textures, Intermediate and Neutral colors, Asymmetrical balance, Contrast/Variety of textures, Perspective: Change in size, Point of View
Grade Six Art Studio
Identify the type of artwork/media used.
Grade Eight Art Studio
Describe, analyze, interpret, and judge an artwork.
STRAND III: Artistic Perceptions Scope and Sequence Chart World Arts Write a critique of an artwork that follows the Feldman Model Art Fundamentals Write a critique of an artwork that follows the Feldman Model Ceramics I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Drawing I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Graphic Design I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Painting I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Photography I Use components of the Feldman model of art criticism to describe, analyze,
interpret, and judge a work of art. Sculpture I Compare and contrast aesthetic value and meaning among sculptures
created in various historical periods and cultures; Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Ceramics II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Drawing II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Graphic Design II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Painting II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Photography II Use components of the Feldman model of art criticism to describe, analyze, interpret, and judge a work of art.
Sculpture II Write critiques of sculpture using the Feldman Model Advanced Placement Art History
Complete the process of art criticism for historical artworks, comparing and contrasting how the work would have been judged when/where it was created with how it is judged today.
STRAND IV: Interdisciplinary Connections Scope and Sequence Chart Content is assessed where listed. It may be introduced in previous grades.courses and it will be reinforced/reviewed in subsequent grades/courses. 1. Explain connections between visual art and performing arts
Grade/Course Content and Skills Kindergarten Use physical movement to interpret line artwork Grade One Create and discuss an artwork with a piece of music Grade Two Compare patterns in music to patterns in artworks Grade Three Compare the art and music of a particular culture. Grade Four Compare a work of art to a work of music. Grade Five Compare a work of art to a work of music. Grade Six Design Studio
Compare and contrast artworks from contexts of history and cultures.
Grade Seven Art Studio
Compare and contrast music and art from the same culture.
Grade Seven Design Studio
Explain connections between visual art and performing arts;
Grade Eight Art Studio
Compare and contrast examples of American art and music.
World Arts Connect meanings of Elements of art with terms in music, theatre or dance. Graphic Design II
Use theater techniques to present information in art (voice, stage presence, props, video, or script-writing)
STRAND IV: Interdisciplinary Connections Scope and Sequence Chart 3. Explain the connections between Visual Arts and Communication Arts, Math, Science
or Social Studies Kindergarten Explain how stories can be told in pictures and /or words Grade One Explain how patterns in art are similar to patterns in other disciplines Grade Two Explain the connection between Native American culture and art Grade Three Explain how the math principle of symmetry is used in art Grade Four Explores subjects discussed in the general education classroom and integrate
the visual arts to further understanding. Grade Five Explore subjects discussed in the general education classroom and integrate
the visual arts to further understanding. Grade Six Art Studio
Compare and contrast artworks from contexts of history and cultures.
Grade Six Design Studio
Compare and contrast historical and modern design.
Grade Seven Design Studio
Explain the relationship between illustration and written text.
Grade Eight Design Studio
Explain how events and ideas in the United States are communicated through artworks.
World Arts Explain how historical events and social ideas are reflected in artworks from
selected cultures or historical time periods. Art Fundamentals
Compare and contrast the art criticism method with the process for analytical writing in Language arts.
Ceramics I Make connections between visual arts and another content area; connect clay bodies in ceramics to mineral composition in science.
Photography I Compare and contrast the human eye and the lens of a camera; Compare and contrast different types of lenses; Understand how light rays are recorded on film or paper
Ceramics II Compare and contrast the chemical composition of glazes; compare and contrast the chemical composition of underglazes.
Painting II Use a student-composed creative writing as the stimulus for a painting.
STRAND V: Historical and Cultural Contexts 1. Compare and contrast artworks from different historical time periods and/or cultures
Grade One Historical Period or Culture: Identify works of art from : United States,
Europe(cave), Asia Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, Use of line, color, and shape
Grade Two Historical Period or Culture: Identify works of art from: United States, Native American, Egypt Characteristics of Artworks: Compare and Contrast two artworks on : Subject matter, Media, use of line, color, shape, and texture, Theme: Purpose of art in culture, place
Grade Three Historical Period or Culture: Identify works of art from: United States, Europe (Realistic), and Africa Characteristics of Artworks: Compare and contrast two artworks on: Subject matter, media, Use of line, color, shape and texture, Theme: Purpose of art in culture, Place
Grade Four Historical Period or Culture: Identify works of art from: United States, (Realistic: Missouri, Westward Expansion) Europe (Abstract) Characteristics of Artworks: Compare and Contrast two artworks on: Subject matter, Media, Use of value and space, Theme: Purpose of art in culture, Place
Grade Five Historical Period or Culture: Identify works of art from: United States (Painting, Architecture) Europe (Painting, Architecture) Characteristics of Artworks: Compare and contrast two artworks on: Time, Place, Subject Matter, Media, Use of Elements, Theme, Purpose of art in culture, Use of materials and technology
Grade Six Art Studio
Characteristics of Artworks: Compare and contrast two artworks on time, place, subject matter, characteristics, and cultural context.
Grade Six Design Studio
Historical Period or Culture: Compare and contrast the cultural meaning of art from various cultures; Identify works of art from various cultures of early civilization
Grade Seven Art Studio
Historical Period or Culture: Identify works of art from Europe and United States (Real, Abstract, Non-Objective). Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, and characteristics of style.
Grade Seven Design Studio
Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, cultural context.
Grade Eight Art Studio
Characteristics of Artworks: Compare and contrast artworks with reference to the time, subject matter, characteristics of style, and beliefs of culture.
Grade Eight Design Studio
Historical Period or Culture: Identify works of art from the United States (Native American, Painting, Sculpture, Architecture, Industrial Design) Characteristics of Artworks: Compare and contrast artworks with reference to the place, theme, materials/technology, and function in culture.
STRAND V: Historical and Cultural Contexts World Arts Historical Period or Culture: Identify artworks from the following
cultures: Ancient Greece/Rome, African, Pre-Columbian/Native American, Asian and Latin American art Characteristics of Artworks: Analyze artworks to determine how they would be valued according to the aesthetic beliefs of a society; Compare and contrast 2 artworks with reference to time period, place, theme/subject matter, materials/technology, ideas and beliefs of culture, function of art in culture/society, and characteristics of style.
Art Fundamentals Historical Period or Culture: Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art Characteristics of Artworks: Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme
Drawing I Historical Period or Culture: Identify architectural styles from the classical, gothic and modern time periods; identify drawings by Renaissance (i.e. Durer) and German Expressionism artists (i.e. Kollwitz) Characteristics of Artworks:
Graphic Design I Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, characteristics, and purpose of style based on their beliefs and culture, function of art in culture and society.
Painting I Historical Period or Culture: Identify artworks from the following: Baroque (e.g. Rembrandt, Caravaggio, Vermeer), Impressionism, Post Impressionism (e.g. Van Gogh, Cezanne, Gaugin, Seurat), Expressionism/Fauvism (e.g. Marc, Kandinsky, Blue Riders, The Bridge), Cubism (e.g. Picasso, Braque, Hockney) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style.
Photography I Historical Period or Culture: Explain how camera obscuras were used throughout history; Understand the relevance of certain artists, including but not limited to: (Inventors) i.e. Louis Daguerre, Joseph Nicephore Niepce, Willam Henry Fox Talbot; Understand the relevance of certain artists, including but not limited to: (Early) i.e. Matthew Brady, Julia Margaret Cameron; Understand the relevance of certain artists, including but not limited to: (Modern) i.e. Ansel Adams, Henri Cartier Bresson, Alfred Stieglitz, Dorothea Lange; Understand the relevance of certain artists, including but not limited to: (Camera Obscura) Abelardo Morell; Understand the relevance of certain artists, including but not limited to: (Post-Modern) i.e. Jerry Uelsmann, Gordon Parks Characteristics of Artworks:
Ceramics II Historical Period or Culture: compare and contrast art/craft with reference to time period, place, characteristics of style and context. (Asian Teapots, Contemporary Ceramicist, Greek Vessel Forms, Islamic Tiles)
Drawing II Historical Period or Culture: Identify artworks from Photorealism, Surrealism and the following themes: figure as a compositional element, architecture as a compositional element, series, narrative, and reflections/transparencies
Graphic Design II Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, and characteristics of style among historical design styles: Art Deco, Destijl, Swiss School, and New York School.
Painting II Historical Period or Culture: Identify artworks from the following: American Regionalism (e.g. Hudson River School, George Caleb Bingham, Grant Wood), Surrealism (e.g. Dali, Escher, Magritte, Kahlo), Post-Modernism (e.g. contemporary, conceptual, multimedia, performance, digital, etc.) Characteristics of Artworks: Compare and contrast artworks with reference to the artist, time, place, context, meaning, and characteristics of style.
Photography II Historical Period or Culture: Make photographic connections between historical events and social ideas; Understand the relevance of certain artists, including but not limited to: (Infrared) Robert W. Wood, Jill Enfield; Understand the relevance of certain artists, including but not limited to: (Surrealism) Jerry Uelsmann, Gregory Crewdson, Man Ray; Understand the relevance of certain artists, including but not limited to: (Portraiture) Cindy Sherman, Diane Arbus, Richard Avedon, Annie Liebovitz; Understand the relevance of certain artists, including but not limited to: (Conceptual) Sandy Skoglund; Understand the relevance of certain artists, including but not limited to: (Narrative) W. Eugene Smith, Gordon Parks, David Hockney; Understand the relevance of certain artists, including but not limited to: (Low light Exposures) Michael Frye, Brassї Characteristics of Artworks:
Sculpture II Characteristics of Artworks: Compare and contrast artworks with reference to the time, place, context, aesthetics, and characteristics of style.
Advanced Placement Art History
Historical Period or Culture: Demonstrate how artists have had an influence upon the cultures in which they lived; Compare and contrast artwork in terms of: time period, place/culture, artist, style, elements and principles of art, technical processes, themes, and the function of the work in its historical context; Evaluate artworks in historical context, considering such issues as patronage, gender, and their functions and effects; Demonstrate how particular artists have had an influence on other artists
Grade Level/Course: Art Fundamentals
Content Area: Visual Arts
Grade Level/Course Overview: Art Fundamentals is the beginning course for all students who want to pursue an interest or future career in visual arts. Students will create original artwork in realistic, abstract, and nonobjective styles. Inspired by observation and imagination, they will express themselves through the themes of still life, landscape, and portrait. They will learn about and use drawing, painting, sculpture, and mixed-media techniques to create two and three-dimensional artworks. Students will analyze and critique artworks, discuss aesthetic issues, and understand how art is related to history and culture.
Strands/Domains Product and Performance Elements and Principals Artistic Perceptions Interdisciplinary Connections Historical and Cultural Context
Interdisciplinary Themes
Program Understandings (pk-12) Artists communicate effectively and expressively by selecting and applying appropriate art elements and principles.
Artists develop the ability to think critically and solve problems creatively as part of the process of taking an artistic project from concept to completion.
Artists study art to make informed critical judgments, gain knowledge about visual communication, and learn to respect the ideas and expression of themselves and others.
Artists create connections between different subject areas both within and outside the arts such as dance, theater, music, math, science and social studies.
Art expresses the core values of a culture and artists influence and are influenced by the cultures and time periods in which they live. Units of Study Still Life Color Portrait Sculpture Perspective Art Criticism Art History
Strand/Domain* Product-Performance
Cluster* Drawing
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Demonstrate proficiency using a single drawing media I.1.A.9 FA
1 VA1
E Use dry media to create smooth areas of a single value. I.1.A.9 FA
1 VA1
E Use dry media to create areas where values change smoothly and gradually. I.1.A.9 FA
1 VA1
E Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)
I.1.A.9 FA1 VA1
Strand/Domain* Product-Performance
Cluster* Painting
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Match proper choice of brush size or type for task (e.g. round for Lines, flats for filling large areas) I.1.B.9 FA
1 VA1
E Demonstrate proper use and cleaning of brushes and palettes I.1.B.9 FA
1 VA1
E Mix tempera or acrylic paint to create different hues I.1.B.9 FA
1 VA1
E Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given Color. I.1.B.9 FA
1 VA1
Strand/Domain* Product-Performance
Cluster* Sculpture, Ceramics, Other Media
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.) I.2.A.9 FA
1 VA1
E Use a variety of media I.2.A.9 FA
1 VA1
Strand/Domain* Product-Performance
Cluster* Subject Matter: Fine Art
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Create an original artwork from observation. I.3.A.9 FA
1 VA1
E Create an original artwork that is abstract. I.3.A.9 FA
1 VA1
E Create an original artwork that is nonobjective. I.3.A.9 FA
1 VA1
E Create an original artwork that is realistic. I.3.A.9 FA
1 VA1
E Create an original portrait. I.3.A.9 FA
1 VA1
E Create an original still life. I.3.A.9 FA
1 VA1
Strand/Domain* Product-Performance
Cluster* Theme
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) I.3.C.9 FA
1 VA1
Strand/Domain* Elements and Principles
Cluster* Line
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use a ruler to create converging, parallel and perpendicular Lines II.1.A.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Shapes
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use geometric and freeform/organic shapes and/or forms II.1.B.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Form
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not GLE/CLE’s ACT CCSS MO National
E Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder II.1.C.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Texture
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use real, invented and simulated textures II.1.D.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Color
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use Color theory including Color value, Color schemes (monochromatic, complementary, analogous, and triadic Color schemes.) II.1.E.9 FA
2 VA2
E Identify and use Color theory knowledge of primary, secondary, and intermediate Colors. II.1.E.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Value
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Use Lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.) II.1.F.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Space
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use positive and negative space in two-dimensional artwork II.1.G.9 FA
2 VA2
E Identify and use perspective techniques to create the illusion of space (one-point Linear perspective, overlapping, and change of: size, detail, placement, value/Color)
II.1.G.9 FA2 VA2
Strand/Domain* Elements and Principles
Cluster* Balance
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) II.2.A.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Emphasis
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and create emphasis (focal point) II.2.B.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Contrast
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use variation within a single element to create contrast (e.g. different values, categories of shape, etc.) II.2.C.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Rhythm/Repetition
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing and progressive) II.2.D.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Unity
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Explain how elements and principles create unity in artwork II.2.E.9 FA
2 VA2
Strand/Domain* Elements and Principles
Cluster* Proportion
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify and use realistic size relationships (proportions) of the face II.2.F.9 FA
2 VA2
Strand/Domain* Artistic Perceptions
Cluster* Aesthetics
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism III.1.A.9 FA
3 VA3
E Define Aesthetics as the branch of philosophy that deals with the nature and value of art. III.1.A.9 FA
3 VA3
E Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
III.1.A.9 FA3 VA3
Strand/Domain* Artistic Perceptions
Cluster* Art Criticism
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Write a critique of an artwork that follows the Feldman Model III.2.A.9 FA
3 VA3
Strand/Domain* Interdisciplinary Connections
Cluster* Connecting Art and Non-Art Subjects
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Compare and contrast the art criticism method with the process for analytical writing in Language arts. IV.2.A.9 FA
4 VA6
Strand/Domain* Historical and Cultural Contexts
Cluster* Historical Period or Culture
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art V.1.A.9 FA
5 VA4
Strand/Domain* Historical and Cultural Contexts
Cluster* Characteristics of Artworks
CROSSWALK TO STANDARDS:
Grade/Course Level Expectations ACT Readiness Standards
Common Core State Standards Missouri Show-Me Standards
National Standards
Standards (listed by organization of Strand/Domain and Cluster) Identified as Essential or not
GLE/CLE’s ACT CCSS MO National
E Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme V.1.B.9 FA
5 VA4
COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Still Life SUGGESTED UNIT TIMELINE: 2-3 weeks
ESSENTIAL QUESTION(S): How do I become accomplished in an art form?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Identify and use geometric and freeform/organic shapes and/or forms X
Identify and use positive and negative space in two-dimensional artwork X
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) X
Create an original artwork from observation. X
Create an original artwork that is realistic. X
Demonstrate proficiency using a single drawing media X
Use dry media to create smooth areas of a single value. X
Use dry media to create areas where 4 values change smoothly and gradually. X
Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder X
Use lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.)
X
Create an original still life. X
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) X
UNIT DESCRIPTION: Students will: 4 Create an original work of art with still life subject matter. 1 Students will be able to define unit vocabulary (i.e. Contour Line, Geometric Organic, Complex Shape, Illusion of Form, Graduated Tone, Continuous Tone, Media, Value) 4 Students will be able to construct the illusion of form by applying concepts of value, line, shape and continuous tone
UNIT VOCABULARY: Contour Line, Geometric Organic, Complex Shape, Illusion of Form, Graduated Tone, Continuous Tone, Media, Value
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT Curriculum
Strand/Domain Curriculum
Cluster Learning Target
(Standard) Type of
Target/DOK Level
Assessment Method
Number of Items Notes
Elements and Principles (EP)
Form Identify and use geometric and freeform/organic shapes and/or forms
Level 2 Skill and Concept
Product Scoring Guide
Quiz/Test
2
Elements and Principles (EP)
Space Identify and use positive and negative space in two-dimensional artwork
Level 2 Skill and Concept
Product Scoring Guide
Quiz/Test
2
Elements and Principles (EP)
Balance Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)
Level 2 Skill and Concept
Product Scoring Guide
Quiz/Test
2
Product and Performance
Drawing Create an original artwork from observation.
Level 3 Strategic Thinking
Product Scoring Guide
1
Product and Performance
Drawing Create an original artwork that is realistic.
Level 2 Skill and Concept
Product Scoring Guide
1
Product/Performance Drawing Demonstrate proficiency using a single drawing media
Level 2 Skill and Concept
Product Scoring Guide
Test Performance
2
Product/Performance Drawing Use dry media to
create smooth areas of a single value.
Level 2 Skill and Concept
Product Scoring Guide
Test Performance
2
Product/Performance Drawing Use dry media to create areas where 4 values change smoothly and gradually.
Level 2 Skill and Concept
Product Scoring Guide
Test Performance
2
Product/Performance Drawing Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder
Level 2 Skill and Concept
Product Scoring Guide
Test Performance
2
Product/Performance Drawing Use lines to define objects but also shows shape or form solely through contrast of values (dark shape on light background, for example.)
Level 2 Skill and Concept
Product Scoring Guide
Test Performance
2
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Identify and use geometric and freeform/organic shapes and/or forms
Direct Instruction Note Taking, Sketch composition demonstrating knowledge
Reteach, simplify Use more complex subject matter beyond basic forms
Identify and use positive and negative space in two-dimensional artwork
Direct Instruction Guided Practice
Note Taking, Sketch a composition that uses complex shapes.
Reteach, simplify Use more complex subject matter beyond basic forms
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)
Direct Instruction Note-taking, Sketch composition demonstrating knowledge
Reteach, simplify Use more complex subject matter beyond basic forms
Create an original artwork from observation.
Direct Instruction Guided Practice
Sketch a composition that uses complex shapes.
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
Create an original artwork that is realistic.
Direct Instruction Guided Practice
Sketch a composition that uses complex shapes.
Reteach, simplify Use more complex subject matter beyond basic forms
Demonstrate proficiency using a single drawing media
Direct Instruction Guided Practice
Shade with media on a practice worksheet
Reteach, simplify Use a dry media beyond graphite pencil
Use dry media to create smooth areas of a single value.
Direct Instruction Guided Practice
Shade with media to create one value in a box
Reteach, simplify Use a dry media beyond graphite pencil
Use dry media to create areas where 4 values change smoothly and gradually.
Direct Instruction
Guided Practice
Shade with media to create a 5-value scale on a 5 scale system of boxes
Reteach, simplify Use a dry media beyond graphite pencil
Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder
Direct Instruction
Guided Practice
Sketch a composition that uses complex shapes.
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
Use lines to define objects but also show shape or form solely through contrast of values (dark shape on light background, for example.)
Direct Instruction
Guided Practice
Sketch a composition that uses shapes that overlap.
Reteach, simplify Use a dry media beyond graphite pencil
Create an original still life.
Direct Instruction
Guided Practice
Sketch a composition that uses complex shapes.
Reteach, simplify, modify project
Add a creative elements and/or designs to the background
UNIT SCORING GUIDE
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Geometric Shape and/or Forms
• All shapes and/or forms are precise and mathematical
• All shapes and/or forms are nearly precise and mathematical
• Freehand shapes and/or forms with uneven edges
• Freehand shapes and/or forms are mostly uneven and/or unclear
Space – Positive and negative
• Intentionally balances positive and negative space to support composition effectively
• Effectively and intentionally arranges positive and negative space to support expressive intent
• Intentionally balances positive and negative space to support composition
• Intentionally arranges positive and negative space to support expressive intent
• Creates near balance between positive and negative space to support composition
• Arranges positive and negative space, but pays more attention to positive space than negative space
• Does not create balance between positive and negative space to support composition
• Artwork is dominated by negative space
Balance
Asymmetrical
• Asymmetrical - Complex elements are precisely arranged on either side of a centerline/axis and have equal visual weight
• Asymmetrical - elements on either side of a centerline/axis have equal visual weight
• Asymmetrical – composition shows evidence of balance though too much visual weight on one area and too little in others
• Asymmetrical -composition is unbalanced, with too much visual weight in one area, and too little in others
Theme or Subject:
Create an original artwork that is realistic.
• Develops realistic, detailed contour, form, texture from subjects
• Chooses compositions that are balanced and expressive
• Composition has a clearly identifiable focus supported by the elements
• Chooses a particular point of view
• Shows realistic contour, form and texture of subjects
• Chooses compositions that are balanced
• Composition has a focus • Chooses a point of view
• Shows simplified contour, form, and texture of subjects
• Chooses compositions that are mostly balanced
• Composition is somewhat unfocused
• Point of view is somewhat unclear
• Shows a simplified form or contours
• Does not make compositional choices causing the composition to be unbalanced
• Composition is very unfocused
• Point of view is unclear
Theme or Subject: Working from Observation
• Develops realistic, detailed contour, form, texture from observed subjects
• Chooses compositions that are balanced and expressive
• Composition has a clearly identifiable focus supported by the elements
• Chooses a particular point of view
• Shows realistic contour, form and texture of observed subjects
• Chooses compositions that are balanced
• Composition has a focus • Chooses a point of view
• Shows simplified contour, form, and texture of observed subjects
• Chooses compositions that are mostly balanced
• Composition is somewhat unfocused
• Point of view is somewhat unclear
• Shows a simplified form or contours instead of matching the observed one
• Does not make compositional choices causing the composition to be unbalanced
• Composition is very unfocused
• Point of view is unclear
Demonstrate proficiency using a
single drawing media
• Strokes overlap smoothly
• Uses side of tool to lay down a band of value
• Gradually presses harder to create darker values
• Gradually lessens pressure for lighter values
• Values follow form
• Strokes overlap smoothly
• Uses side of tool to lay down a band of value
• Gradually presses harder to create darker values
• Gradually lessens pressure for lighter values
• Values follow form
• Some streaks are visible • Uses side of tool to lay
down a band of value • Gradually presses harder
to create darker values • Gradually lessens
pressure for lighter values
• Values follow form
• Lines are visible • Bands of value rather
than smooth blending • Value inconsistent in
following shape of object
Drawing:
Continuous tone
• Shading is smooth, solid and consistent, covering an entire area in one value
• Shading is smooth and solid with a few spots slightly lighter or darker than the one value chosen
• Shading is sketchy and/or lighter or darker in some areas
• Shading is sketchy and/or lighter or darker in many areas
Drawing:
Graduated tone
• Shading is smooth with more than 5 gradual changes in value
• Shading is smooth with 4-5 gradual changes in value
• Shading shows 3 values and is banded and sketchy in some areas
• Shading shows 2 values and is banded and sketchy in many areas
Illusion of Form:
Sphere, Cylinder, Cone, Cube, Pyramid
• Shaded objects clearly indicate light source.
• Shading is consistent from object to object
• Cast shadows on flat surface are accurate in shading, shape, size and placement
• Five different forms used, including many overlapping forms
• Shaded objects indicate light source.
• Shading is mostly consistent from object to object
• Most cast shadows on flat surface are accurate in shading, shape, size and placement
• Five different forms used, including some overlapping forms
• Limited consistency in indicating light source.
• Shading is somewhat consistent from object to object
• Many cast shadows are inaccurate in shading, shape, size or placement
• Four different forms used, including some overlapping forms
• Shading does not indicate light source
• Shading is inconsistent from object to object
• No cast shadow • Two forms used (alone
or in combination) • Three different forms
used, including no overlapping forms
Drawing:
Use lines to define objects but also shows shape or form solely through contrast of
• Shows edges of objects by changing value, not an outline
• Shows edges of some objects through outline
• Show edges of most objects though outline
• Show edges of most all objects though outline
COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Color SUGGESTED UNIT TIMELINE: 6-8 class periods
ESSENTIAL QUESTION(S): How do I become accomplished in an art form? How is a feeling or mood conveyed visually?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)
X
Identify and use color theory knowledge of primary, secondary, and intermediate colors. X
Explain how elements and principles create unity in artwork X
Identify and use variation within a single element to create contrast (e.g. different values, catagories of shape, etc.)
X
Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing and progressive) X
Identify and create emphasis X
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) X
Create an original artwork that is nonobjective. X
Identify and use invented textures X
Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas) X
Demonstrate proper use and cleaning of brushes and palettes X
Mix tempera or acrylic paint to create different hues X Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color. X
Mix tempera or acrylic to create different levels of color intensity. x Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity x
Blend one color/value smoothly into another x
UNIT DESCRIPTION: Students will: Identify and use color theory. Mix paints to create hues, range of values and intensities. Apply paint to a surface to create areas of solid color with no visual brushstrokes. Smoothly blend from one color/value into another.
UNIT VOCABULARY: Color scheme, monochromatic, complementary, analogous, triadic, primary, secondary, intermediate, warm and cool colors, hue, value, intensity
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Elements and Principles
Color Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)
DOK 2 Product Scoring Guide, Quiz, Test
2
Elements and Principles
Color Identify and use color theory knowledge of primary, secondary, and intermediate colors.
DOK 2 Quiz, Test 2
Product and Performance
Painting Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas)
DOK 1 Check for Understanding
1
Product and Performance
Painting Demonstrate proper use and cleaning of brushes and palettes
DOK 1 Check for Understanding
1
Product and Performance
Painting Mix tempera or acrylic paint to create different hues
DOK 2 Product Scoring Guide
1
Product and Performance
Painting Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color.
DOK 2 Product Scoring Guide
1
Product and Performance
Painting Mix tempera or acrylic to create different levels of color intensity.
DOK 2 Product Scoring Guide
1
Product and Performance
Painting Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity
DOK 2 Product Scoring Guide
1
Product and Performance
Painting Blend one color/value smoothly into another
DOK 2 Product Scoring Guide
1
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Identify and use color theory including color value, color schemes
Direct Instruction/Guided Practice
Note taking, paint each color scheme
Reteach, simplify, modify project
Instruct and demonstrate the use of tones for each color scheme
(monochromatic, complementary, analogous, and triadic color schemes.)
Identify and use color theory knowledge of primary, secondary, and intermediate colors.
Direct Instruction/Guided Practice
Note taking, mix paint creating each primary, secondary, and intermediate color
Reteach, simplify, modify project
Instruct and demonstrate the use of tones for each color scheme
Match proper choice of brush size or type for task (e.g. round for lines, flats for filling large areas)
Direct Instruction Choose correct brushes for particular task
Reteach Instruct and demonstrate use of high end brushes
Demonstrate proper use and cleaning of brushes and palettes
Direct Instruction Student will clean all supplies
Reteach Have students assist other students
Mix tempera or acrylic paint to create different hues
Direct Instruction/Guided Practice
Student will mix paint and create different hues
Reteach, simplify, modify project
Introduce tones to students
Mix tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color.
Direct Instruction/Guided Practice
Student will mix paints to create a range of values of a given color
Reteach, simplify, modify project
Mix more than 3 tints and shades
Mix tempera or acrylic to create different levels of color intensity.
Direct Instruction/Guided Practice
Student will mix paint to create levels of intensity
Reteach, simplify, modify project
Have students create numerous color intensities
Apply paint to create a solid area of color with no visible brushstrokes, change in value or intensity
Direct Instruction/Guided Practice
Student will mix paint to create a solid area of color
Reteach, simplify, modify project
Have students blend colors
Blend one color/value smoothly into another
Direct Instruction/Guided Practice
Student will blend color smoothly to create value
Reteach, simplify, modify project
Blend variety of colors
RESOURCES
UNIT SCORING GUIDE
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Color:
Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous,
• Color scheme is clearly indicated with expressive intent
• Uses 4 or more tints and shades for each color and includes intensities
• Color scheme is clearly indicated
• Uses 3 tints and shades for each color and includes intensities
• Color scheme is approximately indicated
• Uses few tints and/or shades
• Color scheme is not used • Uses only one tint • Uses only one shade
and triadic color schemes.)
Painting:
Color Mixing to create different hues
• Mixes color completely to eliminate streaks
• Mixes many experimental colors
• Mixes color to eliminate streaks
• Mixes experimental colors
• Mixes most colors completely with few streaks
• Mixes few experimental colors
• Mixes most colors completely with many streaks
• Mixes a color
Painting:
Color Application
• Applies even thickness of paint across composition
• Uses many brushstrokes to create a variety contrasting textures including soft edges of appropriate objects (for example smooth lines, dry brush, dabbing)
• Creates smooth, hard edges by controlling brush strokes in all areas intended
• Smoothly blends wet paint to gradually change color or value in all areas intended
• Applies even thickness of paint
• Use brush strokes to create textures including hard or soft edges of appropriate objects
• Creates smooth, hard edges by controlling brush strokes
• Smoothly blends wet paint to gradually change color or value
• Applies paint with some variation in thickness
• Uses a couple of brushstrokes to show few textures
• Creates hard edges by controlling brush strokes but may not be smooth in all areas intended
• Blends wet paint to change color or value with some “banding”
• Applies paint unevenly with several thin or lumpy spots
• Uses one type of brushstroke rather than changing it to contrast textures
• Edges of objects may be uneven, ragged, or blurred
• When blending wet paint, there are distinct “bands” or rows of each color or value rather than a smooth, gradual change
COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Portrait SUGGESTED UNIT TIMELINE: 2 weeks
ESSENTIAL QUESTION(S): How do artists realistically draw the human face? How can the personality and interests of a person be portrayed in a portrait?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Identify and use realistic size relationships (proportions) of the face X
Identify and use organic shapes and/or forms X
Identify and use techniques to create the illusion of form X
Create an original artwork from observation. X
Create an original artwork that is realistic. X
Create an original portrait. X
Identify and use simulated textures X
Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) X
UNIT DESCRIPTION: Identify and use realistic size relationships (proportions) of the face Identify and use organic shapes and/or forms Create an original portrait that is realistic.
UNIT VOCABULARY: Proportion, portrait, realistic style, form
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Elements and Principles
Proportion Identify and use realistic size relationships (proportions) of the face
Level 1 Quiz Scoring guide for a
Product
2
Elements and Principles
Shape/Form Identify and use organic shapes and/or forms
Level 1 Scoring guide 1
Elements and Principles
Form Identify and use techniques to create the illusion of form
Level 1 Scoring guide 1
Product and Performance
Subject Matter: Fine Art
Create an original artwork from observation.
Level 4 Scoring guide 1
Product and Performance
Subject Matter: Fine Art
Create an original artwork that is realistic.
Level 4 Scoring guide 1
Product and Performance
Subject Matter: Fine Art
Create an original portrait.
Level 4 Scoring guide 1
Elements and Principles
Texture Identify and use simulated textures
Level 1 Scoring guide 1
Product and Performance
Theme Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)
Level 4 Scoring guide 1
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Identify and use realistic size relationships (proportions) of the face
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give handouts on the proportions of the human face Give a personal demonstration for the student
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the
portrait.
Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Identify and use organic shapes and/or forms
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give handouts on how to draw specific facial features Give a personal demonstration for the student
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Identify and use techniques to create the illusion of form
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give handouts on how to draw a value scale Give a practice picture of a face without shading for the student to practice shading Give a personal demonstration for the student
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Create an original artwork from observation.
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Allow student to work from a photo instead of a mirror
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Create an original artwork that is realistic.
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Have student draw individual features then piece them together
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Create an original portrait.
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give handout on “What makes a good portrait?”. Show more examples of portraits by
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Identify and use simulated textures
Demonstration Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give handout on how to draw specific textures step-by-step to help them see how to do it. Give a personal demonstration for the student.
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)
Show student examples Show famous artist’s examples
Watch demonstration Take notes Practice Draw a final portrait
Give the student a list of themes to choose from. Give the student lists of imagery related to themes. Give student a list of ideas of sources for things they can put in their background – cutouts from magazines, wallpaper samples, decorative paper, etc.
Draw a larger portrait Draw a ¾ view portrait instead of a full frontal portrait. Add background items to the portrait that have personal meaning to the artist. Use a different, more challenging media to create the portrait. Draw a family portrait of several people. Draw a series of portraits that communicate several moods or themes.
RESOURCES Posters of portraits by famous artists, student portrait examples, videos on how to draw portraits, power points on portraiture
COURSE/GRADE LEVEL: Art Fundamentals/ 9-12 UNIT TITLE: Sculpture SUGGESTED UNIT TIMELINE: 2 weeks
ESSENTIAL QUESTION(S): What makes “great” art? What media can be used to create a sculpture? What can one communicate through different styles of sculpture?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Identify and use real textures X
Identify and use invented textures X
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical) X
Explain how elements and principles create unity in artwork X
Demonstrate concepts of sculpture (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)
X
Create an original artwork that is abstract. X
Create an original artwork that is nonobjective. X
Use a variety of media X
Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion) X
UNIT DESCRIPTION: Identify and use real textures Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.) Create original abstract/nonobjective art.
UNIT VOCABULARY: Actual Texture, In- the- Round
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Elements/Principles Texture Identify and use real textures
One Product Scoring Guide
1
Elements/Principles Texture Identify and use invented textures
One Product Scoring Guide
1
Elements/Principles Balance Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)
Three Product Scoring Guide
1
Elements/Principles Unity Explain how elements and principles create unity in artwork
Three Product Scoring Guide
1
Product/Performance Sculpture, Ceramics, Other Media
Demonstrate concepts of sculpture (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)
Two Product Scoring Guide
1
Product/Performance Subject Matter: Fine Art
Create an original artwork that is abstract.
Four Product Scoring Guide
1
Product/Performance Subject Matter: Fine Art
Create an original artwork that is nonobjective.
Four Product Scoring Guide
1
Product/Performance Sculpture,
Ceramics, Other Media
Use a variety of media
One Product Scoring Guide
1
Product/Performance Theme Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)
Four Product Scoring Guide
1
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Identify and use real textures
Direct Instruction Guided Practice
Note Taking, apply and identify real textures to a composition
Reteach, simplify Find examples of artwork that use real texture
Identify and use invented textures
Direct Instruction Guided Practice
Note Taking, create and identify invented textures to a composition
Reteach, simplify Find examples of artwork that use invented texture
Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical)
Direct Instruction Note-taking, Sketch composition demonstrating knowledge
Reteach, simplify Find examples of different kinds of balance: formal (symmetrical and radial) and informal (asymmetrical)
Explain how elements and principles create unity in artwork
Direct Instruction Guided Practice
Listen to instructions, Justify the unity of a work of art by listing the elements and principles used
Reteach, simplify Find examples of art that justify the use of elements and principles creating unity in an artwork.
Demonstrate concepts of sculpture (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)
Direct Instruction Guided Practice
Listen to demonstration, Build a sculpture using one of the following: (e.g. in- the-round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
Create an original artwork that is abstract.
Direct Instruction Guided Practice
Note taking, Build an abstract, original artwork.
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
Create an original artwork that is nonobjective.
Direct Instruction Guided Practice
Note taking, Build a non-objective, original artwork.
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
Use a variety of media
Guided Practice Apply a variety of material to create a sculpture.
Reteach, simplify, modify project
Use more complex subject matter beyond basic forms
RESOURCES
COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Perspective SUGGESTED UNIT TIMELINE: 2 weeks
ESSENTIAL QUESTION(S): In what way have technological changes influenced artistic expression? (Perspective in the Renaissance, Photography, etc.)
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Identify and create emphasis (focal point) X
Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of: size, detail, placement, value/color)
X
Identify and use a ruler to create converging, parallel and perpendicular lines X
Identify and use simulated textures X
Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid) X
UNIT DESCRIPTION: Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of: size, detail, placement, value/color) Identify and use a ruler to create converging, parallel and perpendicular lines
UNIT VOCABULARY: One-point linear perspective, overlapping, vanishing point, horizon line,
converging lines, parallel, perpendicular lines, change of size, detail, placement, value/color
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Elements and Principles
Emphasis Identify and create emphasis (focal point)
1 Scoring Guide 1
Elements and Principles
Space Identify and use perspective techniques to create the illusion of space (one-point
1 Scoring Guide Quiz
2
linear perspective, overlapping, and change of: size, detail, placement, value/color)
Elements and Principles
Line Identify and use a ruler to create converging, parallel and perpendicular lines
1 Scoring Guide Quiz
2
Elements and Principles
Texture Identify and use simulated textures
1 Scoring Guide 1
Elements and Principles
Line Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)
1 Scoring Guide 1
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Identify and create emphasis (focal point)
Show student examples Show famous artist’s examples
Watch presentation Take notes Practice Draw a final
Give a personal lecture for the student – one-on-one teaching/reteaching
Have the student create a main focal point and a secondary focal point in an artwork.
Identify and use perspective techniques to create the illusion of space (one-point linear perspective, overlapping, and change of:
Presentation Demonstration Guided Practice Show student examples Show famous artist’s examples
Watch presentation Take notes Practice Draw a final
One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions
Have the student create a larger project. Let the student draw/demonstrate for the class on the document camera.
size, detail, placement, value/color)
Identify and use a ruler to create converging, parallel and perpendicular lines
Demonstration Guided practice
Watch presentation Take notes Practice Draw a final
One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions. Give student a T-square to use instead of a ruler.
Help struggling peers.
Identify and use simulated textures
Show student examples Show famous artist’s examples Demonstration
Watch presentation Take notes Practice Draw a final
Give handout on how to draw specific textures step-by-step to help them see how to do it. Give a personal demonstration for the student. Partner an excelling student with a struggling student.
Get student to use more simulated textures in their artwork than the others are required to.
Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid)
Demonstration Guided practice
Watch presentation Take notes Practice Draw a final
One-on-one teach/reteach. Partner an excelling student with a struggling student. Give step-by-step instructions Mark measurements on paper for student but student connects the marks.
Help struggling peers.
RESOURCES Posters, videos, student examples
COURSE/GRADE LEVEL: Art Fundamentals UNIT TITLE: Art Criticism SUGGESTED UNIT TIMELINE: 2-5 class periods
ESSENTIAL QUESTION(S): How can we “read” and understand a work of art? Does art have a message? Do I like this artwork?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Write a critique of an artwork that follows the Feldman Model X
Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism
X
Define Aesthetics as the branch of philosophy that deals with the nature and value of art. X
Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
X
UNIT DESCRIPTION: Write a critique of an artwork that follows the Feldman Model Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism Define Aesthetics as the branch of philosophy that deals with the nature and value of art. Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
UNIT VOCABULARY: Aesthetic, Imitationalism, Emotionalism, Formalism, Functionalism,
HOW DO WE KNOW STUDENTS HAVE LEARNED?
UNIT ASSESSMENT BLUEPRINT Curriculum
Strand/Domain Curriculum
Cluster Learning Target
(Standard) Type of
Target/DOK Level
Assessment Method
Number of Items Notes
Write a critique of an artwork that follows the Feldman Model
Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism
Define Aesthetics as the branch of philosophy that deals with the nature and value of art.
Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Write a critique of an artwork that follows the Feldman Model
Analyze artworks to determine how they would be valued according to each aesthetic theory: Imitationalism, Emotionalism, Formalism, Functionalism
Define Aesthetics as the branch of philosophy that deals with the nature and value of art.
Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
RESOURCES
COURSE/GRADE LEVEL: Art Fundamentals/9-12 UNIT TITLE: Art History SUGGESTED UNIT TIMELINE: 2-5 class periods
ESSENTIAL QUESTION(S): What can works of art tell us about a society? How do the arts reflects the time, place, and ideas? How do the arts reflect as well as shape culture? In what ways have technological changes influenced artistic expression? How do artists from different eras explore and express similar themes?
WHAT DO WE WANT STUDENTS TO KNOW, UNDERSTAND, AND BE ABLE TO DO? REFERENCE/ STANDARD
STANDARDS: Content specific standards and those from other disciplines that will be assessed (formatively and summatively) in this unit.
MAJOR STANDARD
SUPPORTING STANDARD
Define Aesthetics as the branch of philosophy that deals with the nature and value of art. X
Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
X
Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme X
Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art
X
UNIT DESCRIPTION: Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art
UNIT VOCABULARY: Realistic, Abstract, Non-Objective Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art
HOW DO WE KNOW STUDENTS HAVE LEARNED? UNIT ASSESSMENT BLUEPRINT
Curriculum Strand/Domain
Curriculum Cluster
Learning Target (Standard)
Type of Target/DOK
Level
Assessment Method
Number of Items Notes
Artistic Perceptions Aesthetics Define Aesthetics as the branch of philosophy that deals with the nature and value of art.
One
Artistic Perceptions Aesthetics Discuss personal beliefs about the nature of art, develop answers to questions about the
One
definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
Historical Cultural Context
Characteristics of Artworks
Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme
Three
Historical Cultural Context
Historical Period or Culture
Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art
One
FACILITATING ACTIVITIES Strategies and methods for teaching and learning
HOW WILL WE RESPOND WHEN STUDENTS HAVE
NOT LEARNED?
HOW WILL WE RESPOND WHEN STUDENTS HAVE ALREADY LEARNED?
STANDARD #
TEACHER INSTRUCTIONAL
STRATEGIES
STUDENT LEARNING TASKS
INTERVENTIONS EXTENSIONS
Define Aesthetics as the branch of philosophy that deals with the nature and value of art.
Discuss personal beliefs about the nature of art, develop answers to questions about
the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?) Compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme
Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art/Pop Art
RESOURCES
Strand/Domain: Product/Performance
Cluster: Drawing
Understand (Conceptual): Students will understand that…
Artists develop their skills in using art materials to better express themselves.
Standard: Demonstrate proficiency using a single drawing media.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Medium/Media (Associated vocabulary will vary, depending on medium used.)
Learn the properties, characteristics, history and/or usage of a given medium, such as: • Composition of the drawing media
(EX: drawing pencils are composed of graphite and wax. Paint is made up of pigment, medium/ vehicle and solvent.)
• History of a given medium, such as
artists from different time periods who exhibited mastery of that medium.
• Usage of the media including
techniques, advantages and disadvantages of the medium, cleanup, storage and finish of given media.
Explore different techniques of the medium. Complete a finished artwork that demonstrates mastery of the medium.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Drawing
Understand (Conceptual): Students will understand that…
Making smooth, solid areas of light and dark is the first step in creating interesting shading.
Standard: Use dry media to create smooth areas of a single value.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Medium/Media Value Value Scale Texture
Use dry media (e.g. pencil, charcoal, color pencil, etc.) to create smooth (non-textured) areas of a single value (e.g. light gray, medium gray, dark gray.) Students will use techniques appropriate to the media. For example: blenders/tortillons to smudge the material, criss-crossing marks, or shading.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Drawing
Understand (Conceptual): Students will understand that…
Making values that change is an essential part of shading.
Standard: Use dry media to create areas where values change smoothly and gradually.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Medium/Media Value Value Scale Gradient/Gradated
Use dry media (e.g. pencil, charcoal, color pencil, etc.) to create areas that smoothly transition from one value (light gray) to another (dark gray) Students will use techniques appropriate to the media. For example: blenders/tortillons to smudge the material, criss-crossing marks, or shading.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Drawing
Understand (Conceptual): Students will understand that…
When, artists use basic tools like a ruler to measure and mark lines, accuracy is important.
Standard: Use a ruler to create basic measurements (e.g. divide a sheet of paper into a grid.)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Ruler Units of measurement (inches, feet, centimeters)
Correctly use a ruler to accurately measure and mark lines or shapes.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Painting
Understand (Conceptual): Students will understand that…
Using the right kind of brush makes the task of painting easier and improves the look of the finished artwork.
Standard: Match proper choice of brush size or type for task (e.g. round of lines, flats for filling in large areas.)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Round Flat Handle Ferrule Bristles
Match proper choice of brush size or type for task (e.g. round of lines, flats for filling in large areas.)
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Abstract artwork is created by using simplified imagery stressing one or more Element of Art.
Standard: Student will be able to create an original artwork that is abstract.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Elements and Principles of Art Simplified imagery Fractured Shapes or Spaces
Identify abstract artwork. Apply Elements and Principles of Art to create simplified imagery. Create fractured shapes or spaces in an artwork.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Artistic Perceptions
Cluster: Aesthetics Understand (Conceptual): Students will understand that… There are various opinions/theories of what art is, and they have the ability to adopt a current, existing definition of what art is as their own or create their own definition.
Standard: Discuss personal beliefs about the nature of art, develop answers to questions about the definition of "art" (e. g. What is art? Who decides what makes an artwork special, valuable or good?)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… There are various opinions about what “art” is and how art is valued. Aesthetics is the branch of philosophy that deals with the nature and value of art.
Discuss and/or write on the topic “What is art?”
Come up with their personal definition of “art.”
Use that definition to put artwork into “art” or “not art” categories.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Art Perceptions
Cluster: Art Criticism Understand (Conceptual): Students will understand that… The art criticism process is used to analyze and evaluate art.
Standard: Students will be able to introduce, describe, analyze, interpret and judge a work of art.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Define: Subject Theme Symbolism Message communicated Feldman Model
- Introduction - Description - Analysis - Interpretation - Judgment
Students will learn about the Feldman Model of art criticism.
Students will read student and professional examples of art criticisms.
Students will critique a work of art using the Feldman Model.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Artists use shading and detail to create artwork from observation.
Standard: Student will be able to understand and create an original artwork from observation.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Elements and Principles of Art Shading Techniques
• Highlights • Middle values • Cast shadows • Reflected light • Hatching • Cross hatching • Blending • Stippling
Value Scale Perspective
• Overlapping • Size • Placement
Contour Line
Apply observed Elements and Principles of Art to artwork. Compare/contrast value from one object to the next. Identify and apply different perspectives of a composition. Apply proper shading techniques to create to create an artwork from observation.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Balance
Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create art.
Standard: Differentiate between each kind of balance: formal (symmetrical and radial) and informal (asymmetrical).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Balance Formal Informal Symmetrical Radial Asymmetrical
Identify different types of balance used in finished art pieces. Describe individual types of balance. Create artwork using balance.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Historical and Cultural Context
Cluster: Characteristics of Artworks
Understand (Conceptual): Students will understand that… They can compare and contrast artworks based on many different criteria.
Standard: compare and contrast two or more artworks based on characteristics, time, place, artist, subject matter and theme
Learning Targets DOK
Know (Factual)
Do (Reasoning/Performance/Product)
Students will know… Students will… Compare Contrast characteristics time period place artist theme/subject matter characteristics of style
Learn/review how to compare 2 artworks
Learn/review how to contrast 2 artworks
Learn the meaning of time period, place, artist, theme/subject matter, and characteristics of style
As a class, practice comparing and contrasting 2 artworks based on time period, place, artist, theme/subject matter, and characteristics of style
Compare and contrast 2 artworks based on time period, place, artist, theme/subject matter, and characteristics of style
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Color
Understand (Conceptual): Students will understand that… An artist’s use of Color in his/her artwork is influenced by Color theory such as Color value and Color schemes.
Standard: Identify and use Color theory including Color value, Color schemes (monochromatic, complementary, split-compementary, analogous, and triadic color schemes).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Color theory Color value Color Schemes: -monochromatic -complementary -split-complementary -analogous -triadic
Learn that Color Theory is an entire area of study in which the way colors work together and interact scientifically and psychologically are studied. Look at artworks and identify if an artist used color value and color schemes. Practice using color value. Practice using color schemes: -monochromatic -complementary -split-complementary -analogous -triadic
Create an artwork in which color value and a color scheme is used.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Color
Understand (Conceptual): Students will understand that… An artist’s use of Color in his/her artwork is influenced by Color theory such as the use of the primary, secondary, and intermediate Colors.
Standard: Identify and use Color theory knowledge of primary, secondary, and intermediate Colors.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Color theory Color: -primary -secondary -intermediate
Learn that Color Theory is an entire area of study in which the way colors work together and interact scientifically and psychologically are studied. Learn that Colors relate to each other – the primary colors create the secondary colors, and the primary and secondary colors create the intermediate Colors. Look at artworks and identify the Colors and artist used – primary, secondary, and/or intermediate.
Create an artwork in which Colors (primary, secondary, and/or intermediate) are used.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Interdisciplinary Connections
Cluster: Connecting Art and Non-Art Subjects
Understand (Conceptual): Students will understand that… Art criticism writing in Art can connect to aspects of the Analytical Writing Process in Language Arts.
Standard: compare and contrast the art criticism method with the process for analytical writing in Language Arts
Learning Targets DOK
Know (Factual)
Do (Reasoning/Performance/Product)
Students will know… Students will… Introduction Thesis Description Analysis Interpretation Judgement Concrete Details Supporting Details
Learn to write an Art Criticism Essay by looking at Art Criticism Essay writing guides, sample essays and writing tips given to them by the teacher.
Write an Art Criticism Essay includes writing an:
-Introduction -Thesis -Description -Analysis -Interpretation -Judgement Learn to write this essay using both: -Concrete Details -Supporting Details
Through using the same terminology, such as:
Introduction Thesis Description Analysis Interpretation Judgement Concrete Details Supporting Details
Connect writing their Art Criticism Essay to the
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Contrast
Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create art.
Standard: Identify and use variation within a single element to create contrast (e.g. different values, categories of shape, etc.)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Contrast Elements
Identify different types of contrast and how they are used in finished art pieces. Describe contrast and how it is used. Create artwork using contrast to create interest.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Emphasis
Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create.
Standard: Identify and create emphasis (focal point).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Emphasis Focal Point Composition
Demonstrate emphasis using contrast, isolation, placement and convergence.
Identify the use of different types of emphasis used in artwork.
Describe emphasis and it’s use on an artwork.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Historical and Cultural Context
Cluster: Historical Period or Culture
Understand (Conceptual): Students will understand that… Characteristics in artwork classify it as belonging to a specific historical period or style.
Standard: Identify artworks from the following periods/styles: Renaissance, Impressionism/Post Impressionism, Op Art, Pop Art
Learning Targets DOK
Know (Factual)
Do (Reasoning/Performance/Product)
Students will know… Students will… Characteristics of art from: -Renaissance -Impressionism/Post Impressionism -Op Art -Pop Art
Learn about art from specific historical periods or styles
Connect artwork with its historical period or style based on its characteristics.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Nonobjective artwork is created by stressing Elements of Art and their relationship with one another.
Standard: Student will be able to create an original artwork that is nonobjective.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Elements of Art No representation of a real object or thing
Identify nonobjective artwork. Apply Elements of Art to create an artwork. Create a nonobjective artwork that represents no real object or thing.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Artists create original portraits through the use of correct proportion and shape of facial features.
Standard: Student will be able to create an original portrait.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Correct facial proportions Correct shape of features
• Eyes • Nose • Mouth • ears • Hair • Neck
Create an original portrait using correct shape of features. Create an original portrait using correct facial proportions.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Space
Understand (Conceptual): Students will understand that… An artist uses both the positive and the negative space in two-dimensional artwork.
Standard: Identify and use positive and negative space in two-dimensional artwork.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Space: -positive -negative
Learn that an artist uses both the positive and the negative space in two-dimensional artwork. Look at artworks and identify how the artist used uses both the positive and the negative space in two-dimensional artwork.
Create a two-dimensional artwork in which both the positive and negative space are considered and used.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Proportion Understand (Conceptual): Students will understand that… Although faces vary, there are commonalities between the proportions of all human faces.
Standard: identify and use realistic size relationships (proportions) of the face
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Proportion
Create a human face using realistic size relationships (proportions):
1. "Eye" line is in the middle of the shape that you just drew.
2. Five eyes make up the width of a typical human face.
3. "Nose" line is in the middle of your "eye" line and the bottom your chin.
4. The corners of the inside of the eyes generally line up with the edges of the nose.
5. The "mouth" line is in the middle of your "nose" line and the bottom of your chin.
6. The pupils of the eyes generally line up with the corners of the mouth. The ears are usually found between the "eye" line and the "nose" line.
Sketch individual facial features noticing differences in shape and size. Diagram proportion and measurements of facial feature on an average size head.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Realistic artwork is created through attention to fine detail and correct proportions.
Standard: Student will be able to create an original artwork that is realistic.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Correct proportions Fine detail
Identify realistic artwork. Apply correct proportions and fine detail to create an artwork.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Rhythm/Repetition
Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create art.
Standard: Identify and create different kinds of rhythm (e.g. regular, alternating, random, flowing, and progressive).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Rhythm Regular Alternating Random Flowing Progressive
Identify different types of rhythm used in finished art pieces. Describe individual types of rhythm. Create artwork using rhythm.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Texture
Understand (Conceptual): Students will understand that… Textures can be part of an artwork in a real, invented, or simulated way.
Standard: Identify and use real, invented and simulated textures
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Real Texture Invented Texture Simulated Texture
Look at artworks and identify if an artist used real texture, invented texture, and/or simulated texture. Practice creating real textures, invented textures, and simulated textures. Create an artwork in which real, invented, and/or simulated texture is used.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Unity Understand (Conceptual): Students will understand that… Unity in a work of art can be created by the use of elements and principles.
Standard: explain how elements and principles create unity in artwork
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Elements Principles Unity
Identify the elements and principles that work together to create unity in a work of art.
Create unity in their own artwork through the use of the elements and principles.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Value
Understand (Conceptual): Students will understand that… An artist’s use of Value in his/her artwork can be used to show shape or form solely through contrast of values.
Standard: Use lines to define objects, but also show shape or form solely through contrast of values (dark shape on light background, for example).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Value Contrast
Learn that lines can be used to define objects, but that objects can also be defined solely through contrast of values (dark shape on light background, for example). Look at artworks and identify how the artist used lines or contrasting values to define objects. Practice showing objects solely through contrasting values to define them.
Create an artwork in which shape or forms are defined solely through contrast of values
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster: Space
Understand (Conceptual): Students will understand that… Artists manipulate elements and principles to create.
Standard: Identify and use perspective techniques to create the illusion of space (one-point Linear perspective, overlapping, and change of: size, detail, placement, value/Color).
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Elements Principles Space Illusion of space 1 pt. Perspective Overlapping Size Detail Placement Value Color
Identify illusion of space used in artwork. Create a variety of different sketches using the illusion of space. Create a finished artwork incorporating illusion of space.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster:
Painting Understand (Conceptual): Students will understand that… The proper use and care of tools is essential to the artist success
Standard: Demonstrate proper use and cleaning of brushes and palettes
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Location of palettes, brushes, cleaner, sinks Tips up Water pressure
Identify steps in cleaning of tools Show proper storage of brush and palettes
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Painting
Understand (Conceptual): Students will understand that… All hues can be created from primary colors
Standard: Mix tempera or acrylic paint to create different hues
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Color spectrum Color wheel Hue Primary Secondary Tertiary/Intermediate
Demonstrate mixing of secondary/intermediate colors using only primary colors Identify colors and order of color wheel Explore how colors mix
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster:
Painting Understand (Conceptual): Students will understand that… Color can be manipulated into a range of values
Standard: Mix Tempera or acrylic paint to show a range of values, creating 3 tints and 3 shades from a given color
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Color wheel Value scale Tint Shade
Use color wheel to create colors Create a value scale of tints Create a value scale of shades Identify how to move from one value to next by gradually adding black or white paint
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster:
Sculpture, Ceramics, Other Media
Understand (Conceptual): Students will understand that… Concepts in sculpture can communicate a variety of ideas
Standard: Demonstrate concepts of sculpture (e.g. in the round vs. relief, sculpture methods, scale/size issues, kinetic vs. stable, etc.)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… In the round Relief Scale Kinetic Stable Large scale Small scale
Identify different types of sculpture Compare and contrast in the round vs. relief, kinetic vs. stable, and large scale vs. scale
☐Level-1 Recall
☒Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Sculpture, Ceramics, Other Media
Understand (Conceptual): Students will understand that… A variety of media can be used in three-dimensional art.
Standard: Use a Variety of Media
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Media (e.g. wire, plaster, Paper Mache, clay, assemblage) Three-dimensional
Explore different types of media Create a 3-dimensional work of art in specific media
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain:
Elements/Principles
Cluster:
Form Understand (Conceptual): Students will understand that…
Using specific techniques can create the illusion of form on a 2 dimensional surface.
Standard: Identify and use techniques to create the illusion of form: sphere, cube, cone and cylinder.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will…
Form (e.g. sphere, cube, cone and cylinder) Geometric Value Range Gradation-smooth Shading Highlight Shadow Cast Shadow
Recognize/identify the different types of forms Practice creating a value scale from light to dark
with smooth gradation. Identify the parts of a shadow (e.g. highlight,
shadow, cast shadow). Investigate how value can be applied to create
the illusion of form, and how it is affected by a light source.
☐Level-1 Recall
☐Level-2 Skill/Concept
☒Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster: Subject Matter: Fine Art
Understand (Conceptual): Students will understand that… Still life compositions can be created in a variety of media to effectively communicate the artists viewpoint.
Standard: Create an original still life.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Still life Media Observation Elements Principles
Identify the elements and principles that are pertinent to the unit. Observe a still life arrangement. Apply specific elements and principles when considering composition and sketching ideas. Create an original still composition in a choice of media.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Product/Performance
Cluster:
Theme Understand (Conceptual): Students will understand that… Artists use themes in their artwork in order to communicate original ideas.
Standard: Create an original artwork that communicates ideas through themes (e.g. identity, power, time, nature, illusion)
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Theme (e.g. identity, power, time, nature, illusion)
Identify what a theme is. Design an idea for an original artwork, based on a theme. Create artwork that communicates an original theme.
☐Level-1 Recall
☐Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☒Level-4 Extended Thinking
Strand/Domain: Elements and Principles
Cluster:
Line Understand (Conceptual): Students will understand that… The element of line appears in artwork in a variety of ways.
Standard: Identify and use a ruler to create converging, parallel, and perpendicular lines.
Learning Targets DOK Know
(Factual) Do
(Reasoning/Performance/Product)
Students will know… Students will… Line (e.g. vertical, horizontal, diagonal, curved, zigzag) Converging Parallel Perpendicular Ruler
Identify the 5 types of line. Define the words-converging, parallel, perpendicular, and line. Demonstrate use of a ruler when drawing converging, parallel, and perpendicular lines.
☐Level-1 Recall
☒Level-2 Skill/Concept
☐Level-3 Strategic-Thinking
☐Level-4 Extended Thinking
Scoring Guide for Art Fundamentals, CCO IA
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Contour Line
• Continuous line of varying weight follows edges of form
• Shows specific details
• Continuous line follows edges of form
• Shows some accurate details
• Shows specific details
• Line shows simplified edges of form
• Shows few specific details
• Broken, sketchy line • Form is unclear • Form is shown as outline
only
Geometric Shape and/or Forms
• All shapes and/or forms are precise and mathematical
• All shapes and/or forms are nearly precise and mathematical
• Freehand shapes and/or forms with uneven edges
• Freehand shapes and/or forms are mostly uneven and/or unclear
Organic Shape • Detailed plant or animal • Simplified plant or
animal • Stereotyped plant or
animal • Cannot be recognized as
a plant or animal Illusion of Form: Sphere, Cylinder, Cone, Cube, Pyramid
• Shaded objects clearly indicate light source.
• Shading is consistent from object to object
• Cast shadows on flat surface are accurate in shading, shape, size and placement
• Five different forms used, including many overlapping forms
• Shaded objects indicate light source.
• Shading is mostly consistent from object to object
• Most cast shadows on flat surface are accurate in shading, shape, size and placement
• Five different forms used, including some overlapping forms
• Limited consistency in indicating light source.
• Shading is somewhat consistent from object to object
• Many cast shadows are inaccurate in shading, shape, size or placement
• Four different forms used, including some overlapping forms
• Shading does not indicate light source
• Shading is inconsistent from object to object
• No cast shadow • Two forms used (alone
or in combination) • Three different forms
used, including no overlapping forms
Identify and use color theory including color value, color schemes (monochromatic, complementary, analogous, and triadic color schemes.)
• Color scheme is clearly indicated with expressive intent
• Uses 4 or more tints and shades for each color and includes intensities
• Color scheme is clearly indicated
• Uses 3 tints and shades for each color and includes intensities
• Color scheme is approximately indicated
• Uses few tints and/or shades
• Color scheme is not used • Uses only one tint • Uses only one shade
Actual Texture
• Uses three dimensional, repeated surface design
• Uses high and low relief • Creates a variety of
textures
• Uses three dimensional, repeated surface design
• Uses high and low relief
• Uses three dimensional, repeated surface design
• Uses three dimensional, surface design
Simulated Texture
• Looks like three-dimensional texture but is flat
• Shows observed texture • Demonstrates a variety
of textures
• Looks like three-dimensional surface but is flat
• Shows observed texture
• Looks like three-dimensional surface but is flat
• Shows specific texture
• Looks like three-dimensional surface, but is flat
• Random marks
Space – Positive and negative
• Intentionally balances positive and negative space to support composition effectively
• Effectively and intentionally arranges positive and negative space to support expressive intent
• Intentionally balances positive and negative space to support composition
• Intentionally arranges positive and negative space to support expressive intent
• Creates near balance between positive and negative space to support composition
• Arranges positive and negative space, but pays more attention to positive space than negative space
• Does not create balance between positive and negative space to support composition
• Artwork is dominated by negative space
Space – Linear Perspective One point perspective
• Draws one-point perspective with all converging lines meeting at one vanishing point
• Draws all vertical and horizontal dimensions parallel to each other
• Includes complex shapes which might include diagonal and curves
• Draws one-point perspective with all converging lines meeting at one vanishing point
• Draws all vertical and horizontal dimensions parallel to each other
• Draws one-point perspective with most converging lines meeting at one vanishing point
• Some converging lines go in the correct direction but do not touch the vanishing point
• “Closes” the far side of cubes with some nearly horizontal/vertical lines
• Draws most angled lines toward but not meeting at the vanishing point
• “Closes” the far side of cubes with a diagonal line rather than horizontal/vertical lines
Balance Symmetrical
• Symmetrical – elements of approximately the same visual weight are arranged on either side of a centerline/axis
• Compositions are complex, with several elements precisely arranged
• Symmetrical – elements of approximately the same visual weight are arranged on either side of a centerline/axis
• Symmetrical – the visual weight on one side of the work is slightly greater than the other side
• Symmetrical -the visual weight is noticeably greater on one side
Balance Asymmetrical
• Asymmetrical - Complex elements are precisely arranged on either side of a centerline/axis and have equal visual weight
• Asymmetrical - elements on either side of a centerline/axis have equal visual weight
• Asymmetrical – composition shows evidence of balance though too much visual weight on one area and too little in others
• Asymmetrical -composition is unbalanced, with too much visual weight in one area, and too little in others
Emphasis: Emphasis used to create a focal point through contrast
• Uses contrast in three elements to draw attention to an area in the composition (for example a light, yellow, geometric shape against a dark, violet, organic background)
• Uses contrast in two elements to draw attention to an area in the composition (for example a light yellow shape against a dark violet background)
• Uses contrast in one element to draw attention to an area in the composition (for example a light shape against a dark background)
• Uses contrast in one element across a composition
• Contrast doesn’t draw attention to a specific area in the composition
Emphasis: Emphasis used to create a focal point through convergence
• Draws attention to a vanishing point by drawing all lines to it
• Composition of many complex objects all lead eye toward the center
• Draws attention to a vanishing point by drawing all lines to it
• Composition of many objects all lead eye toward the center
• Draws attention to a vanishing point by drawing all lines to it
• Simple composition of few objects all lead eye toward the center
• Draws attention to a central part of the composition by drawing lines in the general direction
Contrast: Simultaneous contrast of two elements
• Uses differences in four elements in the same composition (for example, light and dark values, bright and dull colors, organic and geometric shapes, vertical and horizontal lines)
• Uses differences in three elements in the same composition (for example, light and dark values, bright and dull colors, organic and geometric shapes)
• Uses differences in two elements in the same composition (for example, light and dark values, organic and geometric shapes)
• Uses differences in one element in a composition (for example, light and dark values)
Rhythm: Regular rhythm
• Repeats identical, original motif with equal spacing
• Designs complex motif
• Repeats identical, original motif with equal spacing
• Designs simple motif
• Repeats original motif • Spacing is nearly equal • Designs simple motif
• Repeats motif that is based upon another’s work
• Motif may be different each time it repeats
• Spacing may be unequal Rhythm: Progressive rhythm
• Changes an original motif each time it is repeated
• Changes complex motif from one idea to another through many equal steps (for example a black house cat is transformed into a yellow lion)
• Changes an original motif each time it is repeated
• Changes simple motif from one idea to another through several equal steps (for example a green apple is transformed into a white baseball)
• Changes an element each time it is repeated
• Changes element from one idea to another through a few steps (for example a circle is transformed into a square)
• Steps may be unequal
• Changes an element from one idea to another in one or two uneven steps (for example a circle is placed next to a square rather than having steps in between where the circle gradually loses its curves )
Unity: Unified composition through three elements
• Uses three elements at various places in a composition (for example, light values, warm colors, geometric shapes)
• Complex composition
• Uses three elements at various places in a composition (for example, light values, warm colors, geometric shapes)
• Simple composition
• Uses two elements at various places in a composition (for example, light values, warm colors)
• Simple composition
• Uses one element at various places in a composition
Proportion: facial proportions
• Accurately captures the shape of facial features
• Accurately captures the spaces between all facial features
• Depicts a specific individual’s head /face
• Captures the shape of facial features
• Captures the spaces between all facial features
• Depicts an average, realistic looking head /face but not an individual’s variations
• Shows believable shapes of all facial features
• Shows believable spaces between all facial features
• Shows a little distortion from an average face/head but doesn’t match an individual
• Stereotypes or exaggerates shapes of some facial features
• Exaggerates spaces between features as in a cartoon
Scoring Guide for Art Fundamentals, CCO IB
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Demonstrate proficiency using a single drawing
media
• Strokes overlap smoothly • Uses side of tool to lay
down a band of value • Gradually presses harder
to create darker values • Gradually lessens
pressure for lighter values
• Values follow form
• Strokes overlap smoothly • Uses side of tool to lay
down a band of value • Gradually presses harder
to create darker values • Gradually lessens
pressure for lighter values
• Values follow form
• Some streaks are visible • Uses side of tool to lay
down a band of value • Gradually presses harder
to create darker values • Gradually lessens
pressure for lighter values
• Values follow form
• Lines are visible • Bands of value rather
than smooth blending • Value inconsistent in
following shape of object
Drawing: Continuous tone
• Shading is smooth, solid and consistent, covering an entire area in one value
• Shading is smooth and solid with a few spots slightly lighter or darker than the one value chosen
• Shading is sketchy and/or lighter or darker in some areas
• Shading is sketchy and/or lighter or darker in many areas
Drawing: Graduated tone
• Shading is smooth with more than 5 gradual changes in value
• Shading is smooth with 4-5 gradual changes in value
• Shading shows 3 values and is banded and sketchy in some areas
• Shading shows 2 values and is banded and sketchy in many areas
Drawing: Use lines to define objects but also shows shape or form solely through contrast of values (dark shape on light background, for example.)
• Shows edges of objects by changing value, not an outline
• Shows edges of some objects through outline
• Show edges of most objects though outline
• Show edges of most all objects though outline
Painting: Color Mixing to create different hues
• Mixes color completely to eliminate streaks
• Mixes many experimental colors
• Mixes color to eliminate streaks
• Mixes experimental colors
• Mixes most colors completely with few streaks
• Mixes few experimental colors
• Mixes most colors completely with many streaks
• Mixes a color
Painting: Color Application
• Applies even thickness of paint across composition
• Uses many brushstrokes to create a variety contrasting textures including soft edges of appropriate objects (for example smooth lines, dry brush, dabbing)
• Creates smooth, hard edges by controlling brush strokes in all areas intended
• Smoothly blends wet paint to gradually change color or value in all areas intended
• Applies even thickness of paint
• Use brush strokes to create textures including hard or soft edges of appropriate objects
• Creates smooth, hard edges by controlling brush strokes
• Smoothly blends wet paint to gradually change color or value
• Applies paint with some variation in thickness
• Uses a couple of brushstrokes to show few textures
• Creates hard edges by controlling brush strokes but may not be smooth in all areas intended
• Blends wet paint to change color or value with some “banding”
• Applies paint unevenly with several thin or lumpy spots
• Uses one type of brushstroke rather than changing it to contrast textures
• Edges of objects may be uneven, ragged, or blurred
• When blending wet paint, there are distinct “bands” or rows of each color or value rather than a smooth, gradual change
Sculpture: Additive material over an armature (papier-mâché or plaster craft)
• Papier-mâché or plaster craft is smooth with no bumps or loose edges
• Layers added to build stable form with even thickness throughout
• Material is joined consistently
• Texture is consistent • Details were shown
through the material
• Papier-mâché or plaster craft is smooth with few bumps or loose edges
• Layers added to build stable form with consistent thickness
• Material is joined consistently
• Texture is consistent • Few details were shown
through the material
• Papier-mâché or plaster craft is half bumpy and rough
• Some loose edges • Layers added to build
stable form • Material is joined • Parts have consistent
texture • No details
• Papier-mâché or plaster craft is rough and bumpy
• Form is unstable due to uneven thickness or uneven layering
• Pieces come apart
Sculpture: Additive Methods Board Construction
• Cuts sharp edges of complex shapes using scissors and sharp knife
• Joins surfaces with an adhesive completely, cleanly, and neatly
• Scores board to make crisp folds
• Slots and joins pieces of board
• Creates physical balance • Complex compositions
with many parts
• Cuts sharp edges of shapes using scissors and sharp knife
• Joins surfaces with an adhesive completely, cleanly, and neatly
• Scores board to make crisp folds
• Slots and joins pieces of board
• Creates physical balance • Uses many parts in
simple composition
• Cuts sharp edges of simple shapes using scissors or sharp knife
• Joins surfaces with an adhesive with seams showing or spots without glue
• Scores board to make folds
• Slots and joins pieces of board
• Creates physical balance • Uses few parts in simple
composition
• Cuts uneven edges of shapes using scissors
• Joins some surfaces with an adhesive so that pieces do not stay together
• Glue may be visible, oozing out of seams
• Folds may be uneven or rounded instead of crisp angles
• Slots and joins some pieces of board
• May not balance *Sculpture: Additive Methods Modeling
• Joins pieces smoothly and neatly
• Bonds pieces so they form a seamless, strong bond
• Forms the material with hands and tools to create a variety of shapes and fine details
• Complex composition • Creates physical balance,
self supporting • Finishes surface with
contrasting details and textures
• Joins pieces smoothly and neatly
• Bonds pieces so they form a seamless, strong bond
• Forms the material with hands and tools to create a variety of shapes and fine details
• Complex composition • Creates physical balance,
self supporting • Finishes surface with
some detail and clear texture
• Joins pieces neatly • Bonds pieces with
uneven, visible seams • Forms the material with
hands and tools to create a variety of shapes and some details
• Simple compositions • Creates physical balance,
self supporting • Finishes surface with one
texture
• Joins pieces • Bonds some pieces with
uneven, visible seams • Some pieces come apart
due to incomplete bonding
• Forms the material with hands and tools to create a few shapes
• Compositions are simple with a few pieces
• May fall over • Surface may show finger
marks as unintentional texture
*Sculpture: Additive Methods Wire
• Bends. twists, and forms wire with hands
• Selects and uses various tools most appropriate to constructing idea
• Uses minimum amount of wire to express idea
• Shows contours of form • Shows fine details • Joins pieces of wire
solidly and neatly • Creates physical balance • Complex composition
• Bends. twists, and forms wire with hands
• Selects and uses various tools most appropriate to constructing idea
• Uses minimum amount of wire to express idea
• Shows contours of form • Shows some detail • Joins pieces of wire
solidly and neatly • Creates physical balance • Simple composition
• Bends. twists, and forms wire with hands
• Selects and uses few tools
• Shows simplification of contour
• May use more wire than needed to show form
• Joins pieces of wire solidly
• Creates physical balance • Simple composition
• Bends. twists, and forms wire with hands
• Selects and uses one tool that may not be best for idea
• May use more wire than needed to show form
• Joins some pieces of wire solidly
• Some pieces fall apart • May be unbalanced • Simple composition
Scoring Guide for Art Fundamentals, CCO IC
Criteria
4
Advanced 3
Proficient 2
Nearly Proficient 1
Progressing Theme or Subject: Create an original artwork that is realistic.
• Develops realistic, detailed contour, form, texture from subjects
• Chooses compositions that are balanced and expressive
• Composition has a clearly identifiable focus supported by the elements
• Chooses a particular point of view
• Shows realistic contour, form and texture of subjects
• Chooses compositions that are balanced
• Composition has a focus • Chooses a point of view
• Shows simplified contour, form, and texture of subjects
• Chooses compositions that are mostly balanced
• Composition is somewhat unfocused
• Point of view is somewhat unclear
• Shows a simplified form or contours
• Does not make compositional choices causing the composition to be unbalanced
• Composition is very unfocused
• Point of view is unclear
Theme or Subject: Working from Observation
• Develops realistic, detailed contour, form, texture from observed subjects
• Chooses compositions that are balanced and expressive
• Composition has a clearly identifiable focus supported by the elements
• Chooses a particular point of view
• Shows realistic contour, form and texture of observed subjects
• Chooses compositions that are balanced
• Composition has a focus • Chooses a point of view
• Shows simplified contour, form, and texture of observed subjects
• Chooses compositions that are mostly balanced
• Composition is somewhat unfocused
• Point of view is somewhat unclear
• Shows a simplified form or contours instead of matching the observed one
• Does not make compositional choices causing the composition to be unbalanced
• Composition is very unfocused
• Point of view is unclear
Theme or Subject Still Life
• Creates original artwork • Develops realistic, detailed
form and texture from observed subjects
• Creates balanced, varied arrangement
• Creates original artwork • Shows form and texture
of observed subject matter
• Creates balanced arrangement
• Modifies artwork created by another artist
• Shows simplified form and texture
• Some spaces not balanced
• Copies another artist’s work
• Drawn subject matter is not easily identified
• Page lacks variety and balance
Theme or Subject Landscape
• Creates original artwork • Includes horizon • Realistic proportion of
objects that are next to each other
• Objects change in scale, growing smaller as they are closer to the horizon
• Creates a balanced composition with realistically rendered landscape elements
• Shows texture on near objects
• Creates original artwork • Includes horizon • Realistic proportion of
objects that are next to each other
• Objects change in scale, growing smaller as they are closer to the horizon
• Creates a balanced composition with realistically rendered landscape elements
• Modifies artwork created by another artist
• Includes horizon • Objects next to each
other may be unrealistic in proportion
• Many objects change in scale, growing smaller as they are closer to the horizon
• Copies another artist’s work
• Uses simplified forms • More variety is needed
Theme or Subject Portrait
• Creates original artwork • Shape of features match
individual • Proportion among features
matches individual • Gives indication of
personality by expression, personal items, background
• Details/textures match individual
• Creates original artwork • Shape of features match
individual • Proportion among
features matches individual
• Gives some indication of personality through use of detail and background
• Modifies artwork created by another artist
• Shape of features are believable but may not match the individual
• Proportions are believable but may not match the individual.
• May be a simplified version of the individual person’s features
• Copies another artist’s work
• Exaggerates shapes of features
• Exaggerates sizes of the features
• Exaggerates proportions • Empty background
Theme or Subject Realistic Art
• Creates original artwork • Work is an accurate match
for what is seen line, texture, shape/form, space, and color
• Creates original artwork • Work is an accurate
match for what is seen line, texture, form, color, and space
• Modifies artwork created by another artist
• Work is a simplified version of what is seen line, texture, form, color, and space
• Copies another artist’s work
• Work distorts or exaggerates what is seen
Theme or Subject
• Creates original artwork • Creates original artwork • Modifies artwork • Copies another artist’s
Abstract Art
• The subject can be identified
• Line, shape/form, color, value, texture, and space are distorted in order to make an interesting composition
• Composition is balanced • Distortion of elements leads
the eye through the composition
• Negative and positive shapes/spaces are given equal importance in designing the space
• The subject can be identified
• Line, shape/form, color, and value are distorted in order to make an interesting composition
• Composition is balanced • Distortion of elements
leads the eye through the composition
created by another artist • The subject can be
identified • Line, shape, and color,
are distorted in order to make an interesting composition
• The composition is almost balanced, some parts need more attention
work • It may not be possible to
identify the subject • Line, and shape are
distorted • The background may be
what is “left over” instead of spaces that were designed to be interesting
Theme or Subject Nonobjective Art
• Creates original artwork • No recognizable subjects • Line, shape/form, color,
value, texture, and space are arranged to make an interesting composition
• Composition is balanced • Elements lead the eye
through the composition • Negative and positive
shapes/spaces are given equal importance in designing the space
• Creates original artwork • No recognizable
subjects • Line, shape/form, color,
and value are arranged to make an interesting composition
• Composition is balanced • Elements leads the eye
through the composition
• Modifies artwork created by another artist
• No recognizable subjects
• Line, shape, and color, are arranged in order to make an interesting composition
• The composition is almost balanced, some parts need more attention
• Copies another artist’s work
• Subject may be recognized
• Line, and shape are arranged into a design
• The background may be what is “left over” instead of spaces that were designed to be interesting
Scoring Guide for Art Fundamentals, CCO II
Art Fundamentals Aesthetics Scoring Guide
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Define “Art”.
A good definition:
• is clear and specific
• separates objects into two easily
• Develops clear guidelines for sorting objects into two groups (“art” versus “not art”)
• All objects fit into one of the two categories
• Other people can use the student’s definition and end up with the same objects in each group.
• Develops clear guidelines for sorting objects into two groups (“art” versus “not art”)
• All objects fit into one of the two categories
• Other people can use the student’s definition and end up with the same
• Lists guidelines for sorting objects into two groups (“art” versus “not art”)
• Most objects fit into one of the two categories
• Others can use the student’s definition and end up with most objects
• Guidelines may put too many objects into one of the two groups (“art” versus “not art”) Examples are: “Art is everything” or “Art is nothing”
• It is difficult for other people to sort objects
understood, different categories or groups
• can be used by others to sort objects
• Compares and contrasts personal definition of art with definitions from other perspectives such as different gender, age, social, cultural, religious, economic and/or political groups
objects in each group.
in the same group using the definition, for example, “It is art if I say it is”
*-Art Criticism Scoring Guide – Double space your paper. Include proper heading: Name, Date, Hour Criteria
4
Advanced 3
Proficient 2
Nearly Proficient 1
Progressing
Grammar, Style Form throughout
essay:
• Free of errors • Consistently uses third person in
other artist’s work or first person if own piece
• Uses sophisticated sentence variety, precise vocabulary
• References last name only after introductory paragraph
• All steps of critique model in correct order
• Few minor errors in spelling or grammar
• Uses third person in other artist’s work or first person if own piece
• Some sentence variety, appropriate vocabulary
• References last name only after introductory paragraph
• All steps of critique model in correct order
• Errors in grammar and spelling without affecting clarity
• Some use of first or second person
• Little sentence variety • First and/or last name
of artist used throughout essay
• Steps of critique out of order
• Multiple grammatical errors interfere with content and readability
• Uses first, second and/or third person
• First and/or last name of artist used throughout essay
• Steps of critique missing
Introduction Paragraph – Explains the purpose of the essay Gives Thesis & information about the work: artist’s name, title of piece, when and where it was created, what media was used, its period, style, or culture.
• Clearly states thesis. Tells plan to critique another artist’s work or to explain the goal of a personal piece
• All available information given
• Thesis states plan to critique another artist’s work or to explain the goal of a personal piece
• Most available information given
• Artist’s work or a personal piece mentioned in thesis
• Tells two facts about work to be critiqued
• Artist’s name or title of work listed
• No thesis evident
Describe Paragraph Write Facts: (Concrete Details) Description Writes sentences that list everything seen in the artwork
• Topic sentence tells what the subject is
• Logical, coherent, complete, detailed description of what is seen in the work
• Topic sentence tells what the subject is
• Logical, coherent, complete description of what is seen in the work
• Description of what is seen in the work but slightly unorganized
• Random mention of one or two details seen in the work
Analysis Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences) Analysis Explains how three elements (Line, Shape, Form, Color, Texture, Space, Value) work together with three Principles (Balance,
• Decides which elements and principles are most important
• Sentences explain, in detail, how and where three most important elements are used with
• Decides on three key elements and principles.
• Explains how and where each important element is used with each important principle with some support
• Lists elements and principles used
• OR writes about how and/or where many elements and principles are used together
• Writes about elements or principles without making a connection between them
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three most important principles
Interpretation Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences)
Interpretation Explains the artist’s use of symbols (color, shape, cultural meanings), emotional mood or attitude toward the subject, social commentary, spiritual /religious ideas, story telling, or other purpose of the work.
• Clearly infers meaning of work • Clearly explains connections
between the artist’s use of each important element/principle and the meaning of the work
• Explains meaning of work (mood, symbolism, attitude toward subject, social commentary, spiritual purpose, story telling)
• Relates artist’s use of elements and principles to ideas
• Suggests meaning of work but does not explain: mood, symbolism, attitude toward subject, social commentary, spiritual purpose, story telling
• Lists mood, attitude toward subject, or purpose
Conclusion Paragraph Write Facts and Opinion (Concrete Details and Commentary Sentences) Judgment Explains why the work is successful and is an example of one or more aesthetic theories. For example:
• Imitationalism – Art should copy the real or ideal world
• Formalism – Art should be an interesting arrangement of elements / principles.
• Emotionalism – Art should express feelings or mood
• Functionalism – Art should serve a purpose in society
• Evaluates how the work would be valued according to aesthetic theories (Imitationalism, Formalism, Emotionalism or Functionalism)
• Supports statements with specific references to the work and its context
• Explains how the work would be valued according to aesthetic theories (Imitationalism, Formalism, Emotionalism or Functionalism)
• Gives details, facts and clues from work that support theory
• Implies an aesthetic theory but may not use the term OR uses the term but does not explain
• Gives opinion of work that supports mood or content with few facts
• States personal opinion without supporting details
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Art Fundamentals, CCO III
Core Conceptual Objective III: Students will demonstrate knowledge of art in historical and cultural contexts. Essential Understanding Missouri State Standards Artists both influence, and are influenced by, the world in which they live. FA 5, G 1.10 Content and Skills:
Style/Period Time/Place
Style Characteristics Suggested Artists Context
Renaissance 1400-1600 Europe, began in Italy
Realistic style Expression of emotion Biblical, allegorical,
mythological, and portraits of wealthy patrons as subjects
Invention of linear and atmospheric perspective
Da Vinci, Michelangelo Buonarroti, Raphael (Raffaello Santi)
• Powerful catholic church as patron • Rich merchant class as patron • Rebirth of classical ideas and styles • Belief in individualism, artist as
hero • Belief in humanism, that humans
have value independent of religion • Art used to teach illiterate people
religion
Impressionism 1875-1905 Began in France, spread through Europe and to USA
Visible brush strokes Broken color, colors appear to
mix Colors show atmospheric
effects Working class people,
cityscapes, landscapes as subjects
Influenced by Japanese prints
Claude Monet Edgar Degas Mary Cassatt
• Industrial revolution: locomotives, photography, paint in tubes
• Reaction against academic art which had shown religion, history, mythology
• Reaction against upper class and for the common people
• Patriotic in showing the fertility of French soil
Pop Art 1950’s London 1960’s-present in United States
Raising everyday objects to art Art for the masses Images of popular culture:
supermarket products, billboards, comics, magazine
Andy Warhol, Jasper Johns, Robert Indiana, Jim Dine, Klas Oldenburg, Roy Lichtenstein,
• Color television in most homes • Art showed how mass media
influenced daily life • Boom in economy following WWII,
women back in homes after working
ads Silkscreen prints of popular
icons (Elvis, Marilyn Monroe, etc.)
Objects in surprising combinations or greatly enlarged
Rosenquist, Robert Rauschenberg, Paschke, Richard Hamilton Koons, Wayne Thiebaud, Keith Haring, David Hockney, Peter Max
factory jobs during wartime • Growth of suburbia • Commercial art to museums • Explosion of pop and youth culture:
Beatles, folk, etc. • Civil rights movement
Op Art 1966-1975 France and London
Optical illusions cause paintings to appear to move
Hard-edge shapes in black and white or black with color
Repetition of the same shape to create pattern
Nonobjective designs
Victor Vasarely, Bridget Riley
• Effects of Viet Nam War • Kennedy assassination • Futurism/”New Frontier” • 60’s Social revolution and change
Scoring Guide for Art Fundamentals, CCO III
Criteria
4 Advanced
3 Proficient
2 Nearly Proficient
1 Progressing
Compares and contrasts artworks on style, characteristics, and context. • Realistic, abstract, and non-objective drawings, and/or paintings (portrait, landscape, still life) • Realistic, abstract and non objective sculpture • Art as Personal Communication • Art as Mass or Graphic Communication
• Compares, contrasts, and evaluates sets of artworks
• Addresses the most significant characteristics of the work
• Defends statements with detailed reference to the work
• All information is correct and specific
• Compares, contrasts, and evaluates sets of artworks
• Addresses important characteristics of the work
• Defends statements with reference to the work
• All information is correct
• Compares and contrasts sets of artworks
• Addresses less important characteristics of the work
• Supports some statements with reference to the work
• Some important comparisons are missing.
• Some information may be incorrect
• Lists characteristics of the artwork
• Information may be incomplete
• Many pieces of information may be incorrect
Scoring Guide for Art Fundamentals, CCO IV
Criteria
4
Advanced 3
Proficient 2
Nearly Proficient 1
Progressing Compares and contrasts the art criticism process with the analytic reasoning process in language arts
• Compares and contrasts art criticism and analytic reasoning with reference to steps in each
• Addresses the most significant characteristics of the processes
• Defends statements with detailed reference to each process
• All information is correct and specific
• Compares and contrasts art criticism and analytic reasoning with reference to steps in each
• Addresses significant characteristics of the processes
• Defends statements with reference to each process
• All information is correct
• Compares and contrasts art criticism and analytic reasoning with reference to steps in each
• Addresses less important characteristics of the processes
• Supports some statements with reference to the process
• Some important comparisons are missing.
• Some information may be incorrect
• Lists steps in each process without explanation
• Information may be incomplete
• Information may be incorrect