Visual Arts Curriculum Guide
Visual Arts
Madison Public Schools
Madison, Connecticut
Dear Interested Reader:
The following document is the Madison Public Schools’
Visual Arts Curriculum Guide
If you plan to use the whole
or any parts of this document,
it would be appreciated if you credit
the Madison Public Schools,
Madison, Connecticut for the work.
Thank you in advance.
Table of Contents
Foreword
Program Overview
Program Components and Framework
•
Program Components and Framework
•
Program Philosophy
•
Grouping Statement
•
Classroom Environment Statement
•
Arts Goals
Learner Outcomes (K - 12) Scope and Sequence
•
Student Outcomes and Assessments - Grades K - 4
•
Student Outcomes and Assessments - Grades 5 - 8
•
Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12
•
Program Support / Celebration Statement
Program Implementation: Guidelines and Strategies
•
Time Allotments
•
Implementation
Assessment Guidelines and Procedures
•
Evaluation
Resources Materials
•
Resources / Materials
•
National Standards
•
State Standards
Foreword
The art curriculum has been developed for the Madison school system and is based on the newly
published national Standards for Arts Education, which are defined as Dance, Music, Theater, and
Visual Arts. The national standards for the Visual Arts were developed by the National Art
Education Association Art Standard Committee to reflect a national consensus of the views of
organizations and individuals representing educators, parents, artists, professional associations in
education and in the arts, public and private educational institutions, philanthropic organizations,
and leaders from government, labor, and business.
The Visual Arts Curriculum for the Madison School System will provide assistance and support
to Madison visual arts teachers and administrators in the implementation of a comprehensive K 12 visual arts program. The material described in this guide will assist visual arts teachers in
designing visual arts lesson plans that will give each student the chance to meet the content and
performance, or achievement, standards in visual arts. It is intended to give visual arts teachers a
flexible guideline in the design and delivery of a meaningful and relevant visual arts program that
is planned, ongoing and systematic.
Members of the Visual Arts Committee:
Angela Medley
Fay VanDyke
Suzanne Greenbaum
Ann McEntire
Laura Connors
Melissa Barker
Laurie Humphries
Lauren Woods
Art Coordinator, Daniel Hand High School
Daniel Hand High School
Daniel Hand High School
Brown Middle School
Brown Middle School
Island Avenue and Academy Elementary Schools
Jeffrey and Ryerson Elementary Schools
Ryerson Elementary School
Visual Arts
Program Overview
Program Overview
The Madison Curriculum Management Cycle addresses the need for the continual improvement
and/or updating of the schools' instructional programs through the periodic reexamination of
curriculum. The process is recursive and usually occurs within a five year cycle. The full cycle
includes two phases. Phase I: Development/Revision and Phase II: Implementation. Phase I has
two steps: Step 1: Program Evaluation and Step 2: Research and Development. Phase II has
two steps: Step 1: Implementation and Step 2: Monitoring.
The visual arts subject area committee as of November 1997 has completed the first two steps of
Phase I of curriculum revision. After review of the curriculum by the district-wide curriculum
council, the Superintendent of Schools and the Board of Education, it is anticipated that in the
Spring of 1998 Phase II: Step 1: Implementation will be initiated.
As a result of careful study, the visual arts committee has ensured that the revised curriculum is in
alignment with the national and state standards developed for visual arts. Although the language
in the Madison Public Schools' curriculum guide is not exactly the same as the language in the
national standards' document, the content of the goals and the objectives reflects the content
contained within the national and state standards and their corresponding benchmarks.
The subject area committee throughout Phase I: Step 2: Research and Development of the
Madison Curriculum Management Cycle examined several curriculum guides from schools
districts within the state as well as the most recent Connecticut State Department of Education
effort. The articulation of the guide's goals and objectives across grade levels has been examined
carefully and has been achieved to the satisfaction of the visual arts subject area committee
charged with the development of the guide. The committee believes that the Madison Public
School System has developed a quality visual arts program that is planned, ongoing, and
systematic.
H. Kaye Griffin
Superintendent of Schools
Karen A. Costello
Assistant Superintendent
Visual Arts
Program Components
& Framework
Program Components and Framework
All of the curriculum guides developed for the Madison Public Schools will include the following
components:
Philosophy:
An effective curriculum design needs to incorporate a philosophy, a statement of beliefs. The
philosophy in any given discipline or subject area reflects national trends based on research and
effective practice. It also incorporates the local school districts' beliefs regarding content area.
Seminal pieces of literature, research studies, curriculum and assessment frameworks are
referenced. An effective philosophy mirrors a vision statement and prepares the system to meet
the needs of its students for 2000 and beyond.
Classroom Environment Statement
The classroom environment statement addresses the ambiance in which the students work. It is an
environment which supports and facilitates growth in a given discipline. It describes the classroom
in which a student's desire to want to learn and do more in the given discipline is nurtured.
Grouping Policy
The grouping policy refers to the way students are assembled so that a quality curriculum can be
delivered most appropriately.
Goals
Goals address what students should know and be able to do after experiencing a quality
curriculum in grades K-12. Connecticut's Common Core of Learning (1985, 1987) states that all
educated citizens must possess a core of basic enabling skills and competencies that provide the
critical intellectual foundations for broader acquisition of knowledge. Goals which are established
for each discipline explain what those given competencies are in the designated discipline.
Outcomes / Assessments
Outcomes are the enabling skills at each grade level, which once mastered, empower the student
to move towards attainment of the stated goals. Classroom activities and/or student exhibitions
will correspond with the stated outcomes and serve as daily ongoing assessments.
Program Support and Celebration
The program support and celebration statement addresses how the core program is supported
outside of the regular classroom activities. It addresses the availability of extracurricular activities
which are designed to enhance a student's knowledge, competencies, and strategies in a subject
area.
Program Implementation
The implementation section of each curriculum guide will be completed as teachers begin to
utilize their subject area design. Teachers, as they use the guide, will be asked to submit sample
lesson plans which are aligned or illustrative of student objectives/learner outcomes previously
agreed upon during the curriculum development process.
Evaluation
The evaluation addresses the effectiveness of the program from a student performance stance. The
effectiveness of the designated curriculum is determined by whether the student is gaining facility
or gaining progress in a given subject area. Both formative (ongoing) and summative assessments
are referenced in order to determine if students are becoming more proficient in the discipline.
Appendices
The appendices contain strategies, resource material, and other reference material to assist the
teachers in the implementation of the curriculum and to assist students in learning the information
presented.
Program Philosophy
We believe that the visual arts provide a unique and necessary understanding of civilization;
develop creativity and problem-solving skills; provide the tools for verbal and nonverbal
communication; and develop the capacity to make wise and informed choices among the products
of the arts.
We believe that the making of art is of benefit to all students because of the opportunity for
unique self-expression and for group participation. Art instruction provides an opportunity for
self-directed learning. Students develop the ability to analyze, interpret, and evaluate their own
decisions regarding their artwork and the work of others.
We believe the art program should include the utilization of current technologies in the creative
process.
The art programs' mission is to provide all students with continuous and sequential study in the
visual arts which will simultaneously reveal the joy of aesthetic expression, the hard work of
craftsmanship, and the necessity of art within the complete human experience.
Grouping Statement
The K - 8 visual arts program in the Madison School System is a basic visual arts program.
Grouping will change as opportunity for enrichment grows with an increase in resources.
•
Grades K - 5
Students attend art classes in grades K - 5 by regular heterogeneous classrooms.
•
Grades 6 - 8
Students attend art classes in grades 6 - 8 dependent upon the team arrangement of their
particular grade. Classes are heterogeneous.
•
Grades 9 -12
Students select courses according to the course description and requirements.
Classroom Environment Statement
The teaching and learning environment for visual arts instruction should be designed to allow for a
variety of teaching and learning modalities. The Art room is a learning environment with special
needs for safety, energy, lighting (artificial or natural), location, sound control, and maintenance.
The size, configuration and equipment used in these spaces will depend on enrollment and
organization of classes as well as the educational goals outlined in the curriculum. Art instructors
in the Madison Public Schools believe the following would promote an ideal visual arts
environment:
•
Classrooms should be an average of 55 square feet per student. Equipment should include
computer, modem, computer attached to TV monitor and VCR, slide projector and screen,
chalkboard, bulletin boards, display cases, and room darkening equipment.
•
Areas should be flexible with movable furniture for both group and individual work and allow
for both small group and large group presentations.
•
Classrooms should have adequate cabinets and closets for storage of supplies, on-going
student work and stored student work.
•
Classrooms should have areas for art history and resource materials that may be accessed by
individual students.
•
At the secondary level specialized rooms should include two-dimensional work rooms
including printmaking equipment, three-dimensional work rooms, video and photography
(studios and darkrooms) rooms, computer art room with appropriate technology, clay and kiln
rooms.
•
Each school should have a section of the library devoted to resources for the visual arts.
Media rooms in each school should be equipped with visual art software chosen by the art
instructor. Art teachers should have the opportunity to schedule instructional time in the
media rooms.
•
Offices for faculty should be designed for safety and storage of important and/or expensive
documents and items and for conferences with students and parents.
•
Secure display space for both two-dimensional work and three-dimensional work should be
available throughout the school buildings to allow for the exhibiting of student artwork.
Art Goals*
By the end of grade 12, all students should be broadly educated in all of the arts - dance, music,
theatre, and the visual arts. Additionally, all students in grades 9 - 12 should develop more in
depth learning in one of the aforementioned forms. They should:
1.
demonstrate understanding and use of the materials, techniques, processes, language, and
notation of each art form, and of the diverse cultural and historical contexts of the arts,
through the three artistic processes:
a. creating:
imagining, planning, making, evaluating, refining, presenting and
exhibiting art works that express their own creative concepts, ideas
and feelings;
b. performing: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and
presenting diverse art works through performance; and
c. responding: selecting, analyzing, interpreting, and evaluating art works and
performances based on critical perception.
2.
master at least one art form sufficiently to:
a. continue lifelong appreciation and involvement in creation or performance of that art
form; and/or
b. pursue further study in preparation for a career.
3.
demonstrate understanding of the relationships among the arts and between the arts and
other disciplines.
4.
seek arts’ experiences and participate in the artistic life of the school and community.
* The following is the graduation requirement at Daniel Hand High School:
The State of Connecticut has mandated the following minimum graduation requirements:
Not fewer than one (1) must be in the arts or vocational education.
Visual Arts
Student Outcomes
and Assessments
Grades K - 4
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and stories
d. use art materials and tools in a safe and responsible manner
2. Using knowledge of structures and functions, students:
a. know the differences among visual characteristics and purposes of art in order to convey ideas
b. describe how different expressive features and organizational principles cause different responses
c. use visual structures and functions of art to communicate ideas
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
develop fine motor skills.
gain knowledge of the elements of design.
VISUAL ARTS
The student will be able to:
1.1a
1.1b
experience manipulative activities such as cutting, folding,
coloring and gluing.
develop skill in stenciling, weaving, and bead stringing.
1.2a
name and use patterns.
1.2b
identify textures.
1.2c
name and use primary colors.
1.2d
name and use warm colors
1.2e
identify and name geometric shapes.
Scope and Sequence - Kindergarten
1.3
1.4
experience art making processes.
use art tools and materials safely.
1.3a
talk about artwork.
1.3b
decide when artwork is complete.
1.3c
become familiar with the expressive capabilities of crayons,
pencils, paint, paper and modeling materials.
1.4a
use materials appropriately.
1.4b
follow all safety instructions.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. explore and understand prospective content for works of art
b. select and use subject matter symbols, and ideas to communicate meaning
4. Understanding the visual arts in relation to history and cultures, students
a. know that the visual arts have both a history and specific relationships to various cultures
b. identify specific works of art a belonging to particular cultures, times, and places
c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Learner Outcomes
1.1
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
examine the artistic endeavors of others through the 1.1a
use of art prints, art books, videos and slides.
1.1b
discuss subject matter in artworks.
1.1c
VISUAL ARTS
recall subjects in artwork by increasing observational skills and
memory.
become sensitive to the subject matter in art prints through story
telling and discussion.
Scope and Sequence - Kindergarten
1.2
participate in discussing the work of classmates.
1.2a
respond to the work of others in class discussion.
1.2b
use basic art vocabulary to discuss artwork.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students:
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will:
a. understand and use similarities and differences between characteristics of the visual arts and other art disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
recognize the parallels between music, literature
and the visual arts.
develop an appreciation of multi-cultural artworks.
VISUAL ARTS
The student will be able to:
1.1a
identify various art forms.
1.1b
compare various art forms.
1.1c
discuss the role of the illustrator in literature.
1.2a
view and discuss artworks produced in different cultures.
Scope and Sequence - Kindergarten
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
be aware of resources outside the classroom that
are arts related.
The student will be able to:
2.1a
be aware of art galleries and museums.
2.1b
appreciate artwork in storybooks.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
become aware of resources outside the classroom
that are arts related.
VISUAL ARTS
The student will be able to:
3.1a
become aware of art galleries and museums.
3.1b
appreciate artwork in storybooks.
Scope and Sequence - Kindergarten
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
become aware that art is showcased in museums
and galleries that are open to the public.
4.1a
participate in school and community based art shows.
4.2
become aware of crafts that are produced in the
community.
4.2a
discuss art programs and community exhibits with the art
teacher and others.
4.3
demonstrate an appreciation for various art forms.
4.3a
participate in cultural arts events.
4.3b
experience galleries, plays, concerts and other arts related
activities.
VISUAL ARTS
Scope and Sequence - Kindergarten
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and stories
d. use art materials and tools in a safe and responsible manner
2. Using knowledge of structures and functions, students:
a. know the differences among visual characteristics and purposes of art in order to convey ideas
b. describe how different expressive features and organizational principles cause different responses
c. use visual structures and functions of art to communicate ideas
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
1.3
refine manipulative skills.
The student will be able to:
1.1a
fold, cut and tear paper for use in artwork.
1.1b
use art tools in drawing, painting, printmaking, modeling and
sculpture.
create visual interest in artwork through a variety of 1.2a
methods
1.2b
become aware of the difference between shapes and
forms.
VISUAL ARTS
use found objects in artwork.
use overlapping in collage work.
1.2c
use environmental textures in artwork.
1.3a
make simple 3-D forms.
1.3b
use and bisect geometric and free-form shapes.
Scope and Sequence - Grade 1
1.4
1.5
experience color mixing.
use art tools and materials safely.
1.4a
mix two colors of paint effectively.
1.4b
identify primary and secondary colors.
1.5a
use materials appropriately.
1.5b
follow all safety precautions.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. explore and understand prospective content for works of art
b. select and use subject matter symbols, and ideas to communicate meaning
4. Understanding the visual arts in relation to history and cultures, students
a. know that the visual arts have both a history and specific relationships to various cultures
b. identify specific works of art a belonging to particular cultures, times, and places
c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
recognize and discuss distinct characteristics in the
artwork of others through the introduction of prints
and through classroom sharing.
VISUAL ARTS
The student will be able to:
1.1a
describe moods in artwork.
1.1b
identify and discuss emotions in artwork.
1.1c
produce artwork based on sensory description.
Scope and Sequence - Grade 1
2.1
participate in discussing the work of classmates.
2.1a
respond to the work of others in class discussion.
2.1b
use basic art vocabulary to discuss artwork.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students:
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will:
a. understand and use similarities and differences between characteristics of the visual arts and other art disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
recognize the value of artwork from other cultures
and time periods.
The student will be able to:
1.1a
participate in discussions of multicultural and historic artworks.
1.1b
use the influence of other artists as motivation for artwork.
become aware that various artists visualize the same 1.2a
concepts differently.
use the influence of other artists as motivation for artwork.
VISUAL ARTS
Scope and Sequence - Grade 1
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
develop an appreciation for a variety of artistic
disciplines.
The student will be able to:
2.1a
2.1c
tell stories based on the observation of art with literal subject
matter.
know that art books can be obtained from school and town
libraries.
describe similarities and differences in artworks.
2.1d
experience computer art as an art form.
2.1e
be aware of architecture as an art form.
2.1f
understand that music, plays and dance are art forms.
2.1b
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
develop an appreciation for various art forms.
The student will be able to:
3.1a
3.1c
tell stories based on the observation of art with literal subject
matter.
know that art books can be obtained from school and town
libraries.
describe similarities and differences in artworks.
3.1d
experience computer art as an art form.
3.1e
be aware of architecture as an art form.
3.1f
understand that music, plays and dance are art forms.
3.1b
VISUAL ARTS
Scope and Sequence - Grade 1
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
become aware that art is showcased in museums
and galleries that are open to the public.
4.1a
participate in school and community based art shows.
4.2
become aware of crafts that are produced in the
community.
4.2a
discuss art programs and community exhibits with the art
teacher and others.
4.3
demonstrate an appreciation for various art forms.
4.3a
participate in cultural arts events.
4.3b
experience galleries, plays, concerts and other arts related
activities.
VISUAL ARTS
Scope and Sequence - Grade 1
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and stories
d. use art materials and tools in a safe and responsible manner
2. Using knowledge of structures and functions, students:
a. know the differences among visual characteristics and purposes of art in order to convey ideas
b. describe how different expressive features and organizational principles cause different responses
c. use visual structures and functions of art to communicate ideas
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
use a variety of modeling materials and techniques
in 3-D and relief art.
use a variety of drawing and painting techniques.
VISUAL ARTS
The student will be able to:
1.1a
develop skill in clay and other modeling materials.
1.1b
use mixed media for collage and sculpture.
1.1c
create paper sculpture.
1.2a
1.2b
demonstrate increased skill in pencil drawing, crayon resist and
other drawing and painting media.
use size relationships and overlapping in their artwork.
1.2c
experiment with basic animation and computer graphics.
Scope and Sequence - Grade 2
1.3
develop compositional techniques.
1.3a
1.3b
organize ideas and experiment with parts before completing
artwork.
identify foreground, middleground, and background in artwork.
1.3c
identify horizontal and vertical formats in artwork.
1.3d
identify shadows in artwork.
1.3e
identify balance and symmetry in artwork.
1.3f
recognize the impact of line direction in artwork.
1.4
become aware of textile arts.
1.4a
engage in stitching and weaving activities.
1.5
use art tools and materials safely.
1.5a
use materials appropriately.
1.5b
follow all safety precautions.
VISUAL ARTS
Scope and Sequence - Grade 2
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. explore and understand prospective content for works of art
b. select and use subject matter symbols, and ideas to communicate meaning
4. Understanding the visual arts in relation to history and cultures, students
a. know that the visual arts have both a history and specific relationships to various cultures
b. identify specific works of art a belonging to particular cultures, times, and places
c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
evaluate artwork based on criteria from art
experiences and from class discussions.
The student will be able to:
1.1a
recognize elements in art that are pleasing and displeasing.
1.1b
identify the illusion of depth in 2-D artwork.
1.1c
analyze mood through a developed sense of color, line, shape,
brushstroke quality, texture, repetition and composition.
identify focal point in artwork.
know that line direction creates movements.
1.1d
1.1e
1.2
use multicultural art forms to create original
compositions.
VISUAL ARTS
1.1f
recognize the difference between representational and nonrepresentational art.
1.2a
create artworks influenced by cultures of Africa, Japan and the
Americas.
Scope and Sequence - Grade 2
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students:
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will:
a. understand and use similarities and differences between characteristics of the visual arts and other art disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
relate concepts learned in art to other subjects such
as social studies and science.
The student will be able to:
1.1a
1.1b
recognize that available materials and other cultural and
environmental factors influence all art forms.
recognize the close relationship between the visual arts, music
and literature.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
demonstrate a continued interest in the art concepts
learned in class.
VISUAL ARTS
The student will be able to:
2.1a
use the classroom print collection as a resource.
2.1b
use other artists’ work as a motivation for personal artwork.
2.1c
use resources outside the classroom to produce artwork at home.
Scope and Sequence - Grade 2
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
3.2
demonstrate a continued interest in the art concepts
learned in class.
develop an understanding of how the visual arts
relate to other subject areas.
The student will be able to:
3.1a
use the classroom print collection as a resource.
3.1b
use other artists’ work as a motivation for personal artwork.
3.1c
use resources outside the classroom to produce artwork at home.
3.2a
create artwork that is related to classroom social studies units.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
become aware that art is showcased in museums
and galleries that are open to the public.
4.1a
participate in school and community based art shows.
4.2
become aware of crafts that are produced in the
community.
4.2a
discuss art programs and community exhibits with the art teacher
and others.
4.3
demonstrate an appreciation for various art forms.
4.3a
participate in cultural arts events.
4.3b
experience galleries, plays, concerts and other art related
activities.
VISUAL ARTS
Scope and Sequence - Grade 2
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and stories
d. use art materials and tools in a safe and responsible manner
2. Using knowledge of structures and functions, students:
a. know the differences among visual characteristics and purposes of art in order to convey ideas
b. describe how different expressive features and organizational principles cause different responses
c. use visual structures and functions of art to communicate ideas
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
1.2
demonstrate an increased understanding of art
elements and principles.
demonstrate an increased understanding of art
techniques and styles.
The student will be able to:
1.1a
understand and use primary, secondary and tertiary colors.
1.1b
incorporate increasingly complex patterns in their artwork.
1.1c
understand bilateral and radial symmetry.
1.1d
create space by using overlapping in artwork.
1.1e
understand negative space in 2-D artwork.
1.2a
create artwork using computers or other technologies.
1.2b
understand and use abstraction and distortion in artwork.
1.2c
show increased ability with fibers including weaving and
stitchery.
create 3-D constructions such as paper sculpture and clay work.
1.2d
VISUAL ARTS
Scope and Sequence - Grade 3
1.3
use art tools and materials safely.
1.2e
develop a concentration level to enable them to faithfully
reproduce a still life or portrait from life.
1.3a
use materials appropriately.
1.3b
follow all safety precautions.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. explore and understand prospective content for works of art
b. select and use subject matter symbols, and ideas to communicate meaning
4. Understanding the visual arts in relation to history and cultures, students
a. know that the visual arts have both a history and specific relationships to various cultures
b. identify specific works of art a belonging to particular cultures, times, and places
c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
recognize distinct characteristics in artwork of
different cultures and of different historical periods.
The student will be able to:
1.1a
1.1b
VISUAL ARTS
discuss the concept of realism and how it applies to various
cultures.
use disciplined observation in analyzing art.
Scope and Sequence - Grade 3
1.2
1.3
analyze mood in artworks.
use multicultural art forms to create original
compositions.
1.2a
identify color harmonies.
1.2b
identify atmospheric perspective in artworks.
1.2c
1.2d
discuss the elements of line, shape, color, texture and repetition
in artworks and how they develop mood.
discuss brush stroke quality, shape and line direction in the
establishment of mood or feeling in artwork.
1.3a
create artworks influenced by the cultures of Mexico and Japan.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students:
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will:
a. understand and use similarities and differences between characteristics of the visual arts and other art disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
relate concepts learned in art to other subjects and
to societal development.
The student will be able to:
1.1a
1.1b
1.1c
VISUAL ARTS
discuss photography as an art form and as a manipulative device
in advertising and promotion.
discuss how illustration is used to enhance literature.
discuss how art is an important element of religion and cultural
celebration worldwide.
Scope and Sequence - Grade 3
1.2
understand that developments in technology have
impacted and changed art production.
1.2a
1.2b
1.3
utilize their art skills in other areas of their school
life.
1.3a
1.3b
discuss how technology has affected the production and
reproduction of artwork.
create computer generated artwork.
volunteer to create scenery, costumes, posters and props for
school plays and programs.
illustrate papers and articles to enhance classroom research.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
2.2
develop an appreciation for various visual artists
and art forms.
appreciate a variety of art forms.
The student will be able to:
2.1a
identify and discuss at least three major styles.
2.1b
express an interest in visiting galleries and museums.
2.1c
use the influence of other artists as motivation for personal
artwork.
2.2a
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
2.2b
VISUAL ARTS
Scope and Sequence - Grade 3
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
3.2
3.3
develop an appreciation for various visual artists
and art forms.
appreciate a variety of art forms.
develop an understanding of how the visual arts
relate to other subject areas.
The student will be able to:
3.1a
identify and discuss at least three major styles.
3.1b
express an interest in visiting galleries and museums.
3.1c
use the influence of other artists as motivation for personal
artwork.
3.2a
3.2b
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
3.3a
create artwork that involves academic and/or special subjects.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
participate in school and community based arts
activities.
VISUAL ARTS
The student will be able to:
4.1a
contribute work for school and district art shows.
4.1b
work on art related activities for theater and musical events.
Scope and Sequence - Grade 3
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. know the differences between materials, techniques, and processes
b. describe how different materials, techniques, and processes cause different responses
c. use different media, techniques, and processes to communicate ideas, experiences, and stories
d. use art materials and tools in a safe and responsible manner
2. Using knowledge of structures and functions, students:
a. know the differences among visual characteristics and purposes of art in order to convey ideas
b. describe how different expressive features and organizational principles cause different responses
c. use visual structures and functions of art to communicate ideas
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
demonstrate an increased understanding of art
elements and principles.
The student will be able to:
1.1a
mix secondary and tertiary colors, tints and shades of colors.
1.1b
understand the difference between dominance and subordinance
in artwork.
know and name the elements of design.
1.1c
1.2
demonstrate increasing understanding in selection
1.2a
and use of form, media, techniques and processes in
the creation of artworks.
1.2b
VISUAL ARTS
use a variety of hand building techniques in clay work
produce two color relief prints.
1.2c
understand calligraphy and advertising graphics as art forms.
1.2d
have experience with classical proportions in figure drawing.
Scope and Sequence - Grade 4
1.2e
understand and use computers or other technologies to create
artwork.
1.3
develop art vocabulary.
1.3a
know and use appropriate vocabulary during the creation of
artwork, discussion and critiques.
1.4
use art tools and materials safely.
1.4a
use materials appropriately.
follow all safety precautions.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. explore and understand prospective content for works of art
b. select and use subject matter symbols, and ideas to communicate meaning
4. Understanding the visual arts in relation to history and cultures, students
a. know that the visual arts have both a history and specific relationships to various cultures
b. identify specific works of art a belonging to particular cultures, times, and places
c. demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
become more sensitive to the problem solving
aspects of creating artworks.
VISUAL ARTS
The student will be able to:
1.1a
identify the focal point in the artwork of other students, master
artists and their own personal artwork.
Scope and Sequence - Grade 4
1.1b
1.1c
experiment to achieve more satisfying results in their artwork.
use diverse sources including multicultural artwork as inspiration
for personal work.
1.2
recognize the differences between artworks of
various historical styles.
1.2a
discuss artworks utilizing acquired art vocabulary and
knowledge of techniques.
1.3
use multicultural art forms to create original
compositions.
1.3a
create artworks that reflect Asian, Native American, and Early
American art traditions.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students:
a. understand there are various purposes for creating works of visual art
b. describe how people’s experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will:
a. understand and use similarities and differences between characteristics of the visual arts and other art disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
relate concepts learned in art to other subjects and
to societal development.
The student will be able to:
1.1a
1.1b
VISUAL ARTS
discuss photography as an art form and as a manipulative device
in advertising and promotion.
discuss how illustration is used to enhance literature.
Scope and Sequence - Grade 4
1.2
understand that developments in technology have
impacted and changed art production.
1.1c
discuss how art is an important element of religion and cultural
celebration worldwide.
1.2a
discuss how technology has affected the production and
reproduction of artwork.
create computer generated artwork.
1.2b
1.3
utilize art skills in other areas of their school life.
1.3a
1.3b
volunteer to create scenery, costumes, posters and props for
school plays and programs.
illustrate papers and articles to enhance classroom research.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
develop an appreciation for various visual artists
and art forms.
VISUAL ARTS
The student will be able to:
2.1a
identify and discuss at least three major styles.
2.1b
express an interest in visiting galleries and museums.
2.1c
use the influence of other artists as motivation for personal
artwork.
Scope and Sequence - Grade 4
2.2
appreciate a variety of art forms.
2.2a
2.2b
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
3.2
3.3
develop an appreciation for various visual artists
and art forms.
appreciate a variety of art forms.
develop an understanding of how the visual arts
relate to other subject areas.
VISUAL ARTS
The student will be able to:
3.1a
identify and discuss at least three major styles.
3.1b
express an interest in visiting galleries and museums.
3.1c
use the influence of other artists as motivation for personal
artwork.
3.2a
3.2b
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
3.3a
create artwork that involves academic and/or special subjects.
Scope and Sequence - Grade 4
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
participate in school and community based arts
activities.
VISUAL ARTS
The student will be able to:
4.1a
contribute work for school and district art shows.
4.1b
work on art related activities for theater and musical events.
Scope and Sequence - Grade 4
Visual Arts
Student Outcomes
and Assessments
Grades 5-8
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices
b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas.
2. Using knowledge of structures and functions, students:
a. generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
b. employ organizational structures and analyze what makes them effective or not effective in the communication of
ideas.
c. select and use the qualities of structures and functions of art to improve communication of their ideas.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
use the elements and principles of design in a
deliberate manner in the creation of artwork.
The student will be able to:
1.1a
1.1c
apply the elements and principles of design to both 2-d and 3-d
artwork.
recognize that the concept of form in 3-d work relates to shape
in 2-d work.
use color intentionally in artwork.
1.2a
use a variety of materials to create puppets and masks.
1.2b
distinguish between relief sculpture and sculpture in the round.
1.1b
1.2
demonstrate increasing skill and craftsmanship in
the execution of 3-d artwork.
VISUAL ARTS
Scope and Sequence - Grade 5
1.3
1.4
experience increasingly complex drawing and
painting problems.
use tools and equipment safely.
GOAL #1:
Part B:
1.3a
use linear perspective and depth in artwork.
1.3b
use size and value changes to create depth.
1.3c
create optical illusions in artwork.
1.3d
create artwork using computers and other technologies.
1.4a
use materials appropriately.
1.4b
follow all safety precautions.
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks
4. Understanding the visual arts in relation to history and cultures, students
a. know and compare the characteristics of artworks in various eras and cultures
b. describe and place a variety of art objects in historical and cultural contexts
c. analyze, describe, and demonstrate how factors of time and place ( such as climate, resources, ideas, and
technology ) influence visual characteristics that give meaning and value to a work of art
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
identify historical and contemporary artworks of
cultural and artistic significance.
VISUAL ARTS
The student will be able to:
1.1a
compare and contrast artworks of different styles.
Scope and Sequence - Grade 5
1.1b
identify and discuss craftsmanship and good design in artwork.
1.1c
identify the illusion of volume in 2-d work and discuss how it
was created.
discuss subject matter and mood in artwork.
1.1d
1.2
recognize the contributions of various immigrant
cultures.
1.2a
analyze and interpret folk art from European, Asian, and African
cultures.
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part C:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. understand there are various purposes for creating works of visual art
b. describe how people's experiences influence the development of specific artworks
c. understand there are different responses to specific artworks
6. Making connections between visual arts and other disciplines, students will
a. understand and use similarities and differences between characteristics of the visual arts and other arts disciplines
b. identify connections between the visual arts and other disciplines in the curriculum
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
relate concepts learned in art to other subjects and
to societal development.
The student will be able to:
1.1a
1.1b
1.1c
VISUAL ARTS
discuss photography as an art form and as a manipulative device
in advertising and promotion.
discuss how illustration is used to enhance literature.
discuss how art is an important element of religion and cultural
celebration worldwide.
Scope and Sequence - Grade 5
1.2
understand that developments in technology have
impacted and changed art production.
1.2a
1.2b
1.3
utilize art skills in other areas of school life.
1.3a
1.3b
discuss how technology has affected the production and
reproduction of artwork.
create computer generated artwork.
volunteer to create scenery, costumes, posters and props for
school plays and programs.
illustrate papers and articles to enhance classroom research.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
2.2
develop an appreciation for various visual artists
and art forms.
appreciate a variety of art forms.
The student will be able to:
2.1a
identify and discuss at least three major styles.
2.1b
express an interest in visiting galleries and museums.
2.1c
use the influence of other artists as motivation for personal
artwork.
2.2a
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
2.2b
VISUAL ARTS
Scope and Sequence - Grade 5
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
3.1
3.2
develop an appreciation for various visual artists
and art forms.
appreciate a variety of art forms.
The student will be able to:
3.1a
identify and discuss at least three major styles.
3.1b
express an interest in visiting galleries and museums.
3.1c
use the influence of other artists as motivation for personal
artwork.
3.2a
recognize and discuss the art forms of music, dance, plays and
stories.
recognize the arts as a vehicle of self-expression.
3.2b
3.3
develop an understanding of how the visual arts
relate to other subject areas.
3.3a
create artwork that involves academic and/or special area
subjects.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
participate in school and community based arts
activities.
VISUAL ARTS
The student will be able to:
4.1a
contribute work for school and district art shows.
4.1b
work on art related activities for theater and musical events.
Scope and Sequence - Grade 5
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas;
and reflect upon the
effectiveness of their choices
b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance
communication of their
experiences and ideas.
2. Using knowledge of structures and functions, students:
a. generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
b. employ organizational structures and analyze what makes them effective or not effective in the communication of
ideas.
c. select and use the qualities of structures and functions of art to improve communication of their ideas.
Learner Outcomes
1.1
1.2
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
analyze and apply knowledge of the elements and
1.1a
principles of design to their own work and the work
of others.
1.1b
use the elements of line, shape, space, value, texture, and color
in the creation of artwork.
develop a knowledge of color theory.
know and use primary, secondary, and intermediate colors.
1.2a
use balance, harmony, variety, movement, proportion and unity
to create design.
be able to mix secondary and tertiary colors.
1.3
use appropriate techniques for various media.
VISUAL ARTS
1.3a
demonstrate basic painting techniques.
1.3b
demonstrate basic construction techniques.
Scope and Sequence - Grade 6
1.3c
use the computer or related technology to create artwork.
1.4a
know and use appropriate vocabulary during the creation of art
work, discussions and critiques.
1.4
use appropriate vocabulary dependent upon the
subject of discussion ( composition, techniques,
media, skills, tools, etc.)
1.5
develop a visual vocabulary that includes expressive 1.5a
work.
create works that use abstraction and emotion.
1.6
use tools and equipment safely.
1.6a
select appropriate tools and equipment.
1.6b
follow all safety precautions.
1.7a
use technology to create artwork.
1.7
use technology in production process when
applicable or desired.
VISUAL ARTS
Scope and Sequence - Grade 6
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks
4. Understanding the visual arts in relation to history and cultures, students
a. know and compare the characteristics of artworks in various eras and cultures
b. describe and place a variety of art objects in historical and cultural contexts
c. analyze, describe, and demonstrate how factors of time and place ( such as climate, resources, ideas, and
technology ) influence visual characteristics that give meaning and value to a work of art
Learner Outcomes
The student will:
Sample Indicators / Assessments of Learning
The student will be able to:
1.1
use multi-cultural art forms to create original
compositions.
1.1a
create artwork that reflects the stylization of form and content of
prehistoric, Egyptian, medieval, Japanese, and African art.
1.2
recognize the distinct characteristics of different art
historical styles.
1.2a
analyze the differences and similarities between prehistoric,
Egyptian, medieval, and Japanese art forms.
1.3
recognize the relationship between various art
historical styles or periods and contemporary art
forms.
1.3a
compare and contrast the influence of African art on Picasso’s
and other modern artists’ work.
1.3b
compare and contrast the influence of Japanese woodcuts on
Impressionist and post-Impressionist work.
discuss artwork that utilizes computers, videos, digital cameras
or other forms of technology.
1.3c
VISUAL ARTS
Scope and Sequence - Grade 6
1.4
understand the use of exaggeration, abstraction and
emotion in works of art, both contemporary and
cultural.
1.4a
create personal work that communicates emotion through the
use of exaggeration, abstraction and color.
1.5
use current technology.
1.5a
use technology to research and expand their knowledge of art.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. compare multiple purposes for creating works of art
b. analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
c. describe and compare a variety of individual responses to their own artworks and to artworks from various eras and
cultures
6. Making connections between visual arts and other disciplines, students
a. compare characteristics of works in two or more art forms that share similar subject matter, historical periods, or
cultural context
b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated
with the visual arts
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
understand creative thought processes used in
problem solving.
VISUAL ARTS
The student will be able to:
1.1a
discuss visual problems and solutions using appropriate
terminology.
Scope and Sequence - Grade 6
1.2
understand the cultural and historical development
of art, technology and the importance of both in
daily life.
1.2a
discuss how technology has affected the production and
reproduction of art.
1.3
understand the relationship between an artist and
his/her culture.
1.3a
discuss how government, religion, and other societal values and
structures affect the form and content of an artist's work.
1.4
understand how various artists visualize the same
concepts differently.
1.4a
compare artwork in terms of theme and style.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
2.1
develop an appreciation for various visual artists
and art forms.
The student will be able to:
2.1a
use the influence of other artists as motivation for personal work.
2.1b
become acquainted with a variety of visual materials, including
art slides, posters, videos, photos, and media center resources.
visit local galleries and/or museums for enrichment.
2.1c
VISUAL ARTS
Scope and Sequence - Grade 6
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
3.2
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
develop an appreciation of the organization and
3.1a
discipline required to produce a visual arts exhibit, a
dance or musical performance and/or theatrical
performance.
3.1b
choose to be involved in the organization, hanging and the
reception for a visual arts exhibit.
develop an understanding of how the visual arts
relate to other subject areas.
create artwork that involves academic and/or special area
subjects.
3.2a
choose to be involved in extracurricular performances or other
related arts activities.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
gain positive experience in serving the art
community of Brown School.
VISUAL ARTS
The student will be able to:
4.1a
contribute work for school and district art shows.
4.1b
work on art related activities for theater and musical events.
Scope and Sequence - Grade 6
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas;
and reflect upon the effectiveness of their choices
b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas.
2. Using knowledge of structures and functions, students:
a. generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
b. employ organizational structures and analyze what makes them effective or not effective in the communication of
ideas.
c. select and use the qualities of structures and functions of art to improve communication of their ideas.
Learner Outcomes
The student will:
Sample Indicators / Assessments of Learning
The student will be able to:
1.1
analyze and apply knowledge of the elements and
1.1a
principles of design to their own work and the work
of others.
1.1b
use and understand the function of the elements and principles
of design in the creation of two-dimensional and threedimensional artwork.
use balance, harmony, variety, movement, proportion and unity
to create design.
1.2
apply color theory to various works of art.
1.2a
create value changes in a work of art
1.2b
use triadic, complementary, and/or analogous color themes in
artworks.
1.3a
demonstrate introductory drawing and 2-D design techniques in
a variety of media.
demonstrate painting techniques using various media.
1.3
use appropriate techniques for various media.
1.3b
VISUAL ARTS
Scope and Sequence - Grade 7
1.4
use visual arts media, techniques, processes, and
compositional structure to effectively communicate
ideas.
1.4a
create and evaluate drawings, paintings and/or designs that
communicate ideas clearly and effectively.
1.4b
use drawing as a form of expression.
1.4c
use painting as a form of expression.
1.4d
use two-dimensional design as a form of expression.
1.5
develop an understanding of the art of various
cultures.
1.5a
use the visual vocabulary based upon the art of various cultures
to create personal artwork.
1.6
use appropriate vocabulary dependent upon the
subject of discussion ( composition, techniques,
media, skills, tools, etc.)
1.6a
know and use appropriate vocabulary during the creation of art
work, discussions and critiques.
1.7
develop a visual vocabulary that includes
naturalistic and expressive work.
1.7a
create works that use naturalism, abstraction and emotion.
1.8
develop skill in craftsmanship.
1.8a
produce artwork that demonstrates quality in craftsmanship.
1.9
use tools and equipment safely.
1.9a
select appropriate tools and equipment.
1.9b
follow all safety precautions.
1.10a
use technology to create artwork.
1.10
use technology in production process when
applicable or desired.
VISUAL ARTS
Scope and Sequence - Grade 7
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks
4. Understanding the visual arts in relation to history and cultures, students
a. know and compare the characteristics of artworks in various eras and cultures
b. describe and place a variety of art objects in historical and cultural contexts
c. analyze, describe, and demonstrate how factors of time and place ( such as climate, resources, ideas, and
technology ) influence visual characteristics that give meaning and value to a work of art
Learner Outcomes
The student will:
1.1
1.2
1.3
develop an appreciation for various drawing and
painting styles.
identify characteristics of impressionism, surrealism,
op art, post-impressionism, and fauvism.
identify and explain the cultural meanings of forms
and functions in the art of the African American
culture.
VISUAL ARTS
Sample Indicators / Assessments of Learning
The student will be able to:
1.1a
create drawings based on various artists' styles.
1.1b
develop paintings and/or designs based upon various art styles,
movements and/or artists.
1.2a
1.2b
create works of art based on impressionism, surrealism, pop art
and op art.
compare and contrast impressionism, surrealism, pop art and op
art.
1.3a
create artwork reflecting knowledge of cultural meanings of
forms and functions of the art of African Americans.
Scope and Sequence - Grade 7
1.4
develop an understanding of contemporary and
technological art forms.
1.4a
1.4b
1.4c
1.5
understand the emotional power of artwork.
GOAL #1:
Part C:
1.5a
express ideas and emotions in works of art.
1.5b
analyze and interpret the creation of emotion in works of art.
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. compare multiple purposes for creating works of art
b. analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
c. describe and compare a variety of individual responses to their own artworks and to artworks from various eras and
cultures
6. Making connections between visual arts and other disciplines, students
a. compare characteristics of works in two or more art forms that share similar subject matter, historical periods, or
cultural context
b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated
with the visual arts
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
discuss the incorporation of technology into contemporary and
cultural forms of art.
analyze and evaluate the changing role of the artist due to
technology.
create artwork that utilizes computers, videos, digital cameras or
other forms of current technology.
understand creative thought processes used in
problem solving.
VISUAL ARTS
The student will be able to:
1.1a
discuss visual problems and their solutions using appropriate
terminology.
Scope and Sequence - Grade 7
1.2
understand the cultural and historical development
of art, technology and the importance of both in
daily life.
1.3
understand the relationship between an artist and his 1.3a
culture.
discuss how government, religion, and other societal values and
structures affect the form and content of an artist's work.
1.4
understand how various artists visualize the same
concepts differently.
1.4a
compare artwork in terms of theme and style.
1.5
define and discuss various art forms and styles.
1.5a
compare and contrast African American art styles.
1.6
understand the basis for impressionism,
expressionism, surrealism, folk art, pop and op art.
1.6a
discuss how society and invention influenced impressionism,
expressionism, surrealism, folk art, pop and op art.
1.7
use current technology.
1.7a
use technology to research and expand their knowledge of art.
VISUAL ARTS
1.2a
discuss how technology has affected the production and
reproduction of art.
Scope and Sequence - Grade 7
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
The student will:
develop an appreciation for various visual artists
and art forms.
Sample Indicators / Assessments of Learning
2.1a
2.1b
2.1c
The student will be able to:
use the influence of other artists as motivation for personal work.
become acquainted with a variety of visual materials, including
art slides, posters, videos, photos, and media center resources.
visit local galleries and/or museums for enrichment.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
3.2
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
develop an appreciation of the organization and
3.1a
discipline required to produce a visual arts exhibit, a
dance or musical performance and/or theatrical
performance.
3.1b
choose to be involved in the organization, hanging and reception
for a visual arts exhibit.
develop an understanding of how the visual arts
relate to other subject areas.
create artwork that involves academic and/or special area
subjects.
VISUAL ARTS
3.2a
choose to be involved in extracurricular performances or other
related arts activities.
Scope and Sequence - Grade 7
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
gain positive experience in serving the art
community of Brown School.
VISUAL ARTS
The student will be able to:
4.1a
4.1b
contribute work for display at the town library and for display
during school sponsored art shows.
assist in the display of student artwork throughout the school.
4.1c
attend art shows in the community.
Scope and Sequence - Grade 7
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. select media, techniques, and processes; analyze what makes them effective or not effective in communicating
ideas; and reflect upon the effectiveness of their choices
b. intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance
communication of their experiences and ideas.
2. Using knowledge of structures and functions, students:
a. generalize about the effects of visual structures and functions and reflect upon these effects in their own work.
b. employ organizational structures and analyze what makes them effective or not effective in the communication of
ideas.
c. select and use the qualities of structures and functions of art to improve communication of their ideas.
Learner Outcomes
Sample Indicators / Assessments of Learning
1.1
The student will:
analyze and apply knowledge of the elements and
1.1a
principles of design to their own work and the work
of others.
The student will be able to:
use and understand the function of the elements and principles
of design in the creation of two-dimensional and threedimensional artwork.
1.2
apply color theory to various works of art.
1.2a
use color and design as persuasion in a work of art.
1.3
use research, market, media, and response
principles or advertising design.
1.3a
create advertising and/or packaging designs.
1.4
use the technical and visual vocabulary of
architecture.
1.4a
create original architectural designs and/or models in a variety of
three-dimensional media.
VISUAL ARTS
Scope and Sequence - Grade 8
1.5
define additive and subtractive sculpture, bas relief
(low, middle, high)
1.5a
creates additive or subtractive sculptures or bas reliefs that
reflect personal interpretations and influences.
1.6
experiment with technology in the creation of
images.
1.6a
produce relief of planographic images.
1.6b
creates images using a computer, video, digital camera or other
technology.
1.7
use appropriate techniques for various media.
1.7a
demonstrate graphic design techniques, printmaking techniques,
3-D design construction techniques in a variety of media.
1.8
use visual arts media, techniques, processes, and
compositional structure to effectively communicate
ideas, attitudes, and emotions.
1.8a
create and evaluate graphic designs, prints and/or 3-D designs
that communicate ideas clearly and effectively.
1.9
develop an understanding of contemporary art
movements.
1.9a
use the visual vocabulary based upon contemporary art
movements to create personal artwork.
1.10
use appropriate vocabulary dependent upon the
subject of discussion ( composition, techniques,
media, skills, tools, etc.)
1.10a
know and use appropriate vocabulary during the creation of art
work, discussions and critiques.
1.11a
develop skill in craftsmanship.
1.11a
produce artwork that demonstrates quality in craftsmanship.
VISUAL ARTS
Scope and Sequence - Grade 8
1.12
1.13
use tools and equipment safely.
use technology in production process when
applicable or desired.
GOAL #1:
Part B:
1.12a
select appropriate tools and equipment.
1.12b
follow all safety precautions.
1.13a
use technology to create art work.
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
b. use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that
communicate intended meaning in artworks
4. Understanding the visual arts in relation to history and cultures, students
a. know and compare the characteristics of artworks in various eras and cultures
b. describe and place a variety of art objects in historical and cultural contexts
c. analyze, describe, and demonstrate how factors of time and place ( such as climate, resources, ideas, and
technology ) influence visual characteristics that give meaning and value to a work of art
Learner Outcomes
1.1
The student will:
understand the role and the function of sculpture
during various eras.
VISUAL ARTS
Sample Indicators / Assessments of Learning
1.1a
The student will be able to:
identify various styles and forms of sculpture.
Scope and Sequence - Grade 8
1.2a
understand the effect of technology on the artist's
ability to conceive, create and implement an idea.
1.2a
1.2b
recognize and use the computer, video, and/or camera as a tool
and vehicle of expression.
recognize and use traditional technology to create prints, designs
and other art forms.
1.3
understand the connection between environmental
art, design and architecture.
1.3a
define the difference between environmental art, design and
architecture.
1.4
understand the role of persuasion in commercial art.
1.4a
discuss the contribution of compositional concepts to persuasion
in commercial art.
1.5
identify various disciples in art ( architect, designer,
painter, sculptor, illustrator, potter, etc.)
1.5a
compare and analyze the function of the artist in various
disciplines.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. compare multiple purposes for creating works of art
b. analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
c. describe and compare a variety of individual responses to their own artworks and to artworks from various eras and
cultures
6. Making connections between visual arts and other disciplines, students
a. compare characteristics of works in two or more art forms that share similar subject matter, historical periods, or
cultural context
b. describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated
with the visual arts
VISUAL ARTS
Scope and Sequence - Grade 8
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
understand creative thought processes used in
problem solving.
1.1a
discuss visual problems and their solutions using appropriate
terminology.
1.2
understand the cultural and historical development
of art, technology and the importance of both in
daily life.
1.2a
discuss how technology has affected the production and
reproduction of art.
1.3
understand the relationship between artist and
culture.
1.3a
discuss how government, religion, and other societal values and
structures affect the form and content of an artist's work.
1.4
understand how various artists visualize the same
concepts differently and how cultures may use
similar art forms and styles.
1.4a
compare artwork in terms of theme, style and form.
1.5
define and discuss various artists, their forms and
styles
1.5a
compare and contrast major artists, architects, designers and
commercial artists.
1.6
understand the diversity of various disciplines in the
crafts, fine and commercial arts.
1.6a
discuss the opportunities for artists within contemporary
societies.
1.7
understand the aesthetics reflect and create the era,
culture and environment of people.
1.7a
evaluate the effect of aesthetics on contemporary lifestyles and
cultural environment.
VISUAL ARTS
Scope and Sequence - Grade 8
1.8
use current technology.
1.8a
use technology to research and expand their knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
The student will:
develop an appreciation for various visual artists
and art forms.
Sample Indicators / Assessments of Learning
2.1a
2.1b
2.1c
The student will be able to:
use the influence of other artists as motivation for personal work.
become acquainted with a variety of visual materials, including
art slides, posters, videos, photos, and media center resources.
visit local galleries and/or museums for enrichment.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
3.2
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
develop an appreciation of the organization and
3.1a
discipline required to produce a visual arts exhibit, a
dance or musical performance and/or theatrical
performance.
3.1b
choose to be involved in the organization, hanging and reception
for a visual arts exhibit.
develop an understanding of how the visual arts
relate to other subject areas.
create artwork that involves academic and/or special area
subjects.
VISUAL ARTS
3.2a
choose to be involved in extracurricular performances or other
related arts activities.
Scope and Sequence - Grade 8
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
gain positive experience in serving the art
community of Brown School.
VISUAL ARTS
The student will be able to:
4.1a
4.1b
contribute work for display at the town library and for display
during school sponsored art shows.
assist in the display of student artwork throughout the school.
4.1c
attend art shows in the community.
Scope and Sequence - Grade 8
Visual Arts
Student Outcomes
and Assessments
Course Descriptions
Grades 9 - 12
2-D DESIGN
I.
Description of course
Students are introduced to the visual elements of two-dimensional art, composition theory,
color theory, various drawing and painting media and techniques, multicultural and art
historical themes, and possible technological applications.
II.
Purpose of course
To create a foundation of basic drawing and design skills.
To introduce basic principles and application of color theory.
To develop a knowledge of the basic vocabulary of visual language.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Ocvirk, Bone, Stinson and Wigg. Art Fundamentals, Theory and Practice, Second
Edition. Wm. C. Brown Company, Dubuque, Iowa, 1960,1962, 1968.
Edwards, Betty. Drawing on the Right Side of the Brain. J.P. Tarcher, Inc. Los
Angeles, CA, 1979.
Albers, Josef. Interaction of Color. Yale University Press, New Haven, CT, 1963.
Periodicals:
School Arts
Art News
Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
1.1
The student will:
demonstrate knowledge of differences between
two-dimensional implied form and flat shapes.
1.1a
The student will be able to:
demonstrate their knowledge of the difference between flat and
implied spatial relationships.
1.2
learn the rules of color theory.
1.2a
create artwork using color theory.
1.3
learn the rules of perspective and portraiture.
1.3a
demonstrates knowledge of drawing techniques and their
appropriate applications.
1.4
learn the techniques of gesture, contour, light and
shade.
1.4a
demonstrates knowledge of drawing techniques and their
appropriate applications.
VISUAL ARTS - 2-D Design
Scope and Sequence - Grades 9 - 12
1.5
demonstrate skill in rendering tonal qualities.
1.5a
demonstrates knowledge of drawing techniques and their
appropriate applications.
1.6
respond to movement , contrast, emphasis of design
composition.
1.6a
demonstrates knowledge of drawing techniques and their
appropriate applications.
1.7
understand drawing materials, their potentials and
limitations.
1.7a
select appropriate drawing materials.
1.8
use tools and equipment safely.
1.8a
1.8b
select appropriate tools and equipment.
follow all safety precautions.
1.9
demonstrate environmental concern when choosing
and using materials.
1.9a
exercise safe work habits.
1.10
learn basic elements and principles of composition.
1.10a
orchestrates knowledge of compositional structure through
creating and analyzing artworks.
1.11
use technology in the production process when
applicable or desired.
1.11a
use current technology to create artwork.
VISUAL ARTS - 2-D Design
Scope and Sequence - Grades 9 - 12
GOAL #1:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part B:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to
history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis
and using such conclusions to inform their own art
making.
Learner Outcomes
Sample Indicators / Assessments of Learning
1.1
The student will:
understand the impact of color theory for
application.
1.1a
The student will be able to:
analyze, discuss, and understand the means through which the
viewer's perception is orchestrated.
1.2
understand various drawing techniques for specific
application.
1.2a
analyze, discuss, and understand the means through which the
viewer's perception is orchestrated.
1.3
become familiar with the tradition of using drawing
as a descriptive tool for planning designs in other
media.
1.3a
analyze, discuss, and understand the means through which the
viewer's perception is orchestrated.
VISUAL ARTS - 2-D Design
Scope and Sequence - Grades 9 - 12
1.4
become familiar with the work and names of
masters of diverse drawing and painting styles.
1.4a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
1.5
become familiar with similarities and differences of
drawings of different periods, styles, and cultures.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
1.6
understand how art can impact and / or reflect
cultural values.
1.6a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
explore the differences and similarities between
artists as creators and production technicians.
VISUAL ARTS - 2-D Design
The student will be able to:
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
Scope and Sequence - Grades 9 - 12
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare art forms of various cultures.
1.4
discuss the differences of the role of drawing in fine
arts, architecture, multimedia applications (graphic
design, illustration, video, animation and
photography) industrial design, product design,
sculpture, environmental design and art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research or expand their knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
The student will:
be familiar with the visual language and appropriate
skill applications of various drawing techniques,
compositional structure, and color theory.
VISUAL ARTS - 2-D Design
Sample Indicators / Assessments of Learning
2.1a
The student will be able to:
create final assignments which reflect synthesis of these
objectives to produce innovative artwork.
Scope and Sequence - Grades 9 - 12
2.2
be aware that the skills developed in 2-D Design are 2.2a
a necessary foundation to further prepare for career
objectives.
recognize the role of drawing and design in relationship to
various art fields.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
explore differences and similarities between
draftsmen and artists.
3.1a
The student will be able to:
recognize and demonstrate the difference between mechanical
drawing and expressive drawing.
3.2
explore historical influence of style and culture on
drawing.
3.2a
recognize and compare western art of other cultures, through
demonstration or discussion.
3.3
explore the interdisciplinary nature of art as it
relates to other fields.
3.3a
recognize how art is an integral part of a variety of disciplines.
3.1
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
4.1
explore the role of galleries and exhibitions.
VISUAL ARTS - 2-D Design
The student will be able to:
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
Scope and Sequence - Grades 9 - 12
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
VISUAL ARTS - 2-D Design
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
Scope and Sequence - Grades 9 - 12
DRAWING STUDIO
I.
Description of course
Students will develop the fundamentals introduced in 2-D Design. Skills are reinforced
with attention to creative ideas and the process of problem solving. Emphasis is on
landscape, still life, portraiture, figure drawing and abstraction. Attention will be given to
developing a personal style. Students will be acquainted with multicultural and art
historical themes as well as current technological applications.
Prerequisite: 2-D Design
II.
Purpose of course
To continue to develop drawing, painting and design skills.
To provide skill in the development of composition, color and creative problem solving.
To create understanding of various styles, techniques and their applications.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Ocvirk, Bone, Stinson and Wigg. Art Fundamentals, Theory and Practice, Second
Edition. Wm. C. Brown Company, Dubuque, Iowa, 1960,1962, 1968.
Edwards, Betty. Drawing on the Right Side of the Brain. J.P. Tarcher, Inc. Los
Angeles, CA, 1979.
Albers, Josef. Interaction of Color. Yale University Press, New Haven, CT, 1963.
Nicolaides, Kimon. The Natural Way to Draw. Houghton Mifflin Company, Boston,
1941.
Periodicals:
School Arts
Art News
Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
demonstrate knowledge of differences between
two-dimensional implied form and flat shapes.
1.1a
choose appropriate portrayal of spatial relationships dependent
upon viewpoint based on knowledge of perspective rules.
1.2
apply the rules of color theory.
1.2a
apply color theory to control visual / spatial relationships.
1.3
apply the rules of perspective and portraiture.
1.3a
select drawing techniques and appropriate applications for
unique individual artworks.
1.4
apply the techniques of gesture, contour, light and
shade.
1.4a
select drawing techniques and appropriate applications for
unique individual artworks.
VISUAL ARTS - Drawing Studio
Scope and Sequence - Grades 9 - 12
1.5
demonstrate skill in rendering tonal qualities.
1.5a
select drawing techniques and appropriate applications for
unique individual artworks.
1.6
respond to movement , contrast, emphasis of design
composition.
1.6a
select drawing techniques and appropriate applications for
unique individual artworks.
1.7
understand drawing materials, their potentials and
limitations.
1.7a
select and experiment with drawing materials to develop
desired effects.
1.8
demonstrate how to use tools and equipment safely.
1.8a
select appropriate tools and equipment.
1.8b
follow all safety precautions.
1.9
demonstrate environmental concern when choosing
and using materials.
1.9a
exercise safe work habits.
1.10
apply basic elements and principles of composition.
1.10a
orchestrates knowledge of compositional structure through
creating and analyzing artworks.
1.11
use technology in the production process when
applicable or desired.
1.11a
use current technology to create artwork.
VISUAL ARTS - Drawing Studio
Scope and Sequence - Grades 9 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
1.1
The student will:
understand / select the impact of color theory for
application.
1.1a
The student will be able to:
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.2
understand / select various drawing techniques for
specific application.
1.2a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.3
use drawing as a descriptive tool for planning
designs in other media.
1.3a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
1.4
know the work and names of masters of diverse
drawing and painting styles.
1.4a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
VISUAL ARTS - Drawing Studio
Scope and Sequence - Grades 9 - 12
1.5
identify similarities and differences of drawings of
different periods, styles, and cultures.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
1.6
analyze and compare how art can impact and / or
reflect cultural values.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse drawing and painting styles.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
explore the differences and similarities between
artists as creators and production technicians.
VISUAL ARTS - Drawing Studio
The student will be able to:
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
Scope and Sequence - Grades 9 - 12
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare art forms of various cultures.
1.4
discuss the differences of the role of drawing in fine
arts, architecture, multimedia applications (graphic
design, illustration, video, animation and
photography) industrial design, product design,
sculpture, environmental design and art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research and expand their knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
2.1
The student will:
apply the visual language and appropriate skill
applications of various drawing techniques,
compositional structure, and color theory.
2.1a
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce innovative artwork.
2.2
further prepare for career objectives by applying
skills developed in Drawing Studio.
2.2a
begin to direct their drawing and design skills to various art
fields.
VISUAL ARTS - Drawing Studio
Scope and Sequence - Grades 9 - 12
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
discuss the differences and similarities between
draftsmen and artists.
3.1a
The student will be able to:
select mechanical drawing and / or expressive drawing that best
expresses their own ideas.
3.2
discuss the historical influence of style and culture
on drawing.
3.2a
use and analyze western art of other cultures, through
demonstration or discussion.
3.3
discuss the interdisciplinary nature of art as it
relates to other fields
3.3a
recognize and use other disciplines as an integral part of their art
production as needed
3.1
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Drawing Studio
Scope and Sequence - Grades 9 - 12
DRAWING PAINTING STUDIO
I.
Description of course
Emphasis in this course is on composition with advanced drawing skills applied in painting
techniques. Students will experiment with theme development and the application of style,
skill and technique to the communication of visual ideas. Areas of study may include
figure drawing, portraiture, landscape, and illustration. Students will be acquainted with
multicultural and art historical themes as well as current technological applications.
Prerequisite: 2-D Design, Drawing Studio
II.
Purpose of course
To use drawing, painting and design skills to communicate a theme.
To experiment with composition, color and creative problem solving.
To create understanding of various styles, techniques and their application to the
development of theme.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Janson, H.W. History of Art. Harry N. Abrams, Inc., NY.
Arnason, H.H. History of Modern Art. Harry N. Abrams, Inc., NY.
Ocvirk, Bone, Stinson and Wigg. Art Fundamentals, Theory and Practice, Second
Edition. Wm. C. Brown Company, Dubuque, Iowa, 1960,1962, 1968.
Edwards, Betty. Drawing on the Right Side of the Brain. J.P. Tarcher, Inc. Los
Angeles, CA, 1979.
Albers, Josef. Interaction of Color. Yale University Press, New Haven, CT, 1963.
Nicolaides, Kimon. The Natural Way to Draw. Houghton Mifflin Company, Boston,
1941.
Periodicals:
School Arts, Art News, Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
ADVANCED CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art
works that express their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
d. initiate, define, and solve challenging visual art problems independently using intellectual skills such as analysis,
synthesis, and evaluation
2. Using knowledge of structures and functions, students:
d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and
functions in artwork and to defend personal evaluations of these perspectives.
e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective
relationships between structural choices and artistic functions.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
acquire skill in drawing with paint and other media.
The student will be able to:
1.1a
1.1b
develop representational drawings (thumbnail sketches, gesture
drawings, contour drawings, value renderings).
use the discipline of linear and aerial perspective.
1.1c
create an underpainting for one or more of their works of art.
1.1d
render the underpainting with color while maintaining its
values.
1.2
orchestrate the elements in compositional structure.
1.2a
assess the method, movement, elements and principles of
design and the viewpoint in relation to the format.
1.3
assimilate structures of other styles into their own
work.
1.3a
demonstrate the process for one of the following: abstract
expressionism, minimal, structuralist, pop, super realism,
surrealism, classical, cartooning.
VISUAL ARTS - Drawing / Painting Studio
Scope and Sequence - Grades 10 - 12
1.4
use technology in the production process when
applicable or desired.
1.4a
use current technology to create artwork.
1.5
use tools and equipment safely.
1.5a
select appropriate tools and equipment.
1.5b
follow all safety precautions.
1.6a
exercise safe work habits.
1.6
demonstrate environmental concern when choosing
and using materials.
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting
diverse art works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
c. describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work
of others
d. evaluate and defend the validity of sources for content and the manner in which the subject matter, symbols, and
images are used in the students' works and in significant works by others
4. Understanding the visual arts in relation to history and cultures, students
d. analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing
understanding of the work of critics, historians, aestheticians, and artists
e. analyze common characteristics of visual arts evident across time and among cultural / ethnic groups to formulate
analyzes, evaluations, and interpretations of meaning
Learner Outcomes
1.1
The student will:
understand basic modern movements in contrast to
traditional or classical ones.
VISUAL ARTS - Drawing / Painting Studio
Sample Indicators / Assessments of Learning
1.1a
The student will be able to:
analyze and discuss modern movements vs. classical or
traditional ones.
Scope and Sequence - Grades 10 - 12
1.2
recognize that different styles of painting require
specific technical skills.
1.2a
apply the appropriate techniques in order to emulate a desired
style.
1.3
choose style and techniques for personal expression
1.3a
assess how personal use of compositional structure and
techniques support their own unique style.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances
based on critical perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
d. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes,
views, and intentions
6. Making connections between visual arts and other disciplines, students
c. synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines,
the humanities, the sciences
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore through production or critique the
differences between modern, classical, traditional
styles and their own unique forms of expression.
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work
VISUAL ARTS - Drawing / Painting Studio
Scope and Sequence - Grades 10 - 12
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare art forms of various cultures.
1.4
discuss the differences of the role of drawing and
painting in fine arts, architecture, multimedia
applications (graphic design, illustration, video,
animation and photography) industrial design,
product design, sculpture, environmental design and
art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research and expand their knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
2.2
The student will:
apply the visual language and appropriate skill
applications of various drawing and painting
processes, compositional structure, and color
theory.
further prepare for career objectives by applying
skills developed in Drawing/Painting Studio
Sample Indicators / Assessments of Learning
2.1a
2.2a
2.2b
VISUAL ARTS - Drawing / Painting Studio
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce innovative artwork.
begin to direct their drawing with paint and design skills to
various art fields.
visit local art galleries and/or museums for enrichment.
Scope and Sequence - Grades 10 - 12
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
discuss the differences and similarities between
draftsmen and artists.
3.1a
3.2
discuss the historical influence of style and culture
on drawing and painting.
3.2a
use and analyze western art of other cultures, through
demonstration or discussion.
3.3
discuss the interdisciplinary nature of art as it
relates to other fields
3.3a
create artwork that involves other disciplines as an integral part
of art production.
3.1
The student will be able to:
distinguish between technical and innovative applications.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Drawing / Painting Studio
Scope and Sequence - Grades 10 - 12
PRINTMAKING
I.
Description of course
The process of printmaking is offered to students as a beginning experience in reproducing
graphic and fine art forms. Introduction to block printing, silkscreen and monotype with
the opportunity to experiment with lithography and etching form the basis for this initial
experience in understanding printmaking and graphic design. Students will be acquainted
with multicultural and art historical themes as well as current technology applications.
Prerequisite: 2-D Design
II.
Purpose of course
To create a knowledge of basic printmaking techniques and their applications.
To create a working knowledge of the basic principles of reproduction.
To develop a knowledge of the technical vocabulary of various printmaking processes.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Ross, John and Romano, Clare. The Complete Printmaker. The Free Press, New York,
1972.
Antreasian, Garo and Adams, Clinton. The Tamarind Book of Lithography: Art &
Techniques. Harry N. Abrams, Inc., New York, 1970.
Ocvirk, Bone, Stinson and Wigg. Art Fundamentals, Theory and Practice, Second
Edition. Wm. C. Brown Company, Dubuque, Iowa, 1960,1962, 1968.
Albers, Josef. Interaction of Color. Yale University Press, New Haven, CT, 1963.
Periodicals:
School Arts
Art News
Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
demonstrate skill in various printmaking techniques.
1.1a
experiment with relief, intaglio, planographic, computer and /
or other processes.
1.2
apply basic drawing and compositional techniques
to printed images.
1.2a
demonstrate knowledge of drawing and compositional methods
and their appropriate application.
experiment with using color expressively and
representationally.
1.2b
1.3
apply the rules of color theory.
1.3a
1.3b
VISUAL ARTS - Printmaking
demonstrate knowledge of drawing and compositional methods
and their appropriate application.
experiment with using color expressively and
representationally.
Scope and Sequence - Grades 9 - 12
1.4
use tools and equipment safely.
1.4a
select appropriate tools and equipment.
1.4b
follow all safety precautions.
1.5
demonstrate environmental concern when choosing
and using materials.
1.5a
exercise safe work habits.
1.6
use technology in the production process when
applicable and desired.
1.6a
use current technology to create artwork.
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
1.1
The student will:
understand / select the impact of color theory for
application.
VISUAL ARTS - Printmaking
Sample Indicators / Assessments of Learning
1.1a
The student will be able to:
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
Scope and Sequence - Grades 9 - 12
1.2
understand / select various drawing techniques for
specific printmaking application.
1.2a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.3
recognize different printmaking techniques and how
different media can be integrated into prints.
1.3a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse printmaking processes, historical styles,
and cultural values.
1.4
identify similarities and differences of prints of
different periods, styles, and cultures.
1.4a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse printmaking processes, historical styles,
and cultural values.
1.5
analyze and compare how art can impact and / or
reflect cultural values.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse printmaking processes, historical styles,
and cultural values.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
VISUAL ARTS - Printmaking
Scope and Sequence - Grades 9 - 12
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore the differences and similarities between
artists as creators and production technicians.
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare artforms of various cultures.
1.4
discuss the differences of the role of printmaking in
fine arts, architecture, multimedia applications
(graphic design, illustration, video, animation and
photography) industrial design, product design,
sculpture, environmental design and art.
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research and expand their knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
VISUAL ARTS - Printmaking
Scope and Sequence - Grades 9 - 12
Learner Outcomes
Sample Indicators / Assessments of Learning
2.1
The student will:
apply the visual language and appropriate skill
applications of various printmaking processes,
compositional structure, and color theory.
2.1a
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce innovative artwork.
2.2
further prepare for career objectives by applying
skills developed in printmaking.
2.2a
begin to direct printmaking skills to various art fields.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
discuss the differences and similarities between
technicians and artists.
3.1a
3.2
discuss the historical influence of style and culture
on drawing.
3.2a
use and analyze western art of other cultures, through
demonstration or discussion.
3.3
discuss the interdisciplinary nature of art as it
relates to other fields
3.3a
recognize and use other disciplines as an integral part of their art
production as needed
3.1
VISUAL ARTS - Printmaking
The student will be able to:
identify technical skill vs. innovative process.
Scope and Sequence - Grades 9 - 12
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Printmaking
Scope and Sequence - Grades 9 - 12
3-D DESIGN
I.
Description of course
This course involves the planning, design, and construction of a variety of threedimensional objects. Students will assess the aesthetic qualities of form, and the surface
treatment of objects in space as well as composition theory and color theory. There will be
a variety of materials used such as: wood, plaster, cardboard, clay, and metal. Students
will be acquainted with multicultural and art historical themes as well as current
technological applications.
II.
Purpose of course
To develop skill in thinking and designing three-dimensional objects.
To gain a sense of the various forms of three-dimensional art.
To acquire knowledge of basic media and techniques.
To understand the relationship between form and function.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
Materials:
Kranz, Stewart and Fisher, Robert. The Design Continuum, an Approach to
Understanding Visual Forms. Van Nostrand Reinhold Company, 1966.
Charleston, Robert, editor. World Ceramics. Chartwell Books, Inc., 1968.
Periodicals:
Ceramics Monthly
School Arts
Art News
Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
demonstrate knowledge of differences between
two-dimensional implied form and threedimensional real form.
1.1a
demonstrate their knowledge of the difference between flat,
implied, and real spatial relationships.
1.2
apply the rules of color theory.
1.2a
create artwork using color theory.
1.3
become aware of form, surface, and texture.
1.3a
create artworks that incorporate form, surface, and texture.
1.4
explore a broad range of mixed media techniques.
1.4a
demonstrate skill in construction of artworks using a variety of
mixed media.
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
1.5
explore the relationship between form and function.
1.5a
recognize the difference between functional and non-functional
artworks.
1.6
understand mixed media materials, their potentials
and limitations.
1.6a
select appropriate mixed media materials.
1.7
demonstrate how to use tools and equipment safely.
1.7a
select appropriate tools and equipment.
1.7b
follow all safety precautions.
1.8
demonstrate environmental concern when choosing
and using materials.
1.8a
exercise safe work habits.
1.9
learn basic elements and principles of composition.
1.9a
orchestrate knowledge of compositional structure through
creating and analyzing artworks.
1.10
use technology in the production process when
applicable or desired.
1.10a
use current technology to create artwork.
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
understand / select the impact of color theory for
application.
1.1a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.2
understand / select various mixed media techniques
for specific application.
1.2a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.3
become familiar with the tradition of using real form 1.3a
as an essential element in three-dimensional designs.
analyze, discuss, and apply means through which the viewer's
perception is orchestrated.
1.4
know the work and names of masters of diverse
create artwork and / or written or oral evaluations that reflect
VISUAL ARTS - 3-D Design
1.4a
Scope and Sequence - Grades 9 - 12
three-dimensional media.
knowledge in diverse three-dimensional media of different
periods, styles, and cultures.
1.5
identify similarities and differences in threedimensional media of different periods, styles, and
cultures.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge in diverse three-dimensional media of different
periods, styles, and cultures.
1.6
understand how art can impact and / or reflect
cultural values.
1.5b
create artwork and / or written or oral evaluations that reflect
knowledge in diverse three-dimensional media of different
periods, styles, and cultures.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore the differences and similarities between
artists as creators and production technicians.
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare artforms of various cultures.
1.4
discuss the differences of the role of mixed media
and form in fine arts, architecture, multimedia
applications (graphic design, illustration, video,
animation and photography) industrial design,
product design, sculpture, environmental design and
art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research or expand their knowledge of art.
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
2.1
2.2
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
be familiar with the visual language and appropriate
skill applications of various mixed media
techniques, compositional structure, and color
theory.
The student will be able to:
create final assignments that will reflect student synthesis of these
objectives to produce innovative artwork.
2.1a
be aware that the skills developed in 3-D Design are 2.2a
a necessary foundation to further prepare for career
objectives.
recognize the role of three-dimensional design in relationship to
various art fields.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
explore differences and similarities between
draftsmen and artists.
3.1a
The student will be able to:
recognize and demonstrate the difference between mechanical
drawing and expressive artworks.
3.2
explore historical influence of style and culture on
drawing.
3.2a
recognize and compare western art of other cultures, through
demonstration or discussion.
3.3
explore the interdisciplinary nature of art as it
relates to other fields.
3.3a
recognize how art is an integral part of a variety of disciplines.
3.1
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - 3-D Design
Scope and Sequence - Grades 9 - 12
CLAY
I.
Description of course
This course acquaints students with clay and its possibilities. Handbuilding, wheelwork,
modeling, decorating, and glazing are included. Students will investigate a variety of
multicultural design approaches to clay forms in addition to a variety of construction
methods. Students will be acquainted with multicultural and art historical themes as well
as current technological applications.
Prerequisite: 3-D Design
II.
Purpose of course
To create basic knowledge of clay, glazes, and construction methods.
To develop understanding of various cultures and their approach to decorative and
functional ware.
To create an exposure to and an experience with contemporary craft and sculpture.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Charleston, Robert, editor. World Ceramics. Chartwell Books, Inc., 1968.
Nelson, Glenn. Ceramics. Holt, Rinehart & Winston, Inc., 1960.
Periodicals:
Ceramics Monthly
School Arts
Art News
Art in America
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
demonstrate knowledge of differences between
two-dimensional implied form and threedimensional real form.
1.1a
choose appropriate portrayal of spatial relationships dependent
upon viewpoint based on skill applications and design concepts.
1.2
apply the rules of color theory.
1.2a
apply color theory to control visual / spatial relationships.
1.3
become aware of form, surface, and texture
1.3a
choose appropriate portrayal of form, surface, and texture for
direction of intent.
explore a broad range of clay construction / glaze /
texture techniques.
VISUAL ARTS - Clay
1.4a
select appropriate techniques, relationships, and materials for
unique individual artworks.
Scope and Sequence - Grades 9 - 12
1.4
1.5
explore the relationship between form and function.
1.5a
select appropriate techniques, relationships, and materials for
unique individual artworks.
1.6
understand clay materials, their potentials and
limitations.
1.6a
select appropriate techniques, relationships, and materials for
unique individual artworks.
1.7
demonstrate how to use tools and equipment safely.
1.7a
select appropriate tools and equipment.
1.7b
follow all safety precautions.
1.8
demonstrate environmental concern when choosing
and using materials.
1.8a
exercise safe work habits.
1.9
apply basic elements and principles of composition.
1.9a
orchestrate knowledge of compositional structure through
creating and analyzing artworks.
1.10
use technology in the production process when
applicable or desired.
1.10a
use current technology to create artwork.
VISUAL ARTS - Clay
Scope and Sequence - Grades 9 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
select / apply appropriate color theory to support
theme.
1.1a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated in order to evaluate theme.
1.2
select / apply various clay techniques for specific
application to support theme.
1.2a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated in order to evaluate theme.
1.3
use real form as a essential element in threedimensional designs to support theme.
1.3a
analyze, discuss, and apply means through which the viewer's
perception is orchestrated in order to evaluate theme.
VISUAL ARTS - Clay
Scope and Sequence - Grades 9 - 12
1.4
analyze and discuss the work and names of masters
of diverse forms in clay.
1.4a
design and evaluate artwork and write or make oral evaluations
that reflect knowledge in diverse clay forms of different periods,
styles, and cultures.
1.5
compare and contrast similarities and differences in
clay forms of different periods, styles, and cultures.
1.5a
design and evaluate artwork and write or make oral evaluations
that reflect knowledge in diverse clay forms of different periods,
styles, and cultures.
1.6
compare and contrast how ceramic art can impact
and / or reflect cultural values.
1.6a
design and evaluate artwork and write or make oral evaluations
that reflect knowledge in diverse clay forms of different periods,
styles, and cultures.
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
VISUAL ARTS - Clay
Scope and Sequence - Grades 9 - 12
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
compare and contrast the differences and similarities 1.1a
between artists as creators and production
technicians.
participate in class critiques and discussions of his/her artwork
and the work of others to determine a direction to achieve
quality for the production of their own work.
1.2
select the use of craftsmanship and innovation.
1.2a
make decisions which reflect the emphatic quality of the work.
1.3
be able to equate their art with the views of the
world that are similar or different from their own
culture.
1.3a
compare artforms of various cultures.
1.4
compare and contrast the differences of the role of
clay and form in fine arts, architecture, multimedia
applications ( graphic design, illustration, video,
animation and photography) industrial design,
product design, sculpture, environmental design and
art
1.5
use current technology.
VISUAL ARTS - Clay
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5a
use technology to research or expand their knowledge of art.
Scope and Sequence - Grades 9 - 12
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
2.2
The student will:
selectively apply the visual language and
appropriate skill applications of various clay
techniques, compositional structure, and color
theory in order to communicate intended themes.
further prepare for career objectives by applying
skills developed in Clay.
Sample Indicators / Assessments of Learning
2.1a
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce individualized innovative artwork.
2.2a
begin to direct clay and 3-D design skills to various art fields.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
discuss the differences and similarities between
production potters and fine art ceramicists.
3.1a
The student will be able to:
select production pottery and/or fine art ceramics to best
expresses his/her own ideas.
3.2
discuss the historical influence of style and culture
on pottery and fine art ceramics.
3.2a
use and analyze western art of other cultures, through
demonstration or discussion.
3.3
discuss the interdisciplinary nature of clay as it
relates to other fields.
3.3a
recognize and use other disciplines as an integral part of their art
production as needed.
3.1
VISUAL ARTS - Clay
Scope and Sequence - Grades 9 - 12
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Clay
Scope and Sequence - Grades 9 - 12
PHOTO I
I.
Description of course
This course is designed to introduce the student to black and white photography. A
working knowledge of the camera, skills in darkroom techniques, as well as introduction
to aesthetics and history of photography are offered. There is a major emphasis on
photography as a fine art.
II.
Purpose of course
To form an understanding of exposure that synthesizes film speed, aperture, and shutter
speed.
To give students a foundation in the basic procedures involved in processing black and
white film and prints.
To gain knowledge of the aesthetic history of photography and the influence of various
photographers, their techniques and philosophies.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Newhall, Beaumont. The History of Photography. Little, Brown and Company, Boston,
1982.
Langford, Michael. The Step-by-Step Guide to Photography. Alfred A. Knopf New
York, 1984.
Walsh, Naylor, and Held, editors. Contemporary Photographers. St. Martins Press.
Periodicals:
Aperture
Shutterbug
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
demonstrate knowledge of differences between a
snapshot and a fine art photograph.
1.1a
create fine art photographs.
1.2
learn the basic mechanical parts and functions of a
35mm camera.
1.2a
use basic mechanical parts and functions of the 35mm camera
to produce photos.
1.3
learn the process of film exposure for desired
technical effects.
1.3a
combine film speed, aperture, and shutter speed for selected
effects.
1.4a
demonstrate knowledge of darkroom equipment and its use.
1.4
become familiar with the darkroom and its
equipment.
VISUAL ARTS - Photo I
Scope and Sequence - Grades 11 - 12
1.5
learn the process of print enlargement and
development
1.5a
demonstrate knowledge of enlarging and developing techniques
for appropriate applications.
1.6
drymount photos for presentation
1.6a
produce mounted photos for final artworks.
1.7
understand photography materials and chemistry,
their potentials, hazards, and limitations.
1.7a
use photographic materials and supplies appropriately.
1.8
use tools and equipment safely.
1.8a
select appropriate tools or equipment.
1.9
demonstrate environmental concern when choosing
and using materials.
1.9a
exercise safe work habits.
1.10
solve visual problems using appropriate
photographic processes.
1.10a
create photos that produce desired effects
1.11
learn basic elements and principles of composition.
1.11a
orchestrates knowledge of compositional structure through
creating and analyzing artworks.
1.12
Use technology in the production process when
applicable or desired.
1.12a
use current technology to create artwork.
VISUAL ARTS - Photo I
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will be able to:
The student will:
1.1
analyze, discuss, and understand the means through
which the viewer's perception is orchestrated .
1.1a
experiment with aperture and depth of field, shutter speed , motion,
and blur, bracketing and the zone system.
1.2
demonstrate various lighting techniques for specific
application, such as portraiture or still life.
1.2a
select appropriate lighting techniques to achieve desired results.
1.3
become familiar with the tradition of using specific
methods for planning designs for photographic
compositions.
1.3a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse photographic styles and photographers.
1.4a
create artwork and / or written or oral evaluations that reflect
Scope and Sequence - Grades 11 - 12
1.4 become familiar with the work and names of masters
VISUAL ARTS - Photo I
of diverse photographic styles.
knowledge of diverse photographic styles and photographers.
1.5
become familiar with similarities and differences of
photographs of different periods, styles, and cultures.
1.5a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse photographic styles and photographers.
1.6
understand how photography can impact and / or
reflect cultural values.
1.6a
create artwork and / or written or oral evaluations that reflect
knowledge of diverse photographic styles and photographers.
VISUAL ARTS - Photo I
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore the differences and similarities between
artists as creators and production technicians.
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality of
the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare photographic works of photographers from various
cultures.
VISUAL ARTS - Photo I
Scope and Sequence - Grades 11 - 12
1.4
discuss the differences of the role of photography in
fine arts, architecture, multimedia applications
(graphic design, illustration, video, animation and
photography) industrial design, product design,
sculpture, environmental design and art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research and expand knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
2.2
Sample Indicators / Assessments of Learning
The student will:
apply the visual language and appropriate skill
2.1a
applications of various photographic techniques and
compositional structure.
The student will be able to:
create final assignments which reflect synthesis of these
objectives.
be aware that the skills developed in Photo 1 are a
necessary foundation to further prepare for career
objectives.
recognize the role of photography and design in relationship to
various art fields.
2.2a
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
The student will:
explore the differences and similarities between
technicians and fine art photographers.
VISUAL ARTS - Photo I
Sample Indicators / Assessments of Learning
3.1a
The student will be able to:
recognize and demonstrate the difference between technical
photographs and fine art photographs.
Scope and Sequence - Grades 11 - 12
3.2
discuss the historical influence of style and culture
on photography.
3.2a
recognized and compare pictorial and straight photography
through demonstration or discussion.
3.3
explore the interdisciplinary nature of photography
as it relates to other fields
3.3a
recognize how photography is an integral part of a variety of
disciplines.
3.4
create specific photographs based upon
photographic methods that develop an
understanding of the interrelationship of art and
science in photography.
3.4a
use photographic techniques to develop photos that represent
specific effects.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Photo I
Scope and Sequence - Grades 11 - 12
PHOTO II
I.
Description of course
Photo II builds on the skills and techniques learned in the introductory course. Emphasis
is on aesthetic quality and experimental technique with an opportunity to develop a unique
visual style. Students will be encouraged to experiment with a variety of darkroom
techniques, manipulating the negative and the print to make a visual statement.
Application of current technologies will be introduced. Students will be acquainted with
multicultural and art historical themes as well as current technological applications.
Prerequisite: Photo I
II.
Purpose of course
To expand technical knowledge of film, exposure, paper, chemistry and their
interrelationship in creating photographic images.
To develop experience in creating visual statements by controlling photographic results.
To become familiar with contemporary North American and International photographers
and their work.
To develop an understanding of the impact of current technologies on digital and
photographic ethics.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Newhall, Beaumont. The History of Photography. Little, Brown and Company, Boston,
1982.
Langford, Michael. The Step-by-Step Guide to Photography. Alfred A. Knopf New
York, 1984.
Walsh, Naylor, and Held, editors. Contemporary Photographers. St. Martins Press.
Periodicals:
Aperture
Shutterbug
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
use knowledge of the camera as it relates to
exposure.
1.1a
problem-solve to gain intended exposure.
1.2
explore experimental darkroom processes.
1.2a
create sabattier prints, multiple image prints, sequences, and/or
other innovative prints.
1.3
explore experimental non-darkroom photographic
processes.
1.3a
create photograms, hand-colored photos, photocollages,
photoweavings, and/or other processes.
1.4a
problem-solve to gain intended final prints.
1.4
acquire knowledge of advance print enlargement
and development processes.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
1.5
drymount and mat photos for presentation
1.5a
produce mounted and / or matted photos for final artworks.
1.6
follow product safety recommendations on all tools
and supplies.
1.6a
use photographic materials and supplies appropriately.
1.7
demonstrate environmental concern when choosing
and using materials.
1.7a
evidence in all work habits.
1.8
orchestrates knowledge of compositional structure
when planning and creating photos.
1.8a
produce photos which reflect knowledge of compositional
structure.
1.9
use technology in the production process when
applicable or desired.
1.9a
use current technology to create artwork.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
manipulate aperture, shutter speed, film speed and
film development to create desired effects.
1.1a
analyze, discuss, and understand the means through which the
viewer's perception is orchestrated .
1.2
become familiar with the work and names of
masters of diverse photographic styles.
1.2a
problem-solve for various lighting conditions and other
environmental factors.
manipulate printing processes for desired effects.
1.2b
1.3
understand how photography can impact and / or
reflect cultural values.
VISUAL ARTS - Photo II
1.3a
create artwork and / or written or oral evaluations that reflect
knowledge of the similarities and differences of photographs and
photographers of different periods, styles, and cultures.
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore the differences and similarities between
artists as creators and production technicians.
1.1a
participate in class critiques and discussions of their artwork and
the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions which reflect the emphatic quality of the work.
1.3
recognize that art provides views of the world that
are similar or different from their own culture.
1.3a
compare photographic works of photographers from various
cultures.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
1.4
discuss the changing role of photography in fine
arts, architecture, multimedia applications (graphic
design, illustration, video, animation and
photography) industrial design, product design,
sculpture, environmental design and art
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
1.5
use current technology.
1.5a
use technology to research or expand knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
2.2
Sample Indicators / Assessments of Learning
The student will:
acquire knowledge of the planning and organization 2.1a
needed to execute a work of art.
The student will be able to:
establish parallel connections and appreciation of other artworks.
be aware that the skills developed in Photo 2 are a
necessary foundation to further prepare for career
objectives.
2.2a
recognize the role of photography and design in relationship to
various art fields.
2.2b
visit local galleries and/or museums for enrichment.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
3.1
The student will:
explore the differences and similarities between
documentary and fine art photographers.
3.1a
The student will be able to:
discuss and/or do a written presentation of the differences
between documentary photographs and fine art photographs.
3.2
explore the influence of technology on
photography.
3.2a
discuss how technology has impacted photography.
3.3
explore the interdisciplinary nature of photography
as it relates to other fields.
3.3a
recognize how photography is an integral part of a variety of
disciplines.
3.4
create specific artworks based upon photographic
methods that develop an understanding of the
interrelationship of art and science in photography.
3.4a
use photographic techniques to develop photos that represent
specific effects.
3.5
explore issues in image appropriation and
manipulation.
3.5a
discuss topics such as ethical and legal issues arising from
manipulated and copyrighted images and sounds.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Photo II
Scope and Sequence - Grades 11 - 12
ART, VIDEO & COMPUTER IMAGING
I.
Description of course
This course is an introduction to the creative and artistic aspects of video production. The
course will acquaint students with video theory and terminology to provide a knowledge
base for the use of equipment. Production and editing of videos will be emphasized with
the opportunity to write and to produce unique videos using special effects, video
graphics, animation and other creative applications. Viewing and discussing film styles
will be offered to encourage experimentation in writing, taping and editing. Students will
be acquainted with technological applications.
II.
Purpose of course
To develop knowledge of video equipment and techniques.
To develop experience in creating audio visual works that communicate effectively.
To understand the development of communication technology and its implications.
To become familiar with contemporary North American and International videographers
and their work.
To develop an understanding of the impact of current technologies on digital,
photographic and video ethics.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Utz, Peter. Today's Video. PTR Prentice Hall, Englewood Cliffs, NJ, 1992.
Newhall, Beaumont. The History of Photography. Little, Brown and Company, Boston,
1982.
Periodicals:
AV Video
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art works that express
their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
a. apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are
carried out in their artworks.
b. conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas
relates to the media, techniques, and processes they use.
2. Using knowledge of structures and functions, students.
a. demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish
commercial, personal, communal, or other purposes of art.
b. evaluate the effectiveness of artworks in terms of organizational structures and functions.
c. create artworks that use organizational principles and functions to solve specific visual arts problems.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
become proficient with related video technology:
camcorders, editing equipment, and computers.
1.1a
know the controls and components and care of the camcorders,
editing equipment, and computers.
1.2
orchestrates knowledge of compositional structure
when creating videos.
1.2a
produce videos which reflect knowledge of compositional
structure as it applies to pre-production, production, postproduction.
1.3
become proficient in pre-production techniques.
1.3a
develop a storyboard, including camera moves and audio.
1.3b
write a script including sound effects and voice-overs, etc.
1.3c
create a set and props for taping.
1.3d
experiment to achieve appropriate lighting effects.
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
1.3e
1.3f
1.4
1.5
become proficient in production techniques.
become proficient in post-production techniques.
VISUAL ARTS - Art, Video, & Computer Imaging
choose appropriate fonts for titling, credits and other
information.
follow all copyright requirements for all stages of video
production.
1.4a
follow storyboards and scripts.
1.4b
create one minute of blacked tape for a leader.
1.4c
know and use the tai chi stance.
1.4d
1.4e
use ten second lead time at the beginning and end various
takes.
set white balance and manual focus for prepared shots.
1.4f
use correct hand signals for directing.
1.4g
use a variety of camera moves.
1.4h
apply appropriate lighting effects.
1.4i
participate in all facets of the taping production.
1.4j
use appropriate computer programs.
1.5a
1.5b
preview footage and critique to develop a rough cut with an
edit decision list.
prepare a blacked tape for editing master.
1.5c
edit footage in a sequential manner using edit decision list.
1.5d
mix audio and video effectively.
1.5e
use special effects where appropriate.
1.5f
use appropriate computer programs
Scope and Sequence - Grades 11 - 12
1.6
become safety conscious.
GOAL #1:
Part B:
1.6a
follow all safety instructions in pre-production, production, and
post-production.
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting diverse art
works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
a. reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related
to history and culture.
b. apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
4. Understanding the visual arts in relation to history and cultures, students
a. differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of
art.
b. describe the function and explore the meaning of specific art objects within varied cultures, times, and places.
c. analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying
conclusions made in the analysis and using such conclusions to inform their own art making.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
orchestrate integration of ideas and technical
applications during pre-production, production, and
post-production for quality artwork.
1.1a
produce artwork that reflects the successful sequencing of their
pre-production, production and post-production skills.
1.2
recognize the evolution of communications and art.
1.2a
produce written and/or oral evaluations that reflect knowledge
of printed material, radio, film, television and video.
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
1.3
understand how video can impact or reflect cultural
values.
GOAL #1:
Part C:
1.3a
create artwork and/or written or oral evaluations that reflect
their knowledge of how video can impact or reflect cultural
values.
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances based on critical
perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
a. identify intentions of those creating artworks, explore the implications of various purposes, and justify their
analyses of purposes in particular works.
b. describe meanings of artworks by analyzing how specific works are created and how they relate to historical and
cultural contexts.
c. reflect analytically on various interpretations as a means for understanding and evaluating works of visual art.
6. Making connections between visual arts and other disciplines, students
a. compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as
they are used in creation and types of analysis.
b. compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in
the humanities or sciences.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore the differences between artists as creators
and production technicians.
1.1a
participate in class critiques and discussions of his/her artwork
and the work of others.
1.2
examine the relationship between technical expertise 1.2a
and innovation.
make decisions which reflect the emphatic quality of the work.
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
1.3
recognize that art provides views of the world that
are similar or different from their own.
1.3a
compare videos from various cultures.
1.4
discuss the changing role of video in fine arts,
architecture, multimedia applications (graphic
design, illustration, animation and photography)
industrial design, product design, sculpture,
environmental design and art.
1.4a
write or make oral comparisons of ideas and themes from a
various communication sources.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
2.1
2.2
Sample Indicators / Assessments of Learning
The student will:
acquire knowledge of the planning and organization 2.1a
needed to execute a work of art.
The student will be able to:
establish parallel connections and appreciation of other artworks.
be aware that the skills developed in Art, Video &
Computer Imaging are a necessary foundation to
further prepare for career objectives.
2.2a
recognize the role of art, video and technology in relationship to
various art fields.
2.2b
visit local galleries and/or museums for enrichment.
2.2c
critically view films of various styles and cultures.
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
3.1
explore differences and similarities between
documentary and fine art videos.
3.1a
discuss and/or do a written presentation of the differences
between documentary videos and fine art videos.
3.2
explore the influence of technology on video.
3.2a
discuss how technology has impacted video.
3.3
explore the interdisciplinary nature of video as it
relates to other fields.
3.3a
recognize how video is an integral part of a variety of disciplines.
3.4
create specific artworks based upon pre-production, 3.4a
production and post-production methods that
develop an understanding of the interrelationship of
art and technology in video.
use pre-production, production and post-production methods to
develop videos that incorporate specific effects.
3.5
explore issues in image appropriation and
manipulation and copyright.
discuss topics such as ethical and legal issues arising from
manipulated and copyrighted images and sounds.
obtain written releases, permission and provide appropriate
compensation for all sources in video.
3.5a
3.5b
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.2b
provide opportunities for student involvement in arts issues.
VISUAL ARTS - Art, Video, & Computer Imaging
Scope and Sequence - Grades 11 - 12
STUDIO 3
I.
Description of course
This course is intended for the serious art student interested in furthering his/her art skills
in a variety of studio techniques. Three distinct areas will be covered: painting, applied art
and sculpture. Students will assess how elements in compositional structure can be
orchestrated to communicate ideas visually. Acceptance by the art department is required
for enrollment into this course with a grade of a B- of better in prerequisites. Students will
be acquainted with multicultural and art historical themes as well as technological
applications.
Prerequisite: 2-D Design, Drawing Studio and one other art course.
II.
Purpose of course
To use media and design skills to communicate a theme.
To experiment with composition, color and creative problem solving.
To create understanding of various styles, techniques and their application to the
development of theme.
To develop a personal style in various media.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Janson, H.W. History of Art. Harry N. Abrams, Inc., NY, 1966.
Arnason, H.H. History of Modern Art. Harry N. Abrams, Inc., NY.
Kranz, Stewart and Fisher, Robert. The Design Continuum, an Approach to
Understanding Visual Forms. Van Nostrand Reinhold Company, 1966.
Charleston, Robert, editor. World Ceramics. Chartwell Books, Inc., 1968.
Periodicals:
School Arts
Art News
Art in America
Ceramics Monthly
Aperture
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
ADVANCED CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art
works that express their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
d. initiate, define, and solve challenging visual art problems independently using intellectual skills such as analysis,
synthesis, and evaluation
2. Using knowledge of structures and functions, students:
d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and
functions in artwork and to defend personal evaluations of these perspectives.
e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective
relationships between structural choices and artistic functions.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
1.1
develop skill in drawing with paint and other media.
1.1a
The student will be able to:
create works of art that are appropriate to the intended
outcome.
1.2
orchestrate compositional structure to effectively
communicate their ideas.
1.2a
explore numerous compositional studies for strong visual
impact.
1.3
acquire experience in drawing the anatomical
balance of the figure.
1.3a
experiment with gesture, contour line, implied form (one point,
two point, three point or isometric).
VISUAL ARTS - Studio 3
Scope and Sequence - Grades 11 - 12
1.4
become conversant with a variety of art styles.
1.4a
begin to experience the thought behind style.
1.4b
choose an art style or styles (abstract expressionism,
minimalism, structuralism, pop art, super realism, surrealism,
classical art, cartooning , etc.) on which to build their personal
visual vocabulary.
1.5
use technology in the production process when
applicable or desired.
1.5a
use technology to create artwork.
1.6
dry mount and mat selected artwork for
presentation.
1.6a
produce works prepared for presentation.
1.7
compile a body of artwork that reflects skill and
creative development.
1.7a
produce a portfolio.
1.8
use tools, materials and equipment safely.
1.8a
select appropriate supplies and equipment.
1.8b
follow all safety precautions.
1.9a
exercise safe work habits.
1.9
demonstrate environmental concern when choosing
and using materials.
VISUAL ARTS - Studio 3
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting
diverse art works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
c. describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work
of others
d. evaluate and defend the validity of sources for content and the manner in which the subject matter, symbols, and
images are used in the students' works and in significant works by others
4. Understanding the visual arts in relation to history and cultures, students
d. analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing
understanding of the work of critics, historians, aestheticians, and artists
e. analyze common characteristics of visual arts evident across time and among cultural / ethnic groups to formulate
analyzes, evaluations, and interpretations of meaning
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
understand basic modern movements in contrast to
traditional or classical ones.
1.1a
analyze and discuss modern movements vs. classical or
traditional ones.
1.2
recognize that different art styles in various media
require specific technical skills.
1.2a
apply the appropriate techniques in order to emulate a desired
style.
1.3
choose style and techniques for personal expression. 1.3a
VISUAL ARTS - Studio 3
assess how personal use of compositional structure and
techniques support their own unique style.
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances
based on critical perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
d. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes,
views, and intentions
6. Making connections between visual arts and other disciplines, students
c. synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines,
the humanities, or the sciences
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore through production or critique the differences
between modern, classical, traditional styles and their
own unique forms of expression.
1.1a
participate in class critiques and discussions of their artwork
and the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions which reflect the emphatic quality of work.
1.3
recognize that art provides views of the world that are
similar or different from their own culture.
1.3a
analyze and compare art forms of various cultures.
1.4
discuss the differences of the role of drawing, painting
and sculpture in fine arts, architecture, multimedia
applications (graphic design, illustration, video,
animation and photography) industrial design, product
design, sculpture, environmental design and art.
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
VISUAL ARTS - Studio 3
Scope and Sequence - Grades 11 - 12
1.5
use current technology.
1.5a
use technology to research and expand knowledge of art.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
2.1
The student will:
apply the visual language and appropriate skill
applications of various media techniques,
compositional structure, and color theory.
2.1a
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce innovative artwork.
2.2
further prepare for career objectives by applying
skills developed in Studio 3.
2.2a
direct their Studio 3 skills to various art fields.
2.2b
visit local art galleries and/or museums for enrichment.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
3.2
Sample Indicators / Assessments of Learning
The student will:
discuss the differences and similarities between
commercial and fine art applications.
3.1a
The student will be able to:
select appropriate applications in a variety of commercial and
fine art styles that best expresses their own ideas.
discuss the historical influence of style and culture
on drawing, painting and other art forms.
3.2a
use and analyze western and/or other cultural art motifs in their
works.
VISUAL ARTS - Studio 3
Scope and Sequence - Grades 11 - 12
3.3
discuss the interdisciplinary nature of art as it
relates to other fields.
3.3a
create artwork that involves other disciplines as an integral part
of art production.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
provide opportunities for students to participate in local, state,
and national exhibits.
4.3
explore various post secondary art programs.
4.3a
have opportunities for involvement in arts issues.
4.3b
have opportunities to attend presentations by representatives of
various art schools.
VISUAL ARTS - Studio 3
Scope and Sequence - Grades 11 - 12
STUDIO 4
I.
Description of course
Studio 4 is designed for students who have completed Studio 3 with a grade of B- or
better. Portfolio preparation is available for the college-bound student. In addition,
students will be given the opportunity for in-depth independent study. This course assists
students in directing their own art production and provides opportunities to explore
diverse art styles. Self-assessment is an integral part of the creative process. Students will
be acquainted with multicultural and art historical themes as well as technological
applications.
Prerequisite: Studio 3 ( or Drawing Painting Studio plus one other art course ).
II.
Purpose of course
To use media and design skills to communicate a theme.
To experiment with composition, color and creative problem solving.
To develop and execute personal themes in chosen media.
To assess work in terms of theme, original intention and finished product.
III.
Goals
See following chart.
IV.
Objectives
See following chart.
V.
Materials cited
References:
Janson, H.W. History of Art. Harry N. Abrams, Inc., NY, 1966.
Arnason, H.H. History of Modern Art. Harry N. Abrams, Inc., NY.
Kranz, Stewart and Fisher, Robert. The Design Continuum, an Approach to
Understanding Visual Forms. Van Nostrand Reinhold Company, 1966.
Charleston, Robert, editor. World Ceramics. Chartwell Books, Inc., 1968.
Periodicals:
School Arts
Art News
Art in America
Ceramics Monthly
Aperture
GOAL #1: The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
Part A:
ADVANCED CREATING - imagining, planning, making, evaluating, refining, presenting and exhibiting art
works that express their own creative concepts, ideas and feelings.
Explanation for the visual arts:
1. Understanding and applying media, techniques, and processes, students:
c. communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
d. initiate, define, and solve challenging visual art problems independently using intellectual skills such as analysis,
synthesis, and evaluation
2. Using knowledge of structures and functions, students:
d. demonstrate the ability to compare two or more perspectives about the use of organizational principles and
functions in artwork and to defend personal evaluations of these perspectives.
e. create multiple solutions to specific visual arts problems that demonstrate competence in producing effective
relationships between structural choices and artistic functions.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
refine skill in drawing to support an independent
direction of style.
1.1a
create works of art that are appropriate to the intended
outcome.
1.2
plan the integration of various skills and
composition elements to gain the desired visual
effect.
1.2a
propose selected elements to support theme and visual
organization of the format.
1.3
select the compositional structure that effectively
communicates their theme.
1.3a
explore numerous compositional studies and choose one for
strong visual impact.
VISUAL ARTS - Studio 4
Scope and Sequence - Grades 11 - 12
1.4
look at the interaction between their visual ideas
and the viewer's perceptions to examine the mode
of communication.
1.4a
write an assessment of their work and actively participate in
class critiques that address the mode of communication.
1.5
become conversant with a variety of art styles.
1.5a
give a written and/or oral presentation/discussion on how their
personal style relates to established stylistic trends.
1.6
use technology in the production process when
applicable or desired.
1.6a
use technology to create artwork.
1.7
dry mount and mat selected artwork for
presentation.
1.7a
produce works prepared for presentation.
1.8
develop a portfolio that is reflective of their
personal direction.
1.8a
produce a portfolio.
1.9
use tools, materials and equipment safely.
1.9a
select appropriate supplies and equipment.
1.9b
follow all safety precautions.
1.10a
exercise safe work habits.
1.10
demonstrate environmental concern when choosing
and using materials.
VISUAL ARTS - Studio 4
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part B:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED PERFORMING - selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting
diverse art works through performance.
Explanation for the visual arts:
3. Choosing and evaluating a range of subject matter, symbols, and ideas, students
c. describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work
of others
d. evaluate and defend the validity of sources for content and the manner in which the subject matter, symbols, and
images are used in the students' works and in significant works by others
4. Understanding the visual arts in relation to history and cultures, students
d. analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing
understanding of the work of critics, historians, aestheticians, and artists
e. analyze common characteristics of visual arts evident across time and among cultural / ethnic groups to formulate
analyzes, evaluations, and interpretations of meaning
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
understand basic modern movements in contrast to
traditional or classical ones.
1.1a
analyze and discuss modern movements vs. classical or
traditional ones.
1.2
recognize that different art styles in various media
require specific technical skills.
1.2a
apply the appropriate techniques in order to emulate a desired
style.
1.3
choose style and techniques for personal expression. 1.3a
assess how personal use of compositional structure and
techniques support their own unique style.
1.4
identify a visual vocabulary that best communicates
intended message.
evaluate their selected mode of communication for a specific
impact.
VISUAL ARTS - Studio 4
1.4a
Scope and Sequence - Grades 11 - 12
GOAL #1:
Part C:
The student will be able to demonstrate understanding and use of the material techniques, processes, language,
and notation of each art form, and of the diverse cultural and historical contexts of the arts, through the three
artistic processes:
ADVANCED RESPONDING - selecting, analyzing, interpreting, and evaluating art works and performances
based on critical perception.
Explanation for the visual arts:
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others, students
d. correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes,
views, and intentions
6. Making connections between visual arts and other disciplines, students
c. synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines,
the humanities, or the sciences
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
1.1
explore through production or critique the differences
between modern, classical, traditional styles and their
own unique forms of expression.
1.1a
participate in class critiques and discussions of their artwork
and the work of others.
1.2
examine the relationship between craftsmanship and
innovation.
1.2a
make decisions as to whether the cognitive, innovative, or skill
application and/or craftsmanship reflects the emphatic quality
of the work.
1.3
recognize that art provides views of the world that are
similar or different from their own culture.
1.3a
analyze and compare artforms of various cultures.
1.4
discuss the differences of the role of drawing, painting
and sculpture in fine arts, architecture, multimedia
applications (graphic design, illustration, video,
animation and photography) industrial design, product
1.4a
write or make oral comparisons of art materials, technologies,
media and processes with those of other disciplines.
VISUAL ARTS - Studio 4
Scope and Sequence - Grades 11 - 12
design, sculpture, environmental design and art.
1.5
explore a variety of modes of communication.
1.5a
use a variety of visual vocabularies to provoke an intended
response from their audience.
1.6
use current technology.
1.6a
use technology to research and expand knowledge.
GOAL #2: The student will be able to master at least one art form sufficiently to: (a) continue lifelong appreciation and
involvement in creation or performance of that art form and/or (b) pursue further study in preparation for a
career.
Learner Outcomes
Sample Indicators / Assessments of Learning
2.1
The student will:
apply the visual language and appropriate skill
applications of various media techniques,
compositional structure, and color theory.
2.1a
The student will be able to:
create final assignments that will reflect synthesis of these
objectives to produce innovative artwork.
2.2
further prepare for career objectives by applying
skills developed in Studio 4.
2.2a
direct their Studio 4 skills to various art fields.
2.2b
visit local art galleries and/or museums for enrichment.
GOAL #3: The student will be able to demonstrate understanding of the relationships among the arts and between the arts
and other disciplines.
Learner Outcomes
3.1
The student will:
discuss the differences and similarities between
VISUAL ARTS - Studio 4
Sample Indicators / Assessments of Learning
3.1a
The student will be able to:
select appropriate applications in a variety of commercial and
Scope and Sequence - Grades 11 - 12
commercial and fine art applications.
fine art styles that best expresses their own ideas.
3.2
discuss the historical influence of style and culture
on drawing, painting and other art forms.
3.2a
use and analyze western and/or other cultural art motifs in their
works.
3.3
discuss the interdisciplinary nature of art as it
relates to other fields
3.3a
create artwork that involves other disciplines as an integral part
of art production.
GOAL #4: The student will be able to seek arts experiences and participate in the artistic life of the school and community.
Learner Outcomes
Sample Indicators / Assessments of Learning
The student will:
The student will be able to:
4.1
explore the role of galleries and exhibitions.
4.1a
understand the service provided by and the opportunities offered
by galleries and exhibitions and the responsibilities of both the
artist and the curator.
4.2
explore the role of the community in terms of the
quality of artistic life and culture in their immediate
and world environment.
4.2a
have opportunities for students to participate in local, state, and
national exhibits.
4.2b
have opportunities for involvement in arts issues.
4.3b
have opportunities to attend presentations by representatives of
various art schools.
4.3
explore various post secondary art programs.
VISUAL ARTS - Studio 4
Scope and Sequence - Grades 11 - 12
Program Support /
Celebration Statement
Program Support / Celebration Statement
Goal 4:
The students will seek arts' experiences and participate in the artistic life of the school and
community.
This goal is met through the following activities:
Island-Ryerson K-2
The art teacher collaborates with classroom teachers periodically to create inter-disciplinary units
of study.
Students have the opportunity to display work in an annual art show which exhibits at least one
work from each child.
Continual display of art work in the building provides students with recognition and appreciation
of their own and others' work.
Students have the opportunity to see work displayed on the main floor of Scranton Library for
several weeks during the school year.
Selected student work is exhibited in the Annual K-12 Art Show held in the Community room at
Scranton Library.
Jeffrey - Academy 3 -5
Students create art to enhance the International Day. Students create artwork related to Mexican
and Japanese culture.
Students create artwork related to geometry as part of an interdisciplinary unit including math.
The art teacher collaborates with classroom teachers periodically to create inter-disciplinary units
of study.
Students have the opportunity to display work in an annual art show which exhibits at least one
work from each child.
Continual display of art work in the building provides students with recognition and appreciation
of their own and others' work.
Students have the opportunity to see work displayed on the main floor of Scranton Library for
several weeks during the school year.
Selected student work is exhibited in the Annual K-12 Art Show held in the Community room at
Scranton Library.
Brown Middle School 6 - 8
Art students contribute work for rotating art displays throughout the school, including the halls,
media center, and cafeteria. Art students create written and visual work for displays in general
school areas that illustrate multicultural and art historical learning in the visual art program.
Continual display of art work in the building provides students with recognition and appreciation
of their own and others' work.
Art students participate in the creation of sets for theater productions.
Students have the opportunity to see their work displayed on the main floor of Scranton Library
for several weeks during the school year.
Students participate in creating a video of RHB Art Exhibit for Madison Access Channel.
Selected student work is exhibited in the Annual K-12 Art Show held in the Community room at
Scranton Library.
Sixth, seventh, and eighth graders are selected for recognition by the art department. Community
awards include the VanGelder Art Award, the Madison's Women's Club Hania Walsh Award.
Daniel Hand High School 9 - 12
Art students contribute work for various displays in general areas of the school.
Art students participate in the statewide high school art show sponsored by the Connecticut Art
Education Association and Scholastic Art magazine held at the University of Hartford. Student
work that is awarded a Gold Key is forwarded to compete in the national judging. If the work is
placed in the national show it travels for two years. It is exhibited in prestigious galleries (such as
The John McEnroe Gallery in New York City) throughout the country.
Art students participate in a shoreline high school show called Future Choices and sponsored by
the Shoreline Alliance of the Arts. The work is displayed at the Art Cellar in Clinton and the
competition is between ten towns. Cash awards and scholarships are given.
Photography students have the opportunity to assist the Shoreline Alliance during the judging of
the annual Images show which is a juried professional photographic show.
Senior art students have the opportunity to participate in the Women's Club Annual Statewide
Seniors Only Art Show. Cash awards are given.
The John Slade Ely House, a gallery in New Haven, sponsors an Annual High School Art Show
that is open to all the public high schools and the arts magnet schools in the New Haven area.
Portfolio awards and other cash awards are given.
Students may participate in the Congressional Art Show. Work is forwarded to Rosa DeLauro's
office and travels to the capitol.
Selected student work is exhibited in the Annual K-12 Art Show held in the Community room at
Scranton Library.
Three-dimensional and two-dimensional design students have the opportunity to assist in the
designing and painting of stage sets for drama and musical productions.
Students are given the opportunity to meet professional artists who are invited into classes to
speak with students and to demonstrate various techniques to students.
Professional
photographers, studio potters, New York gallery owners and a professional mural painter are
examples of visitors to the art classes.
Students are given the opportunity to visit the Yale Art Gallery and/or the Yale Center for British
Art and/or the Bienecke Rare Book Library and/or other local galleries or museums dependent
upon relevant shows and artists.
Seniors may choose to participate in the Nite-in-Hand logo contest. The logo is used on the Tshirt printed for the graduation night activity. A cash prize is awarded.
College representatives visit Studio 3 and Studio 4 classes to speak with students about what
university art departments are looking for in their students and what the departments can offer
students.
Students are selected and may apply to participate in the Center for Creative Youth sponsored by
Wesleyan University.
Renaissance art, Greek art, the art of Southeast Asia, Indianist art, African art, Twentieth century
art are all topics that are introduced to history and humanities students by the art department
which donates time to give slide presentations in an effort to increase interdisciplinary learning.
Students have the opportunity to see their work displayed on the main floor of Scranton Library
for several weeks during the school year.
Students may create artwork for the school's literary magazine.
Various opportunities exist for art students to create posters, logos, etc. for local businesses and
organizations. (Posters soliciting student work are posted in the Art department, but this activity
is not part of the curriculum).
Visual Arts
Program Implementation
Guidelines & Strategies
Time Allotments
Kindergarten
30 minutes, once a week
Grades 1,2
45 minutes, once a week
Grades 3 -5
40 minutes, once a week
Grade 6
40 minutes daily for 6 weeks
Grade 7 - 8
40 minutes daily for 12 weeks
Grades 9 - 12
44 minutes daily for one semester or for two
semesters, if elected.
Implementation
The implementation section of each curriculum guide will be completed as teachers begin to
utilize their subject area design. Teachers, as they use the guide, will be asked to submit sample
lesson plans which are aligned or illustrative of student learner outcomes previously agreed upon
during the curriculum development process. The sample lessons that result from the first year of
implementation by the classroom teachers will ensure that the subject area curriculum is enhanced
or elaborated upon. The submitted lessons will become part of the school district's curriculum
guides as suggested strategies and/or references for Madison Public School teachers. The form to
be used is as follows:
Lesson Plan Format for Phase II
of the
Madison Curriculum Management Cycle
NAME
SUBJECT AREA
GRADE
GOAL
OUTCOME
MATERIALS USED
LESSON PLAN:
COURSE
LEVEL
Visual Arts
Assessment Guidelines
and Procedures
Evaluation
The visual arts program in Madison is continually evaluated based on the following criteria:
•
•
•
•
•
•
•
•
program experiences in creating, viewing, analyzing, and critiquing artworks.
the depth of student understanding of aesthetics and art history.
the level of concentration on specific subject matter, techniques and skills.
lessons designed to develop the ability to read and interpret visual artworks.
students’ understandings and use of the art elements and principles of design.
students’ understanding and use of compositional structure and theme.
students’ use of art terminology to describe artworks and in making informed evaluations.
students’ exposure to the development of art in relation to history and culture and to other
disciplines in the curriculum.
Visual Arts
Resources / Materials
Resources / Materials
Grades K - 4
Periodicals
School Arts Magazine
Art in America
Arts and Activities
Museum Resources
Lyman Allen Museum
Yale Art Gallery
British Center
N.Y. C. Museums
Art Slides
Art Prints
Art Video Tapes
CD-Roms
Visitation to International Museums
Grades 5 - 8
Periodicals
Scholastic Art
School Arts
Art & Activities
Teaching Tolerance
Visual Aids
Time-Line
Art Movements
Art Prints and Reproductions
Objects D’Art
Slides of Classical and Contemporary Art
Instructional Videos
Technology
CD ROM (various artists)
Internet (Netscape)
COMPONENTS OF THE PROGRAM
NATIONAL STANDARDS
The following is the April 12, 1995 draft of the National Standards for Arts. The Madison Public
Schools' Music Curriculum is tightly aligned with the national standards.
Arts
K - 4 Standards
DANCE
Standard 1.
Identifying and demonstrating movement elements and skills in performing
dance
Standard 2.
Understanding choreographic principles, processes, and structures
Standard 3.
Understanding dance as a way to create and communicate meaning
Standard 4.
Applying and demonstrating critical and creative thinking skills in dance
Standard 5.
Demonstrating and understanding dance in various cultures and historical
periods
Standard 6.
Making connections between dance and healthful living
Standard 7.
Making connections between dance and other disciplines
MUSIC
Standard 1.
Singing, along and with others, a varied repertoire of music
Standard 2.
Performing on instruments, alone and with others, a varied repertoire of
music
Standard 3.
Improvising melodies, variations, and accompaniments
Standard 4.
Composing and arranging music within specified guidelines
Standard 5.
Reading and notating music
Standard 6.
Listening to, analyzing, and describing music
Standard 7.
Evaluating music and music performances
Standard 8.
Understanding relationships between music, the other arts, and disciplines
outside the arts
Standard 9.
Understanding music in relation to history and culture
THEATER
Standard 1.
Script writing by panning and recording improvisations based on personal
experience and heritage, imagination, literature, and history
Standard 2.
Acting by assuming roles and interacting in improvisations
Standard 3.
Designing by visualizing and arranging environments for classroom
dramatizations
Standard 4.
Directing by planning classroom dramatizations
Standard 5.
Researching by finding information to support classroom dramatizations
Standard 6.
Comparing and connecting art forms by describing theater, dramatic media
(such as film, television, and electronic media), and other art forms
Standard 7.
Analyzing and explaining personal preferences and constructing meanings
from classroom dramatizations and from theater, film, television, and
electronic media productions
Standard 8.
Understanding context by recognizing the role of theater, film, television,
and electronic media in daily life
VISUAL ARTS
Standard 1.
Understanding and applying media, techniques, and processes
Standard 2.
Using knowledge of structures and functions
Standard 3.
Choosing and evaluating a range of subject matter, symbols, and ideas
Standard 4.
Understanding the visual arts in relation to history and cultures
Standard 5.
Reflecting upon and assessing the characteristics and merits of their work
and the work of others
Standard 6.
Making connections between visual arts and other disciplines
5 - 8 STANDARDS
DANCE
Standard 1.
Identifying and demonstrating movement elements and skills in performing
dance
Standard 2.
Understanding choreographic principles, processes, and structures
Standard 3.
Understanding dance as a way to create and communicate meaning
Standard 4.
Applying and demonstrating critical and creative thinking skills in dance
Standard 5.
Demonstrating and understanding dance in various cultures and historical
periods
Standard 6.
Making connections between dance and healthful living
Standard 7.
Making connections between dance and other disciplines
MUSIC
Standard 1.
Singing, along and with others, a varied repertoire of music
Standard 2.
Performing on instruments, alone and with others, a varied repertoire of
music
Standard 3.
Improvising melodies, variations, and accompaniments
Standard 4.
Composing and arranging music within specified guidelines
Standard 5.
Reading and notating music
Standard 6.
Listening to, analyzing, and describing music
Standard 7.
Evaluating music and music performances
Standard 8.
Understanding relationships between music, the other arts, and disciplines
outside the arts
Standard 9.
Understanding music in relation to history and culture
THEATER
Standard 1.
Script writing by the creation of improvisations and scripted scenes based
on personal experience and heritage, imagination, literature, and history
Standard 2.
Acting by developing basic acting skills to portray characters who interact in
improvised and scripted scenes
Standard 3.
Designing by developing environments for improvised and scripted scenes
Standard 4.
Directing by organizing rehearsals for improvised and scripted scenes
Standard 5.
Researching by using cultural and historical information to support
improvised and scripted scenes
Standard 6.
Comparing and incorporating art forms by analyzing methods of
presentation and audience response for theater, dramatic media (such as
film, television, and electronic media), and other art forms
Standard 7.
Analyzing, evaluating, and constructing meanings from improvised and
scripted scenes and from theater, film, television, and electronic media
productions
Standard 8.
Understanding context by analyzing the role of theater, film, television, and
electronic media in the community and in other cultures
VISUAL ARTS
Standard 1.
Understanding and applying media, techniques, and processes
Standard 2.
Using knowledge of structures and functions
Standard 3.
Choosing and evaluating a range of subject matter, symbols, and ideas
Standard 4.
Understanding the visual arts in relation to history and cultures
Standard 5.
Reflecting upon and assessing the characteristics and merits of their work
and the work of others
Standard 6.
Making connections between visual arts and other disciplines
9-12 STANDARDS
DANCE
Standard 1.
Identifying and demonstrating movement elements and skills in performing
dance
Standard 2.
Understanding choreographic principles, processes, and structures
Standard 3.
Understanding dance as a way to create and communicate meaning
Standard 4.
Applying and demonstrating critical and creative thinking skills in dance
Standard 5.
Demonstrating and understanding dance in various cultures and historical
periods
Standard 6.
Making connections between dance and healthful living
Standard 7.
Making connections between dance and other disciplines
MUSIC
Standard 1.
Singing, alone and with others, a varied repertoire of music
Standard 2.
Performing on instruments, alone and with others, a varied repertoire of
music
Standard 3.
Improvising melodies, variations, and accompaniments
Standard 4.
Composing and arranging music within specified guidelines
Standard 5.
Reading and notating music
Standard 6.
Listening to, analyzing, and describing music
Standard 7.
Evaluating music and music performances
Standard 8.
Understanding relationships between music, the other arts, and disciplines
outside the arts
Standard 9.
Understanding art in relation to history and culture
THEATER
Standard 1.
Script writing through improvising, writing, and refining scripts based on
personal experience and heritage, imagination, literature and history
Standard 2.
Acting by developing, communicating, and sustaining characters in
improvisations and informal or formal productions
Standard 3.
Designing and producing by conceptualizing and realizing artistic
interpretations for informal or formal productions
Standard 4.
Directing by interpreting dramatic texts and organizing and conducting
rehearsals for informal or formal productions
Standard 5.
Researching by evaluating and synthesizing cultural and historical
information to support artistic choices
Standard 6.
Comparing and integrating art forms by analyzing traditional theater, dance,
music, visual arts and new art forms
Standard 7.
Analyzing, critiquing, and constructing meanings from informal and formal
theater, film, television, and electronic media
Standard 8.
Understanding context by analyzing the role of theater, film, television and
electronic media in the past and the present
VISUAL ARTS
Standard 1.
Understanding and applying media, techniques, and processes
Standard 2.
Using knowledge of structures and functions
Standard 3.
Choosing and evaluating a range of subject matter, symbols, and ideas
Standard 4.
Understanding the visual arts in relation to history and cultures
Standard 5.
Reflecting upon and assessing the characteristics and merits of their work
and the work of others
Standard 6.
Making connections between visual arts and other disciplines
Was this manual useful for you? yes no
Thank you for your participation!

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement