Arts Curriculum Guide
Visual Arts
Grades 9-12
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| 1
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| Create works that show an understanding of how selective use
of techniques, processes, media and tools contributes to the communication of ideas,
emotions and beliefs.
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Ask students to design a structure which reveals their personal history and beliefs. | Utilize available or selected media to build a box which reveals personal emotions and beliefs and is appropriate to the media used. | Students will orally present their biography boxes to the teacher and class. | Write what they think the boxes of others reveals to them as viewers. Re-align format of boxes to display in past, present and future. | - Written diaries, journals - Personal and published Leonard's notebooks
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| 2
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| Demonstrate the use of creative and critical thinking skills
that enhance and advance artistic solutions.
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Pose an artistic problem with many alternative solutions (e.g., conflict topic - acid rain). Student uses appropriate media to express solution. | Work in small groups or as individuals and solicit feedback from group. Also formally critique work of others and personal work. | Student must present several views of problem, document steps
taken, point of view, media choices and rationale.
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Present in several media - computer, slides, paint, 3-D.
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- Picasso - Koevity - Goya - Rivera - Internet sources
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| 3
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| Demonstrate skill in the use of techniques appropriate to specific media. | Ask students to build a vessel which holds a liquid. Teacher gives minimum dimensions. | Choose method (coil, slab or pinch pot, surface texture) to complete a vessel per teacher's specifications. | Student displays and critiques using tools and terminology of
clay. Project displays integrity, result is close to what is planned.
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- Make a vessel that resembles something realistic or has a
function. - Stop Time activities from Zounds!, p.17. |
- Ceramics Monthly - Zounds!
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| 4
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| Use time and materials purposefully and perform work as an artist. | Expose students to printing process and give selected pattern
problems.
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Choose a design, choose appropriate tools, plan colors, set repetitions and produce finished block print. | Finishes on time, pattern elements and discernible set of proofs, displays cooperative and efficient work style. | - Design greeting cards. - Create designs demonstrating expandable patterns.
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- Prints as available from artists, i.e. Leonard Baskin - Children's books - Wallpaper |
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| 5
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| Apply appropriate concepts and terminology to the description, analysis, comparison, and evaluation of personal work. | Present a problem to show a self-portrait from 3 different
views or 3 different moods using appropriate media.
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Produce 3 self portraits from many/ multiple sketches, thumbnails which capture 3 moods, 3 views, etc. | Critique by student to teacher and class, both oral and written, which reveals choices made, strategies used, lighting, shading, etc. | - Write poem to accompany a self portrait. - Keep journal only while they work.
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Prints from artists available, e.g., Rembrandt, Chuck Close | |
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| 6
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| Apply appropriate concepts and terminology to the description, analysis, comparison and evaluation of the work of others. | Develop presentation on Impressionism. | Evaluate artists as compared to each other and their personal styles, using technology and techniques for analysis. | Identify unnamed selections by artists. Identify similarities
and differences, compare to current Impressionists.
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Create impressionist work of their own, using proper techniques and strategies. | Prints of works of Monet, Renoir, Manet, Degas
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| 7
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| Produce works which demonstrate experimentation and risk
taking in solving creative problems.
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Ask students to design a functional product with attention to form. | - Create several prototypes based on drawings. - Students study existing products and generate new products. |
Present new product, list alternatives, strengths and
weaknesses of each.
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Advertise the product. | - Industrial design - Proffesional journals - Study arts design |
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| 8
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| Demonstrate an understanding of how styles in the arts relate
to cultural norms and historical events.
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Display items from an era and ask students to advertise a product from their culture. | Select from a variety of media, print, commercials, billboards, etc., and create an ad displaying product and how it reflects current times. | - Class critique. - Compare with selected ads from media. - Do design principles related to students' times. - Present a board panel.
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Extend ad into a different media. | All current magazines, billboards, videos. | |
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