Two Dimensional Art Curriculum Map Bourbon County Schools

Level: 10-12 Grade and/or Course: Two Dimensional Art Updated: 2012

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

1 Copyright Unit 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. copyright 2. aesthetic

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

2 Complementary color scale

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. subjective

2. subtle

3. concept 4. closure

5. style

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

3 Transperancy 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. style 2. optical

perception

3. craftsmanship

4. content 5. conceptual

perception

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

4 Overlapping transparent objects

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Non objective

2. Media 3. Ceremonial

art 4. Artistic

expression 5. Narrative

art

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

5 Oil Pastel portraiture “waiting”

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Subject Matter

2. Portrait 3. Self Portrait 4. Landscape 5. Functional

art

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

6 Intro to printmaking –“someone you cherish”

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Persuasive art

2. Genre painting

3. Representational

4. Nonrepresentational

5. abstract

week

Unit/Topic Standards Activities Learning Targets Vocabulary 7 Design Painting

“interlocking shape painting”

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common

Assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Expression 2. Naturalism 3. Accent art 4. Kinetic art 5. calligraphy

week

Unit/Topic Standards Activities Learning Targets Vocabulary

8 Organic shape painting using watercolor pencils

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Naturalism 2. Stylization 3. Mixed

media 4. Found

papers 5. Toned

ground

week

Unit/Topic Standards Activities Learning Targets Vocabulary

9 Interpretation of a famous painting- transforming it into a tryptic

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Sketch 2. Shading 3. Graphite 4. Composition 5. Aerial

perspective

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

10 Drawing design-

“where’s waldo”

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Atmospheric perspective

2. Two point perspective

3. Gestural drawing

4. foreshortening

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

11 Intro to watercolor painting- watercolor book

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. fixative 2. figurative 3. doodle 4. contour

drawing 5. countour

week

Unit/Topic Standards Activities Learning Targets Vocabulary

12 Still life drawing 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common

Assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Stippling 2. Crosshatchi

ng 3. Hatching 4. Cast

shadow 5. Organic

shape

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

13 1 object- 6 different

color schemes

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Organic line 2. Implied line 3. Principles of

design 4. Unity 5. variety

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

14 Reduction block

printmaking

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Variety 2. Emphasis 3. Balance 4. Proportion 5. contrast

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

15 Flip book 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Contrast 2. Movement 3. Rhythm 4. Pattern 5. repetition

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

16 Landscape painting- “

a scene from a book”

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common

assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

Elements of Art Color Value Space texture

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

17 Oil pastel drawing- self portrait in favorite place

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Form 2. Line 3. Shape

biomorphic shape

4. Negative space

week

Unit/Topic Standards Activities Learning Targets Vocabulary

18 Magnified drawing 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Positive space

2. Infinite space 3. Shallow

space 4. Actual shape 5. Amorphous

shape

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

19 Artopoly 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common

Assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Biomorphic shape

2. Implied shape

3. Avant garde 4. Easel 5. triptych

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

20 Intro to chalk Pastel 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. portfolio

2. middle key

3. matte

4. mat 5. masonite

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

21 Watercolor landscape 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

Panel Motif Mural Brayer Blocking in

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

22 Self portrait without

face

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Proof 2. Edition 3. Paper

registration 4. Monoprint 5. Image

transfer

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

23 Stopped in action

drawing

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Image transfer

2. Carving tools

3. Print 4. Relief

printing 5. ink

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

24 Watercolor still life-

toy painting

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common

assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Silk screen 2. Limited

edition 3. Original print 4. Pigment 5. painterly

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

25 Chalk pastel dream

drawing

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Complementary color scheme

2. Intermediate colors

3. Secondary colors

4. Primary colors

5. tetrads

week

Unit/Topic Standards Activities Learning Targets Vocabulary 26 Self Portraits in the

Style of Another Artist

1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Temperature

2. Subjective color

3. Spectrum 4. High key

painting 5. highlight

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

27 Watercolor fan 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Highlight 2. Key 3. Local color 4. Low key

painting 5. Modular

color

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

28 Artist trading cards 1.12 Students speak

using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Common assessment

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Overpainting

2. Raw color 3. Receding

colors 4. Saturation 5. impasto

week

Unit/Topic

Standards

Activities

Learning Targets

Vocabulary

29 Ribbon Drawings 1.12 Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.13 Students make

sense of ideas and communicate ideas with the visual arts.

2.22 Students create

works of art and make presentations to convey a point of view.

2.23 Students analyze

their own and others' artistic products and performances using accepted standards.

Art Project

Art Critique (writing strategy)

ACT Bellringers

Reading Strategy

Students will

use appropriate terminology to analyze and evaluate the use of elements of art (line, shape, form, texture, color) and principles of design (e.g., emphasis, pattern, balance, contrast) in a variety of visual artworks

expressively use the elements of art, principles of design and a variety of processes in creating artworks

apply organizational structures and evaluate what makes them effective or not effective in communicating ideas

analyze and evaluate the use of elements of art (e.g., line, shape, color properties, color schemes/groups, form, texture, space, value) and principles of design (e.g., repetition, emphasis, pattern, balance, contrast, rhythm, proportion, movement) in a variety of two and three dimensional artworks

identify and use a variety of subject matter in viewing and creating visual artworks (representational – e.g., landscape, portrait, still life, nonrepresentational – e.g., abstract, non-objective)

1. Gum Arabic 2. Glaze 3. Undertint 4. Underpainti

ng 5. palette