Standards – Based Instructional Unit
Subject: Visual Art
COURSE: Honors Visual Art in Society
GRADE/LEVEL: 11 & 12
Topic: Course Overview
21st Century Graduation Expectation(s):
1.1
1.2
1.3
2.1
2.2
2.3
2.4
3.1
3.2
3.3
4.1
4.2
Acquiring and applying knowledge and skills within and across the curriculum
Analyzing and evaluating information
Applying technology as a learning tool across all disciplines
Working cooperatively and/or independently
Applying problem solving strategies
Utilizing resources and time effectively
Accessing, compiling, and interpreting and presenting data and information
Recognizing and respecting the diversity and individuality of others.
Understanding and accepting the benefits and consequences of his/her behavior
Participating in community service, leadership and/or school activities
Writing clearly, concisely and persuasively
Speaking, listening and interpreting effectively
Rhode Island Grade Span Expectation:
National Standards:
R2 Vocabulary Strategies
R3 Breadth of Vocabulary
R7 Understanding informational text
R8 Analysis of Informational Text
R14/R15/R17 Breadth of Reading
W2/W3 Response to Text
W6/W7/W8 Informational Writing
W10/W11 Writing Process/Habit of Writing
W14 Expressive Writing (Reflective Essay)
OC1 Interactive Listening
M(G&M) 10-2, 10-4, 10-5,10-6, 10-7, 10-8, 10-9
M(N&O) 10-4
M(DSP) 10-1
Visual Art and Design 1- Creative Process- Visual art and
design is the process of creative problem solving using both
traditional and innovative media, tools, techniques, and processes
in order to make the imagined visible.
Rhode Island Grade Span Expectations for
Applied Learning Standards:
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Problem Solving
Critical Thinking
Research
Communication
Reflection and Evaluation
Visual Art and Design 2 – Cultural Contexts – Visual Art and
Design creatively expresses the values and ideas of the human
experience, community and civilization.
Visual Art and Design 3 – Communication – Visual Art and
Design is a vehicle for expression and communication through
the use and development of metaphor and symbol systems.
Visual Art and Design 4 – Aesthetic Judgment- Applying
knowledge of Visual Art and Design in order to reflect on and
evaluate the work of self and others.
Essential Question(s):
1.
2.
3.
4.
5.
6.
How are civilizations and cultures of today similar to those of the Ancients?
How are the inventions of Pre-historic man used in today’s world?
What did we learn in art from the Greek civilization in terms of the human figure?
How do communication methods of today’s world differ from the communication methods of the Ancients?
What essential art forms did the Renaissance give us?
Where are Greek, Roman, Byzantine and Gothic architecture visible in today’s society?
Content Topics:
Pre-historic Man, Ancient World, Renaissance, Baroque, Gothic, Neo-classicism, Modern World
Student-Centered Instructional Strategies:
1. Evaluate art and styles of different historical periods. Prehistoric Art, Ancient Near East, Egyptian Art, Aegean Art, Greek Art,
Roman Art, Early Christian Art, Byzantine Art, Islamic Art, Early Medieval Art, Romanesque Art, Gothic Art, Indian Art,
Asian Art, African Art, Early Renaissance Art, High Renaissance Art, Late Renaissance Art, Northern Gothic Art, Northern
Renaissance Art, Baroque Art, Rococo Art, Neoclassic Art, Romantic Art, Impressionist Art, Fauve Art, Cubist Art, Dada Art,
Surrealist Art, Expressionist Art, Pop Art, Op Art, Kinetic
2. Knowledge of time lines in Art History. 30,000 B.C. to the present day.
3. Correlation and interpretation of Art History time lines linked and cross walked to events and dates of world history integrated
with Music, Science, Social Studies, Design, Fashion, Culinary, and Architecture.
4. Integration of hands on projects with art from various cultures and periods.
5. Knowledge of techniques and tools presented through various subject matter.
6. Communication of ideas through reading, writing, interpreting and speaking.
7. Making connections between Visual Art in Society and career choices i.e. art teacher, museum/ gallery director, art dealer,
fashion designer, painter, composer, musician, architect, sculptor, industrial designer, graphic designer, landscape architect,
animator.
8. Computer technology as research and supplement.
Student-Centered Learning Tasks and Opportunities:
1. Communication and understanding of their society. Ancient World – Pre-Historic
Cave Art – story telling, hunting, hierarchies, status in the clan, daily events. Cave Art found mostly in France and Spain.
Studio Project – Cave Painting
2. Frontal Proportions of the human figure void of perspective. Egyptian Figures formal stylized manner. Kings, Queens,
Pharaohs. Book work, hand-outs, Studio Project – sculpt figure in soap or clay.
3. Genre scenes on clay vase. Studio Project - Greek Stylized Vase – Olympic theme and Research Paper. Coil technique,
decorative sgraffitto depicting Olympic sport and athletic competitions.
4. Facial Ornamentation. Studio Project - African, Asian, Pre-Columbian Masks – to depict status, events, tribal affiliation,
religious ceremonies, mythology.
5. Nature’s Drama. Romantic Landscapes – 19th century – emotional and sensitive. Nature full of mysterious forests, awesome
mountains, dangerous seas, towering mountains, theatrical storm clouds, beautiful sunsets. Book work and hand-outs.
Studio Project – Linoleum Block Cut and Prints.
6.
Transparencies of color. Studio Project - Stain Glass. Cubist in style.
Religious themes, fruit and flowers, landscapes.
7. Illumination of color and reflected light. Studio Project – Impressionist Painting –
French late 1800’s - illumination of color and reflected light from the sun on objects utilizing small brushstrokes. Depicting
ordinary people picnicking, dancing, boating, etc.
8. Abstract Expressionism – Studio Project – Painting depicting feelings, emotions, and action to create a painting utilizing
objects and tools rather than conventional brushes.
9. Non-Objective Art – Non-Representational work, balanced composition, color scheme, analytical order. Void of any emotion
and interpretation. Studio Project
Cut Paper Collage or Painting.
10. 20th Century architecture and sculpture. Studio Project - Sculpture of everyday object from clay, wood or soap. OR Kinetic
Art Mobile.
11. Optical Art - Repetition in design, line and color to create optical movement on a 2 dimensional plane.
Instructional Strategies to demonstrate Art History time lines enabling students to understand the sequencing and organization of
dates and correlating art.
Studio Project and lessons are subject to change based on time restraints and material availability.
Instructional Resources and Equipment:
History of Art for Young People (textbook), reference books, handouts, slides, prints, videos, DVD’s, computer, examples of student
work, field trips, guest speakers, visiting artists
Assessment Task(s):
Studio production, reflective essays, informational writings, handouts, critiques, sketchbook, notebook and binder, research paper,
quarterly and semester exams, portfolio development, exhibition of work, presentation of work
Reflection/Comments:
Honors Visual Arts in Society is a very successful and viable course offered at NPHS. Students are invited to enroll by the Unified Arts
department chair. Most students select this course the year prior to enrolling based on conversations they have with their friends at the
school. College credit is awarded to students that average a B or better for the year. Students obtain a well- rounded arts education in
this course.