Curriculum Guide and Instruction
Grade
Course Length
Course Description
Common Core Alignment
9th -12th
Three-Dimensional Studio Art
1
Abbreviated Title
3D Studio Art 1
Course Code
Year (Y)
0101330
Students explore how space, mass, balance, and form combine to create aesthetic forms or
utilitarian products and structures. Instructional focus will be on ceramics and/or
pottery. Media may include, but are not limited to, clay and/or plaster, with consideration of
the workability, durability, cost, and toxicity of the media used. Student artists consider the
relationship of scale (i.e., hand-held, human, monumental) through the use of positive and
negative space or voids, volume, visual weight, and gravity to create low/high relief or
freestanding structures for personal intentions or public places. They explore sharp and
diminishing detail, size, position, overlapping, visual pattern, texture, implied line, space, and
plasticity, reflecting craftsmanship and quality in the surface and structural qualities of the
completed art forms. Students in the ceramics and/or pottery art studio focus on use of
safety procedures for process, media, and techniques. Student artists use an art criticism
process to evaluate, explain, and measure artistic growth in personal or group works. This
course incorporates hands-on activities and consumption of art materials.
Name of Course/Subject
In addition to the listed benchmarks and standards, the following mathematical practices are
required content:
MACC.K12.MP.5.1: Use appropriate tools strategically.
MACC.K12.MP.6.1: Attend to precision.
MACC.K12.MP.7.1: Look for and make use of structure.
In addition to the listed benchmarks and standards, the following mathematical clusters and
Language Arts standards are required content:
MACC.5.OA.2: Analyze patterns and relationships.
MACC.5.G.2: Classify two-dimensional figures into categories based on their properties.
LACC.5.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own
clearly.
LACC.5.L.2.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Year-at-a-Glance
Visual Arts
Thematic
Approach
3D Studio Art 1
Unit 1
Power of Art
Focus
Introduction of
Elements
Skill
Applications
Line quality
Shape VS Form
Geometric VS
Organic
Value
Basic Color Theory
Plane
Mass
Volume
Safety/procedures
NGSS
Standards
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
Semester 1
Unit 2
Art is
Everywhere
Addition and
Subtraction
Positive and
Negative
Shapes/space
Space
balance
Asymmetrical,
symmetrical,
radial
Visual Weight
Gravity
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
Unit 3
Creative
expressions
Surface
Manipulation
Unit 4
Connections in
Art
Modular
Basic Color
Schemes/Theory
(mixing/creating
color)
Pattern
Regular VS Irregular
Pattern
Proportion
Rhythm
Movement
Scale
Actual VS Visual
Texture
Public spaces
Overlapping
Surface details
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
Semester 2
Unit 5
Identity
Aesthetic
Investigations
Unit 6
Risk taking
Series
Harmony
Installation
Positioning
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
Contrast
Emphasis
Focal Point
Unity through
Theme
Variety of Elements
Unity through
Media
Critiques ******
Mixed Media
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
Breadth VS
Concentration VS
Quality
VA.912.C.1.4
VA.912.C.1.7
VA.912.C.2.1
VA.912.C.2.4
VA.912.C.2.8
VA.912.C.3.1
VA.912.F.1.2
VA.912.F.2.1
VA.912.F.3.4
VA.912.F.3.5 .
VA.912.H.1.2
VA.912.H.1.9
VA.912.H.2.4
VA.912.H.3.3
VA.912.O.1.1
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
VA.912.O.1.5
VA.912.O.2.1
VA.912.O.3.1
VA.912.S.1.4
VA.912.S.2.1
VA.912.S.3.1
VA.912.S.3.10
VA.912.S.3.11
VA.912.S.3.12
VA.912.S.3.3
VA.912.S.3.4
VA.912.S.3.7
Grade 9-12
Visual Arts: 3D Studio Art 1
Unit Essential Question (UEQ) (What students should know)
Unit 1: Intro to Elements
Timeline 3-6 weeks
Lesson Essential Question (LEQ)
How often do artists use the elements of line, shape/form and value in
their work to show variety, dexterity and, personal expression in a work
of art?
How are expressions with lines used to create shapes and to express ideas?
What are the differences between shape and form in a 3D work of art?
In what ways can lines and shapes create value?
How is a color scheme used to create unity in a work of art?
Unit Aesthetic Theme
Skills
Power of Art: Guide students to understand that when they look at art they
should use an artist’s eye to appreciate what they see through their understand
and use of the elements of art in order to describe and discuss the artistic
processes, techniques and, materials used in a work of art.
Able to distinguish and demonstrate Line qualities.
Able to define the difference in form and shape
Capable of producing simple unity with the use of value and color.
Proficient at discerning geometric and organic shapes.
Able to write and verbally discuss critiquing method and classify art works
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discusses, and demonstrates the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Jackson Pollock, Barbara Grygutis, Vincent Van
Gogh
Books, Web sites, Resources
Experience Clay , The visual Experience,, Scholastic
magazine Sep/Oct “Elements and Principles of
Art”
Video From About.com art history over “What are
the elements or art? “ ,Instructional Posters,
Vocabulary and Artists Cards,
http://video.about.com/arthistory/What-Are-theElements-of-Art-.htm Video
Examples
Vocabulary
Students should use
line
line quality
shapes
geometric shapes
free-form
(organic) shapes
plane
surface finishes
value
form
color scheme
Lesson Performance Tasks
Lessons could include but are not limited to
Create unique designs based off of different emotional feelings
with the use of simple organic and geometric shapes using
various lines and different qualities of lines.
Make a construction that demonstrates the use of multiple
structural techniques using various tools and processes.
Use line, shape, form, and value, to create a construction that is
unified by the use of a simple color scheme.
Demonstrate a proficient understanding for various surface finishes.
Art is H.O.T. (Higher-Order Thinking)
Barbara Grygutis, Cruising San Mateo
1991
Identify the which element
demonstrated in the sculpture
(Describe)
Analyze how the artist uses value and
color to help activate the sculpture.
(Analysis)
Interpret what is meant by the term
Public Art and explain two example of
challenges that the Public artist might
have to overcome. (Interpretation)
Compare the artist inspiration for this
sculpture to the origins and inspiration
for your tile piece.
Explain How the artist has successfully
used lines, shape and, value to show
volume in this form? (Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal Critique
Self Assessments
Teacher Observations
Sketchbook checks
Artist research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Exhibitions with oral /written artist’s statement
Objective Exam based on specific skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exams
Visual Arts: 3D Studio Art 1
Grade
9-12
Unit 2: Addition/Subtraction
Timeline 3-6 weeks
Unit Essential Question (UEQ) (What students should know)
Lesson Essential Question (LEQ)
How does negative and positive space determine the symmetry of a
form?
In what way can positive and negative space create depth in an artwork?
What are the differences between asymmetry and symmetry?
How can you use radial symmetry create balance in an art work?
Unit Aesthetic Theme
Skills
Art is Everywhere Guide students to notice how art is incorporated into the
design of most common things on an ordinary day.
Able to distinguish positive from negative space.
Capable of producing symmetrical/asymmetrical forms.
Proficient at discerning positive and negative shapes.
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discusses, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Lauren Gallaspy, Henry Moore, George W. Hart
Books, Web sites, Resources
ceramicartsdaily.org, ceramicsnow.org, Experience
Clay book,
Examples
Vocabulary
Lesson Performance Tasks
Students should use
Lessons could include but are not limited to
negative
positive
occupied
unoccupied
symmetrical
asymmetrical
radial
visual weight
gravity
space
depth
template
(building
techniques)
Create a template to use to create a symmetrical or asymmetrical
form emphasizing space and depth.
Create sketches that dictate the positive and negative space of a
symmetrical or asymmetrical form.
Use of media specific tools/techniques to create a symmetrical or
asymmetrical form.
Creating an artwork that demonstrates the understanding of
positive and negative space by using subtractive and additive
methods.
Art is H.O.T. (Higher-Order Thinking)
Laruen Gallaspy, Abstract, 2011
Identify the positive and negative
spaces. (Describe)
Analyze How does the artist use
space to dictate the balance of the
form? (Analysis)
Interpret which elements of art
helped the artist create the
positive/negative space on the top
half of the sculpture? (Interpretation)
Evaluate if the artist has successfully
used positive and negative space to
dictate the balance of a
form?(Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal Critique
Self Assessments
Teacher Observations
Sketchbook checks
Artist research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Exhibitions with oral /written artist’s statement
Objective Exam based on specific skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exams
Visual Arts: 3D Studio Art 1
Grade
9-12
Unit 3: Surface Manipulation
Timeline 3-6 weeks
Unit Essential Question (UEQ) (What students should know)
Lesson Essential Question (LEQ)
How do surface manipulations change the visual appearance in an
artwork?
What are the differences between regular and irregular patterns in art?
What roles can actual and visual textures play on creating variety in an art work.
Unit Aesthetic Theme
Skills
Creative Expressions Guide students to not only build good forms, but to use
manipulation techniques and color to express themselves.
Able to use a color wheel to determine color schemes.
Capable of manipulating surfaces to create texture/pattern.
Proficient at discerning the difference between pattern and texture.
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Gary Jackson, Alexis Rago, Tarot Garden
Books, Web sites, Resources
ceramicartsdaily.org, ceramicsnow.org, Experience
Clay book,
Examples
Vocabulary
Students should use
Regular Pattern
Irregular pattern
Visual texture
Actual texture
Color schemes
Color wheel
Monochromatic
Warm/cool
Complementary
Triad
Analogous
Primary/
Secondary
Tertiary
(manipulation
Technique)
Lesson Performance Tasks
Lessons could include but are not limited to
Explore and understand the use of color schemes/theory by
making color wheel and incorporating color in a finished project.
Create irregular/regular pattern on the surface of a form.
Use of media specific tools/techniques to create texture on the
surface of a form.
Art is H.O.T. (Higher-Order Thinking)
Alexis Rago, Emperor, 2013
Identify the textures in the piece.
(Describe)
Analyze How does the artist use
texture to create visual interest?
(Analysis)
Interpret What subject matter does
the element of art Texture help to
create on this form? (Interpretation)
Has the artist successfully used
texture to depict biological forms?
(Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal Critique
Self Assessments
Teacher Observations
Sketchbook checks
Artist research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Exhibitions with oral /written artist’s statement
Objective Exam based on specific skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exams
Grade 9-12
Visual Arts: 3D Studio Art 1
Unit Essential Question (UEQ) (What students should know)
Unit 4 : Modular
Timeline 3-6 weeks
Lesson Essential Question (LEQ)
How do artists use modular constructions to demonstrate their
understanding of rhythm and movement in a work of art?
How does the repetition of an element of art express rhythm?
What roles can scale and proportion play in creating variety?
What are the differences between a functional and a non-functional in a 3D
work of art?
In what ways have installation and sculptural pieces influences our society’s
perception of three dimensional forms?
Unit Aesthetic Theme
Skills
Connections in Art Guiding students to an understanding through a cognitive
awareness of the connection made between their works and the works of art around the
world. Gaining knowledge and interpreting the influences three dimensional art has on
different levels of our society, locally, nationally and, globally.
Able to distinguish and demonstrate the difference between functional and nonfunctional three dimensional art works.
Able to define rhythm and movement.
Capable of producing simple modular construction that incorporate variety in scale in
proportion.
Proficient at identifying styles and techniques of various three dimensional art works.
Able to write and verbally discuss critiquing method and writing with artistic intent.
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Moshe Safdie, Judd Donald, Piet Mondrian,
Jennifer Maestre
Books, Web sites, Resources
Experience Clay , The visual Experience,,
Scholastic magazine
www.moma.org
Examples
Vocabulary
Students should use
Rhythm
Movement
Scale /proportion
Repetition
Variety
Installation
Public spaces
Unity
Functional
Non-functional
Sculpture
Color Scheme
Modular
Lesson Performance Tasks
Lessons could include but are not limited to
Create unique three dimensional art work that uses and shows
designs and construction with various Rhythms and Movements.
Make a functional or non-functional construction that
demonstrates the use of variety in a modular form using various
tools and processes.
Use critique methods verbally and written to explain visual
problems by looking at professional and student art work and
documenting critiques in visual journals.
Demonstrate a proficient understanding for various sculptural
methods by creating a variety of art.
Art is H.O.T. (Higher-Order Thinking)
Moshe Safdie, Habitat 67 1967
Identify the details of this building.
What do these details have in common
with your construction? (Describe)
Analyze how some of the differences
between your art work and the artist
construction of the building. (Analyze)
Interpret what might happen if we
changed the shape of the modular
housing unit to any other form such as a
pyramid? (Interpretation)
Based on the visual appearance of the
building what assumptions are you
making about the living space in the
Modular unit? (Interpretation)
Explain What you feel could be the
artist inspiration for using this
architectural style? (Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal walk around working critique
Self-Assessment and Critique
Teacher Observations
Artist and art career research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Objective Quiz based on visual recognition of skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exam
Grade 9-12
Visual Arts: 3D Studio Art 1
Unit Essential Question (UEQ) (What students should know)
Unit 5: Aesthetic Investigation Timeline 3-6 weeks
Lesson Essential Question (LEQ)
How does the use of contrast and emphasis support artist’s visual
problem of trying to incorporate self-awareness or a sense of identity in
their works of art?
What is the importance of the positions of each element of art within a
composition that shows emphasis?
How can you create contrast in a work of art?
In what ways can the use of mix medias enhance self-expression?
How can visual self-expression be used to solve a visual problem ?
Unit Aesthetic Theme
Skills
Identity: Guide students to developing and gaining an appreciation and
critical investigation of personal interpretation of their works and the works of
others. Student’s increase in personal artistic growth through self-identification
and problem solving.
Able to distinguish and demonstrate the use of contrast.
Able to define the difference between dominant elements and subordinate
elements that help create emphasis.
Capable of producing a work of art that expresses and explores the concept of
identity.
Proficient at using visual element to problem solve and include complex issues.
Able to write and verbally discuss critiquing method and making formative
connections between their work and professional artist’s work
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discuss, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Barbara Chase-Riboud, Eva Hesse, Louise Nevelson
Books, Web sites, Resources
Experience Clay , The visual Experience
Scholastic magazine
Book : Barbara Chase-Riboud : Sculptor
Examples
Vocabulary
Students should use
contrast
Self-expression
emphasis
person identity
proximity
dominant
positioning
subordinate
mix media
continuity
assemblage
inferences
Lesson Performance Tasks
Lessons could include but are not limited to
Create a three dimensional construction that explores an
investigation of personal identity.
Demonstrates and identifies subordinate and dominant elements
that establish emphasis.
Makes connections and implications of the use of various materials,
for a mix media construction.
Demonstrates and creates a construction that uses contrast
through various elements, principles, and or, materials.
Art is H.O.T. (Higher-Order Thinking)
Barbara Chase-Riboud Malcom X
1972
Identify the visual principles that are
found in Riboud’s work. (Describe)
Analyze What seems to be the
concept behind this art work? (Analyze)
Inference After looking at the work
make three inferences as to the
process in which she has constructed
the art work. (Interpretation)
Compare What are some minor
distinctions between her work in metal
and fiber and your own work in ____
material. (Interpretation)
Evaluate the artist success in creating
a contrast and emphasis in here work
of art. (Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal walk around working critique
Self-Assessment and Critique
Teacher Observations
Artist and art career research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Objective Quiz based on visual recognition of skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exams
Visual Arts: 3D Studio Art 1
Grade
9-12
Unit 6: Series
Timeline 3-6 weeks
Unit Essential Question (UEQ)
Lesson Essential Question (LEQ)
How can you use media, techniques, and/or themes to unify a series of
artworks?
How can I use media specific techniques to create a series of artworks?
How can I use a specific media to create unity?
How can I use themes to create a series of artworks?
Unit Aesthetic Theme
Skills
Risk Taking: Guide students to use media in non-traditional ways to create
unity throughout a series of artworks.
Able to use the elements of art to create unity across a form.
Capable of creating a mini-concentration of works.
Proficient at using media for non-traditional uses.
NGSSS
VA.912.C.1.4 Apply art knowledge and contextual information to analyze how content and ideas are used in works of art.
VA.912.C.1.7 Analyze challenges and identify solutions for three-dimensional structural problems.
VA.912.C.2.1 Examine and revise artwork throughout the art-making process to refine work and achieve artistic objective.
VA.912.C.2.4 Classify artworks, using accurate art vocabulary and knowledge of art history to identify and categorize movements, styles, techniques, and materials.
VA.912.C.2.8 Compare artwork, architecture, designs, and/or models to understand how technical and utilitarian components impact aesthetic qualities.
VA.912.C.3.1 Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork.
VA.912.F.1.2 Manipulate or synthesize established techniques as a foundation for individual style initiatives in two-, three-, and/or four-dimensional applications...
VA.912.F.2.1 Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earni...
VA.912.F.3.4 Follow directions and use effective time-management skills to complete the art-making process and show development of 21st-century skills.
VA.912.F.3.5 Use appropriately cited sources to document research and present information on visual culture.
VA.912.H.1.2 Analyze the various functions of audience etiquette to formulate guidelines for conduct in different art venues.
VA.912.H.1.9 Describe the significance of major artists, architects, or masterworks to understand their historical influences.
VA.912.H.2.4 Research the history of art in public places to examine the significance of the artwork and its legacy for the future.
VA.912.H.3.3 Use materials, ideas, and/or equipment related to other content areas to generate ideas and processes for the creation of works of art.
VA.912.O.1.1 Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation f...
VA.912.O.1.5 Investigate the use of space, scale, and environmental features of a structure to create three-dimensional form or the illusion of depth and form.
VA.912.O.2.1 Construct new meaning through shared language, ideation, expressive content, and unity in the creative process.
VA.912.O.3.1 Create works of art that include symbolism, personal experiences, or philosophical view to communicate with an audience.
VA.912.S.1.4 Demonstrate effective and accurate use of art vocabulary throughout the art-making process.
VA.912.S.2.1 Demonstrate organizational skills to influence the sequential process when creating artwork.
VA.912.S.3.1 Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two- and/or three-dimensional
artworks...
VA.912.S.3.10 Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models.
VA.912.S.3.11 Store and maintain equipment, materials, and artworks properly in the art studio to prevent damage and/or cross-contamination.
VA.912.S.3.12 Develop competence and dexterity, through practice, in the use of processes, tools, and techniques for various media.
VA.912.S.3.3 Review, discusses, and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making
process.
VA.912.S.3.4 Demonstrate personal responsibility, ethics, and integrity, including respect for intellectual property, when accessing information and creating
works...
VA.912.S.3.7 Use and maintain tools and equipment to facilitate the creative process.
Resources
Visual Artists
Robert Arneson, Richard Serra, Claes Oldenburg
Books, Web sites, Resources
ceramicartsdaily.org, ceramicsnow.org, Experience
Clay textbook
Examples
Vocabulary
Students should use
series
media
theme
portfolio
breadth
concentration
quality
harmony
Lesson Performance Tasks
Lessons could include but are not limited to
Create thumbnails to explore a theme through at least eight pieces.
Create unity in a series by exploring a one specific media.
Create a unique series of artworks that demonstrate and
understanding of the elements of art.
Art is H.O.T. (Higher-Order Thinking)
Robert Arneson, California Artist,
1982
Identify the features in the artwork
that show up in the Arneson’s series
of artworks. (Describe)
Analyze How does the artist use the
elements of art to create unity?
(Analysis)
Interpret What subject matter does
the artist use to create unity in his
series? (Interpretation)
Evaluate if the artist successfully
used media or themes to connect his
series of artworks? (Judgment)
Assessment Options:
The teacher should use a combination of both
formative and summative assessment options.
Formative
Summative
Visual/Verbal Journal Personal Planning and Reflections
Mastery of Progressive Skills via Benchmarks
Informal Critique
Self Assessments
Teacher Observations
Sketchbook checks
Artist research
Culminating Finished Project applying specific skills
Small Group, Large Group Critique
Written Reflection (Artist Statement)
Exhibitions with oral /written artist’s statement
Objective Exam based on specific skills
Mastery measured by common rubric
State-wide, District-wide End of Course Exams