ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Art Major II - Reinforcement
GRADE LEVEL: 11
CREATION DATE: March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL DRAWING (black and white media)
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Use of materials:
 Products:
 Materials:
 Pencil
 Drawings in pencil,
 Drawing paper, drawing
charcoal, scratch
pencils, graphite sticks,
 Charcoal
board,
sketchbook
charcoal (pencils, vine,
 Scratch board and tools
compressed), assorted
 Performances:
 Development of drawing from
erasers, tortillion, chamois,
 Verbal/written
observation
scratch board, scratch tools
critique
 Understanding and application of

Resources:
 Assessment:
value
 Artforms 7th edition, Duane
 Class participation,
 Development of perspective
Preble, Sarah Preble, Patrick
demonstrations,
techniques (atmospheric, oneFrank, Prentice Hall, Upper
projects,
point, two-point)
Saddle River, NJ, 2002
performance tasks,
 Understanding and application of
(ART II textbook)
student selfperspective techniques to show

Art in Focus 2nd edition,
evaluation, rubrics,
the illusion of depth
Gene A. Mittler, Glencoe
sketchbook, teacher
 Demonstration of compositional
Publishing Co., 1989
evaluation
techniques to create balanced
(rescource)
images

Arttalk 2nd editon, Rosalind
 Development of critical and
Ragans, Glencoe Publishing
creative thinking skills
Co., 1995 (Resource)
 Observational rendering of single
 Discovering Art History 3rd
objects and still lifes
edition, Gerald F. Brommer,
 Use of vocabulary and advanced
Davis Publications, Inc.,
vocabulary
Worcester, MA, 1997
(Resource)
Art Major II Reinforcement
Page 1
Approx. Time Allotment:
Instructional Strategies


Learning Activities:
 Participate in teacher led
discussions
 Observe and review resources
provided by the teacher
 Locate and research additional
resources
 Observe teacher demonstration
of techniques and processes
 Learn and demonstrate all
safety considerations and good
work habits
 Work on assigned projects for
the allotted time
 Engage in peer review and
class discussion while working
 Participate in verbal critiques
of artworks while in process
and when concluded, in whole
class setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV materials
for unit
 Distribute assignment sheets
 Discuss historical background,
artists and work
 Demonstrate and show
examples of the technical
aspect of each project, from
-1-
March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL DRAWING (black and white media)
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies




Art Major II Reinforcement
Page 2
-2-
student and artist works. Note
safety considerations.
Allow work time for students.
Critique preliminary sketches,
allow for further work time.
Use individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art criticism,
referring to early class
discussion of historical works
Evaluate the unit for future use
March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL DRAWING (black and white media)
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to
using the following strategies.
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
Enrichment Strategies
Remediation Strategies
 Research on
exhibitions in galleries
and museums
 Provide calendar with
timelines to break task into
manageable parts
 Virtual visits to
galleries and museums
 Provide chart of visual
images to show steps in the
process
 Independent
study on a specific
topic
 Development of
a specific project
focused upon a theme
or metamorphosis
Page 3
Multicultural/Interdisciplinary
Connection
 Use a variety of artists,
cultures, and genres as
examples and to generate
lessons.
 Break task into
manageable parts and reteach
each task

Provide extended time
 Provide time in art studio
after school or during study hall

Art Major II Reinforcement
Approx. Time Allotment:
Use peer tutoring
-3-
March, 2004
Essential Question, Concept or Theme: COLOR THEORY
PA Standards:
9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Use of materials:
 Products:
 Materials:
 Tempera paint, acrylic
 Paintings in tempera
 Paper, drawing pencils (for
paint, colored pencils
and acrylic paints
preliminary sketches), tempera
paint (assorted colors), paint
 Development of painting and
 Drawings in colored
brushes (assorted sizes),
drawing skills
pencil
palettes, water containers, paper
 Understanding and application  Performances:
towels
of color schemes, painting and
 Verbal/written critique
 Resources:
drawing techniques
 Assessment:
 Artforms 7th edition, Duane
 Demonstration of color mixing
 Class participation,
Preble, Sarah Preble, Patrick
 Understanding and application
demonstrations,
Frank, Prentice Hall, Upper
of the elements of art and
projects, performance
Saddle River, NJ, 2002 (ART II
principles of design
tasks, student selftext)
evaluation, rubrics,
 Demonstration of
 Art in Focus 2nd edition, Gene
compositional techniques to
sketchbook, teacher
A. Mittler, Glencoe Publishing
create balanced images
evaluation
Co., 1989 (resource)
 Development of critical and

Arttalk 2nd editon, Rosalind
creative thinking skills
Ragans, Glencoe Publishing
 Use of vocabulary
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F. Brommer,
Davis Publications, Inc.,
Worcester, MA, 1997
(Resource)
 The Northlight Illustrated Book
of Painting Techniques
Elizabeth Tate, North Light
Books, Cincinnati, OH, 1999
Art Major II Reinforcement
Page 4
Approx. Time Allotment:
Instructional Strategies


-4-
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
March, 2004
Essential Question, Concept or Theme: COLOR THEORY
PA Standards:
9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies






Art Major II Reinforcement
Page 5
-5-
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: COLOR THEORY
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to using
the following strategies.
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
Approx. Time Allotment:
Enrichment Strategies
Remediation Strategies
 Research on
exhibitions in galleries
and museums
 Provide calendar
with timelines to break
task into manageable
parts
 Virtual visits to
galleries and museums
 Independent study
on a specific topic

Development of a
specific project focused
upon a theme or
metamorphosis
Multicultural/Interdisciplinary
Connection
 Use a variety of artists,
cultures, genres as examples
and to generate lessons.
 Provide chart of
visual images to show
steps in the process
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 6
Use peer tutoring
-6-
March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL PAINTING
PA Standards:
9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Use of materials:
 Products:
 Materials:
 Acrylic paint
 Acrylic paintings of
 Canvas board, illustration board,
landscape and still
acrylic paint (assorted colors),
 Development of painting from
life, sketchbook
assorted brushes, palettes, water
observation
containers, paper towels
 Performances:
 Understanding and application of

Resources:
color and painting techniques
 Verbal/written
critique
 Artforms 7th edition, Duane
 Demonstration of compositional
Preble, Sarah Preble, Patrick
techniques to create balanced
 Assessment:
Frank, Prentice Hall, Upper
images
 Class participation,
Saddle River, NJ, 2002 (ART II
demonstrations,
 Development of critical and
text)
creative thinking skills
projects,

Art in Focus 2nd edition, Gene
performance tasks,
 Observational rendering of
A. Mittler, Glencoe Publishing
student selflandscape and still life
Co., 1989 (resource)
evaluation, rubrics,
 Use of vocabulary and advanced
sketchbook, teacher
 Arttalk 2nd editon, Rosalind
vocabulary
evaluation
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F. Brommer,
Davis Publications, Inc.,
Worcester, MA, 1997
(Resource)
 The North Light Illustrated
Book of Painting Techniques
Elizabeth Tate, North Light
Books, Cincinnati, OH, 1999
Art Major II Reinforcement
Page 7
Approx. Time Allotment:
Instructional Strategies


-7-
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL PAINTING
PA Standards:
9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies






Art Major II Reinforcement
Page 8
-8-
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: OBSERVATIONAL PAINTING
PA Standards:
9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
The instructor may use, but is not limited to
using the following strategies.
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
Enrichment Strategies
 Research on
exhibitions in galleries
and museums
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar with  Use of a variety of artists,
timelines to break task into
cultures, and genres as
manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show steps
in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task

Provide extended time
 Provide time in art
studio after school or during
study hall

Art Major II Reinforcement
Page 9
Use peer tutoring
-9-
March, 2004
Essential Question, Concept or Theme: FIGURE DRAWING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills






Use of materials:
 Pencil, charcoal, pastel,
marker
Development of figure
drawing skills
Understanding and
application of proportion
with regards to the human
figure
Demonstration of
compositional techniques to
create balanced images
Development of critical and
creative thinking skills
Use of vocabulary and
advanced vocabulary
Art Major II Reinforcement
Assessment



Products:
 Drawings in pencil,
charcoal, pastel, marker
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks, student
self-evaluation, rubrics,
sketchbook, teacher
evaluation


Page 10
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:

 Paper, drawing pencils,
charcoal (pencils, vine,
compressed), pastel, marker
Resources:
 Artforms 7th edition, Duane
Preble, Sarah Preble, Patrick
Frank, Prentice Hall, Upper
Saddle River, NJ, 2002
(ART II text)
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989
(resource)
 Arttalk 2nd editon, Rosalind
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F. Brommer,
Davis Publications, Inc.,
Worcester, MA, 1997
(Resource)
 Anatomy for the Artist, Jeno
Barcsay, Octopus Books

Limited. London, WI, 1982
 Keys to Drawing, Bert
Dodson, North Light Books,
Cincinnati, OH, 1990
Instructional Strategies
Learning Activities:
 Participate in teacher led
discussions
 Observe and review resources
provided by the teacher
 Locate and research additional
resources
 Observe teacher
demonstration of techniques
and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects for
the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal critiques
of artworks while in process
and when concluded, in whole
class setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV materials
for unit
 Distribute assignment sheets
 Discuss historical
background, artists and work
 Demonstrate and show
- 10 -
March, 2004
Essential Question, Concept or Theme: FIGURE DRAWING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies




Art Major II Reinforcement
Page 11
- 11 -
examples of the technical
aspect of each project, from
student and artist works. Note
safety considerations.
Allow work time for students.
Critique preliminary sketches,
allow for further work time.
Use individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art criticism,
referring to early class
discussion of historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: FIGURE DRAWING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 12
Use peer tutoring
- 12 -
March, 2004
Essential Question, Concept or Theme: WATERCOLOR PAINTING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills








Use of materials:
 Watercolor paints, watercolor
pencils
Development of watercolor
painting skills
Understanding and application of
a variety of watercolor techniques
Demonstration of compositional
techniques to create balanced
images
Development of critical and
creative thinking skills
Observational renderings of still
life, landscapes
Development of works from
imagination
Use of vocabulary and advanced
vocabulary
Art Major II Reinforcement
Assessment



Products:
 Paintings in watercolor
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks,
student self-evaluation,
rubrics, sketchbook,
teacher evaluation
Page 13


Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:

 Watercolor paper,
watercolor paints (assorted
colors), watercolor pencils
(assorted colors), assorted
brushes, water containers,
palettes, paper towels
Resources:
 Artforms 7th edition, Duane
Preble, Sarah Preble,
Patrick Frank, Prentice
Hall, Upper Saddle River,
NJ, 2002 (ART II text)
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989
(resource)
 Arttalk 2nd editon, Rosalind
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F.
Brommer, Davis
Publications, Inc.,
Worcester, MA, 1997
(Resource)

 The North Light Illustrated
Book of Painting
Techniques Elizabeth Tate,
North Light Books,
Cincinnati, OH, 1999
- 13 -
Instructional Strategies
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
 Discuss historical
March, 2004
Essential Question, Concept or Theme: WATERCOLOR PAINTING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies





Art Major II Reinforcement
Page 14
- 14 -
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: WATERCOLOR PAINTING
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use of a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 15
Use peer tutoring
- 15 -
March, 2004
Essential Question, Concept or Theme: GRAPHIC DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills






Use of materials (students
choice):
 Pencil, charcoal, pen and ink,
marker, pastel, oil crayon,
colored pencils, tempera
paint, water color paint,
acrylic paint
Development of two-dimensional
design skills with regards to
graphic design
Understanding and application of
the elements of art and principles
of design
Demonstration of compositional
techniques to create balanced
images
Development of critical and
creative thinking skills
Use of vocabulary
Art Major II Reinforcement
Assessment



Products:
 Poster design (students
choose materials), book
cover design (students
choose materials),
illustration (students
choose materials)
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks,
student self-evaluation,
rubrics, sketchbook,
teacher evaluation
Page 16


Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:

 Paper and/or board,
drawing pencils, charcoal
(pencils, vine, compressed),
pen and ink, pastel, oil
crayon, colored pencil,
tempera paint, water color
paint, acrylic paint
Resources:
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989 (ART
I text)
 Arttalk 2nd editon, Rosalind
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F.
Brommer, Davis
Publications, Inc.,
Worcester, MA, 1997
(Resource)
 American Illustration,
Edward Booth-Clibborn,
Polygon Editions, New
York, NY, 1985

- 16 -
Instructional Strategies
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
March, 2004
Essential Question, Concept or Theme: GRAPHIC DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies






Art Major II Reinforcement
Page 17
- 17 -
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: GRAPHIC DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use of a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 18
Use peer tutoring
- 18 -
March, 2004
Essential Question, Concept or Theme: CONCEPTUAL ART
Approx. Time Allotment:
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
 Use of materials (students
 Products:
 Materials:
 Learning Activities:
choice):
 Drawings and/or
 Paper and/or board,
 Participate in teacher led
paintings, collage, mixed
drawing pencils, charcoal
discussions
 Pencil, charcoal, pen and ink,
marker, pastel, oil crayon,
media
(pencils, vine, compressed),
 Observe and review
colored pencils, tempera
pen and ink, pastel, oil
resources provided by the
 Performances:
paint, water color paint,
crayon,
colored
pencil,
teacher
 Verbal/written critique
acrylic paint
tempera paint, water color
 Locate and research
 Assessment:
paint,
acrylic
paint
 Development of conceptual
additional resources
 Class participation,
thinking skills to create works of
 Observe teacher
demonstrations, projects,  Resources:
nd
art from imagination

Art
in
Focus
2
edition,
demonstration of
performance tasks,
Gene A. Mittler, Glencoe
 Demonstration of compositional
techniques and processes
student self-evaluation,
techniques to create balanced
Publishing
Co.,
1989
(ART
rubrics, sketchbook,
 Learn and demonstrate all
images
I text)
teacher evaluation
safety considerations and
 Development of critical and
 Arttalk 2nd editon, Rosalind
good work habits
creative thinking skills
Ragans, Glencoe Publishing
 Work on assigned projects
Co., 1995 (Resource)
 Use of vocabulary
for the allotted time
 Discovering Art History 3rd
 Engage in peer review and
edition, Gerald F.
class discussion while
Brommer, Davis
working
Publications, Inc.,
 Participate in verbal
Worcester, MA, 1997
critiques of artworks while
(Resource)
in process and when
 American Illustration,
concluded, in whole class
Edward Booth-Clibborn,
setting and in individual
Polygon Editions, New
review
York, NY, 1985
 Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
Art Major II Reinforcement
Page 19
- 19 -
March, 2004
Essential Question, Concept or Theme: CONCEPTUAL ART
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A, B, C, D
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies






Art Major II Reinforcement
Page 20
- 20 -
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: CONCEPTUAL ART
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A, B, C, D
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 21
Use peer tutoring
- 21 -
March, 2004
Essential Question, Concept or Theme: PORTRAITURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills






Use of materials (students
choice):
 Pencil, charcoal, pen and ink,
marker, pastel, oil crayon,
colored pencils, tempera
paint, water color paint,
acrylic paint
Development of portrait drawing
and painting skills
Understanding and application of
proportion with regards to the
human face
Demonstration of compositional
techniques to create balanced
images
Development of critical and
creative thinking skills
Use of vocabulary and advanced
vocabulary
Art Major II Reinforcement
Assessment



Products:
 Drawings, paintings,
collages of the face, selfportraits, portraits of
others
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks,
student self-evaluation,
rubrics, sketchbook,
teacher evaluation
Page 22


Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:

 Paper and/or board,
drawing pencils, charcoal
(pencils, vine, compressed),
pen and ink, pastel, oil
crayon, colored pencil,
tempera paint, water color
paint, acrylic paint
Resources:
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989 (ART
I text)
 Arttalk 2nd editon, Rosalind
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F.
Brommer, Davis
Publications, Inc.,
Worcester, MA, 1997
(Resource)
 Portrait Drawing: a Stepby-Step Art Instruction
Book Wendon Blake,
Watson-Guptill

Publications, NY, 1981
- 22 -
Instructional Strategies
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
March, 2004
Essential Question, Concept or Theme: PORTRAITURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies






Art Major II Reinforcement
Page 23
- 23 -
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: PORTRAITURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use of a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 24
Use peer tutoring
- 24 -
March, 2004
Essential Question, Concept or Theme: DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills






Use of materials:
 Spray paint, acrylic paint,
tempera paint, India ink
Development of two-dimensional
design skills
Understanding and application of
the elements of art and the
principles of design
Demonstration of compositional
techniques to create balanced
images
Development of critical and
creative thinking skills
Use of vocabulary and advanced
vocabulary
Assessment



Products:
 Stencils, paintings in
spray paint, acrylic paint,
tempera paint and/or
India ink
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks,
student self-evaluation,
rubrics, sketchbook,
teacher evaluation


Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:

 Paper and/or board,
drawing pencils, charcoal
(pencils, vine, compressed),
pen and ink, pastel, oil
crayon, colored pencil,
tempera paint, water color
paint, acrylic paint
Resources:
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989 (ART
I text)
 Arttalk 2nd editon, Rosalind
Ragans, Glencoe Publishing
Co., 1995 (Resource)
 Discovering Art History 3rd
edition, Gerald F.
Brommer, Davis
Publications, Inc.,
Worcester, MA, 1997
(Resource)

Art Major II Reinforcement
Page 25
- 25 -
Instructional Strategies
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
sheets
March, 2004
Essential Question, Concept or Theme: DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies






Art Major II Reinforcement
Page 26
- 26 -
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: DESIGN
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use of a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 27
Use peer tutoring
- 27 -
March, 2004
Essential Question, Concept or Theme: RELIEF SCULPTURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills






Use of materials:
 Aluminum or copper tooling
foil, wooden tooling tools,
mat board, x-acto and/or mat
knives, found materials
Development of two-dimensional
design skills
Understanding and application of
the elements of art and the
principles of design
Demonstration of compositional
techniques to create balanced
images
Development of critical and
creative thinking skills
Use of vocabulary and advanced
vocabulary
Assessment



Products:
 Relief sculptures in
aluminum or copper
tooling foil, mat board
and found materials
Performances:
 Verbal/written critique
Assessment:
 Class participation,
demonstrations, projects,
performance tasks,
student self-evaluation,
rubrics, sketchbook,
teacher evaluation


Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Materials:
 Aluminum or copper
tooling foil, wooden tooling
tools, mat board, x-acto
knives and/or mat knives,
found materials
Resources:
 Art in Focus 2nd edition,
Gene A. Mittler, Glencoe
Publishing Co., 1989
 (Arttalk 2nd editon,
Rosalind Ragans, Glencoe
Publishing Co., 1995
(Resource)
 Discovering Art History 3rd
edition, Gerald F.
Brommer, Davis
Publications, Inc.,
Worcester, MA, 1997
(Resource)
Instructional Strategies


Art Major II Reinforcement
Page 28
- 28 -
Learning Activities:
 Participate in teacher led
discussions
 Observe and review
resources provided by the
teacher
 Locate and research
additional resources
 Observe teacher
demonstration of
techniques and processes
 Learn and demonstrate all
safety considerations and
good work habits
 Work on assigned projects
for the allotted time
 Engage in peer review and
class discussion while
working
 Participate in verbal
critiques of artworks while
in process and when
concluded, in whole class
setting and in individual
review
Instructional strategies:
 Gather resource materials,
examples, and AV
materials for unit
 Distribute assignment
March, 2004
Essential Question, Concept or Theme: RELIEF SCULPTURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Benchmark/Skills
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Assessment
Instructional Strategies






Art Major II Reinforcement
Page 29
- 29 -
sheets
Discuss historical
background, artists and
work
Demonstrate and show
examples of the technical
aspect of each project, from
student and artist works.
Note safety considerations.
Allow work time for
students. Critique
preliminary sketches, allow
for further work time. Use
individual critique as
necessary.
Assign outside assignments
At the conclusion of each
project, conduct art
criticism, referring to early
class discussion of
historical works
Evaluate the unit for future
use
March, 2004
Essential Question, Concept or Theme: RELIEF SCULPTURE
PA Standards: 9.1.12.A, B, C, E, H; 9.2.12.A, K; 9.3.12.A, B, C, E; 9.4.12.A
Adaptations/Inclusion Techniques
Enrichment Strategies
The instructor may use, but is not limited to using
the following strategies.
 Research on
exhibitions in galleries and
museums
Provide small group and individual instruction
Provide visual reinforcement
Provide examples
Break task into obtainable steps
Allow extra time
Adjust instructional formats and pace
 Virtual visits to
galleries and museums
 Independent study
on a specific topic
 Development of a
specific project focused
upon a theme or
metamorphosis
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Provide calendar
 Use of a variety of artists,
with timelines to break
cultures, and genres as
task into manageable parts
examples and to generate
lessons.
 Provide chart of
visual images to show
steps in the process
Remediation Strategies
 Break task into
manageable parts and
reteach each task
 Provide extended
time
 Provide time in art
studio after school or
during study hall

Art Major II Reinforcement
Page 30
Use peer tutoring
- 30 -
March, 2004