SECONDARY VISUAL ARTS CURRICULUMGrade Level 11-12 Semester 20 weeks Author Sarah SchmidtClass Group

MembersErika, Sara, Kristy, Ally, Adrielle, Kara

UNIT 1: ? weeks UNIT 2: ? weeks UNIT 3: ? weeks UNIT 4: ? weeksTitle The Human Impact contemporary themes in

social justiceWho needs words to tell a story? The impact of communication

Theme Natural Immersion Justice Journey LanguageDescription

Students will look into the impact we have on the earth (this can be taught along side a biology class). Students will then learn about artists that are conscious of this such as the artist who did the famous Spiral Jetty and Andy Goldsworthy to put to question what art is and if no permanence to the art will impact how they see art. Students will then construct and document works of art in nature with no impact. They will do a series of works in this manner whether that be through no impact in urban scapes like Anna Garforth or in nature like Goldsworthy.

Students will take topics their passionate about and will be paired on similar themes. Students will do theoretical readings about these topics to become well versed in them and have discussions about them. As a "community", students with the same topic will come together to create etched printmaking plates that work together and can display their message through their work. Also, students can be encouraged to get involved with their topic though their art

Students will learn about Australian aborigines art and native American art to learn about the ways they depict dreams and stories through symbols that only the maker or culture may understand, but has a beautiful aesthetic quality. Students will discuss the concept of what art is, and even though these cultures did not consider it art is it still art. students will then write out a journey they took either in a dream or someone else’s story, and then put symbols as descriptors to make that become the composition in the way it may seem fit. students can explore the many ways stories can be told with out words, like music, for help.

Students will learn the use of language around the world, especially in Islamic culture. The written word becomes so much more than just language, but art and a way of worship and prayer too. On some Islamic buildings, some of the letters and words are not even legible they’re so stylized, purely used for its ascetics. This can bring up discussion on other cultures practices and ways of using language in comparison to our own. I would also bring up artist Fathi Hassan and his impact on culture and language to supplement it, and with that and Dada. Students will then create paintings where they use words or letters in an abstract work to create a hidden meaning but not have any words be readable. This can be kept very open ended to see where students at this level can take it, it could be closer to dada or Hassan’s work and on whatever media or form they choose.

Practice Studio Pract. (60%) Crit/Hist Study (40%)

Studio Pract. (60%)

Crit/Hist Study (40%)

Studio Pract. (60%) Crit/Hist Study (40%) Studio Pract. (60%) Crit/Hist Study (40%)

-creating work outdoors

learning about

printmaking studying theory and

-creating dream like works

-learning about aboriginal culture

-abstraction-painting

-research on other cultures

SECONDARY VISUAL ARTS CURRICULUMenvironmental impact-learning about the artists

finding artists

-learning about native American culture

-artist research

Objectives Students will be able to: Students will be able to: Students will be able to: Students will be able to: Talk about how large

our impact is on the earth in 3 presented examples with evidence and research to back it up.

Analyze artwork from the artists with at least 3 written comments using the frames.

Create no impact artwork documenting in 3 different angles and an artist statement on process.

Students will research a topic of their choice and present at least 3 artist examples

Analyze artwork from the artists with at least 3 written comments using the frames.

students will create at least a series of 3 prints from their plate

create a work of art with at least 4 visual decisions made about the composition, color, and style.

explain their aesthetic decisions in at least 5 sentences.

compare and contrast the works of the artists with at least 4 points

orally discuss perspectives on new cultures in at least 3 thoughtful, reflective comments

Abstract a word or a phrase with at least 6 levels of abstraction

orally discuss perspectives on Fathi Hassan and his culture in at least 3 thoughtful, reflective comments

create a work of art with at least 4 visual decisions made about the composition, color, and style.

explain their aesthetic decisions in at least 5 sentences.

compare and contrast the works of the artists with at least 4 points

Forms 2D 3D 4D 2D 3D 4D 2D 3D 4D 2D 3D 4DFrames Cultural Subj. Struct. PMod Cultural Su

bj.Struc

t.PMo

d Cultural Subj. Struct. PMod Cultural Subj. Struct. PMod

ConceptualFramework

Artwork Artist Aud. World ArtworkArtist

Aud. World Artwork Artist Aud. World Artwork Artist Aud. World

Key Artists Andy Goldsworthy, Anna Garforth, Robert Smithson,DIY knit graffiti , Scott Wade

1960's War posters, Bansky,Glenn Ligon, Barbara Kruger

Aboriginal art, Native American war shields (from the plains Indians), Debra Nangala McDonald

Fathi Hassan, Glenn Ligon, Geometric Kufic, Dada Poetry

Key Artworks

River rock finished with gold leaf -Goldsworthy 1991Spiral Jetty- Smithson 1970Mona Lisa/Starry Night- Wade

Don’t Be a Jerk- Barbara KrugerIf at first you don’t succeed call an airstrike-Bansky

Special Homeland dreaming- McdonaldKulama-Nina PuruntatameriCrow shield with painted buffalo design

Untitled-HassanThe Light Man’s Historical Footstep- HassanPicture of artist creating his work- Hassan

SECONDARY VISUAL ARTS CURRICULUMKey Critical Questions

1. Do you consider Goldsworthy's work to be art even though it only lasts for a short period of time? Why?

2. Is the composition considered when creating his work? How?

3. How does the lack of permanence affect the audience?

4. Is it still considered "fine art" because it is not in a gallery?

5. Is the art still good if it does not take long to create?

1. How do these successfully prove a point?

2. what are things they all have in common?

3. does it change its effectiveness depending on where it is shown? why do you think that way?

4. Do colors have any effect on the pieces? why? and how?

1. what do you think these works are telling a story about

2. Does the color play a role in that story? why?

3. What does seeing these pieces in a museum do to the work?

4. Do you think the creators of the work considered it art? Or do you think there was more to it?

1. How does the artist publicly creating the work affect the work itself?

2. How do you think you would perceive this work if you could read Kufic script (it is not Kufic but is based off it)?

3. How does the content change when seeing his work in Africa versus the US?

4. Why do you think the Smithsonian took his work as a part of the African collection when it doesn’t even show actual Kufic script?

Vocabulary Impact – the effect or influence of one person, thing, or action, on anotherPermanence- the state or quality of lasting or remaining unchanged indefinitely

students will create their own when presenting their artwork and artists to the class

Dreams- A journey to interpret that comes from their spiritual deitysymbolism-the practice of representing things by symbols, or of investing things with a symbolic meaning or character

Nubian culture- A predominantly Islamic culture located along the Nile just south of Egypt originally known for their expert skill in bow.Kufic Script-Similar to Japanese ink calligraphy, there are very specific tools used to create Kufic writing. It’s known for its aesthetic beauty and is one of the oldest forms of Islamic writing. It is most often seen written in architecture and in the Qur’an. Because of the lack of rules, the script overtime has changed. The script looks a lot different across regions.displacement- Where something or someone(s) are taken out of their original context.Colonialism- the control or governing influence of a nation over a dependent country, territory, or people.

Language Functions

analyze, compare/contrast, critique, describe, interpret, question

analyze, compare/contrast, critique, describe, interpret, question

analyze, compare/contrast, critique, describe, interpret,

analyze, compare/contrast, critique, describe, interpret, question

Language Modes Read Write Liste

nSpeak Read Write Liste

nSpea

k Read Write Listen Speak Read Write Listen Speak

Language Syntax Discourse Syntax Discourse Syntax Discourse Syntax Discourse

SECONDARY VISUAL ARTS CURRICULUMDemandsLanguage Tasks & Activities

-Students will learn about the impact we have on the earth.-students will explore ideas on what art is and debate about that.

-students will research theory about a certain topic-students will find artists that deal with this topic

-Students will create a story-Students will talk about their work

-students will write about their work-students will talk about other students work-students will compare and contrast artists

Language Supports

-research through books, internet, and possibly though lecture in biology classes-understanding through debate and exploration

-internet research- group collaboration

artwork

-Worksheet-Think pair share

-worksheets-think pair share-brainstorming-critique

Assessments

Formative Summative Formative Summative Formative Summative Formative Summative

having students answer key critical questions

-Finished documented art piece-research on our impact

conversations on the topics

research presentations-finished work with writing

writing about the works and interpreting them

Their finished piece with written explanation

daily checks to see that they understood information

In critiquing the piece

National Standards

VA:Cr1.1.IIIa Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.VA:Cr2.2.IIIa Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.VA:Re.7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

VA:Cr1.1.IIIa Visualize and hypothesize to generate plans for ideas and directions for creating art and design that can affect social change.VA:Cr2.2.IIIa Demonstrate understanding of the importance of balancing freedom and responsibility in the use of images, materials, tools, and equipment in the creation and circulation of creative work.

VA:Cr1.2.IIIa Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.VA:Cr2.3.IIIa Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.VA:Pr5.1.IIIa Investigate, compare, and contrast methods for preserving and protecting art

VA:Cr1.2.IIIa :Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design based on a theme, idea, or concept.VA:Cr2.1.IIIa Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.VA:Cr2.3.IIIa Demonstrate in works of art or design how visual and material culture defines, shapes, enhances, inhibits, and/or empowers people's lives.

SECONDARY VISUAL ARTS CURRICULUM

VA:Re.7.2.IIIa Determine the commonalities within a group of artists or visual images attributed to a particular type of art, timeframe, or culture.

Common Core State Standards

CCSS.ELA-LITERACY.RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the accountCCSS.ELA-LITERACY.RST.11-12.2Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.CCSS.ELA-LITERACY.WHST.11-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processesCCSS.ELA-LITERACY.WHST.11-12.4Produce clear and coherent writing in which the development, organization, and

CCSS.ELA-LITERACY.RH.11-12.1Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.CCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.CCSS.ELA-LITERACY.RH.11-12.6Evaluate authors' differing points of view on the same historical event or issue by assessing the authors'

CCSS.ELA-LITERACY.RH.11-12.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideasCCSS.ELA-LITERACY.RH.11-12.3Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

CCSS.ELA-LITERACY.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

SECONDARY VISUAL ARTS CURRICULUMstyle are appropriate to task, purpose, and audience.

claims, reasoning, and evidence

Illustrative Artwork