Title of Course: Art II
Unit: Observational Drawing (pencil)
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Observational drawing is an
essential skill needed by all
artists.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
1.
2.
3.
Why is it important for
artists to use a full
range of values in a
drawing?
What are the
differences between
the shading techniques
and how are they
applied in a drawing?
Why is it important to




Competencies and
Art
Core Skills
Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
Using different
shading techniques
will create different
effects in a drawing.
Preliminary sketches
must be created
before beginning any
final drawings.
A still life must
include 5 or more
objects and that
drapery is not
considered an object.
A trompe l’oeil
drawing must include
5 or more objects
secured onto a board.




Apply value using
three different
drawing
techniques
Develop and
master drawing
from observation
from a single
object to a
complete still life.
Demonstrate
compositional
techniques to
create balanced
images.
Participate in
verbal critique
and discussion of
the studio piece
using an
established list of
criteria or rubric.
Self-evaluate the
quality of the
studio piece
through written
and/or verbal
Vocabulary/Content (list)
Blending: Technique of shading
through smooth, gradual application
of dark values.
Chiaroscuro: The arrangement of
light and shadow. This technique
was introduced by Italian artists
during the Renaissance and used
widely by Baroque artists.
Chiaroscuro is also called modeling
and shading.
Contrast: Technique for creating a
focal point by using differences in
elements.
Contour drawing: Drawing the
edges, or contours of figures or
objects.
Crosshatching: Shading created by
crossed parallel lines.
Hatching: Technique of shading with
a series of fine parallel lines.
Highlights: Areas on a surface that
reflect the most light. In a drawing,
these areas are shown by light
values to create the illusion of depth.
Low relief: Sculpture in which areas
project slightly from a flat surface.
Also called bas-relief.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing pencils
(assorted
hardness/softness)
Value Scale
Create 3 – 12
step value scales
using three
different shading
techniques
Erasers (kneaded
and plastic)
Tortillions
Drawing paper
Bristol board
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Rendering of a
single object (3
different
compositions)
using three
different shading
techniques
Still Life Drawing
in pencil which
includes 5 or
more objects
Trompe l’oeil
Drawing of a
small group of
objects secured
onto a board
finished in pencil
4.
draw from direct
observation?
Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
expression.
casing around a marking substance.
Rendering: The careful and complete
drawing or painting of an object,
place or person to make it appear
realistic.
Setup: Group of objects arranged as
a subject for drawing.
Shading: Graduated variations in
value, often used in painting to give
a feeling of volume, form, and
depth.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Trope l’oeil: French for “deceive the
eye.” Style of painting in which
painters try to give the viewer the
illusion of seeing a threedimensional object, so that the
viewer wonders whether he or she is
seeing a picture or something real.
Value: An element of art that
describes the lightness or darkness
of a color or tone.
Title of Course: Art II
Unit: Observational Drawing (charcoal)
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Observational drawing is an
essential skill needed by all
artists.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D


Competencies and
Art
Core Skills
Students will be able to:

The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume,
form, and depth to a
drawing.
Using different types
of charcoal will create
different effects in a
drawing.
The use of erasers is
an important drawing
tool when working
with charcoal.



Essential Questions:
5.
6.
7.
8.
Why is it important for
artists to use a full
range of values in a
drawing?
How does charcoal
differ from pencil?
Why is it important to
draw from direct
observation?
Who are some of the

Apply value using
the various types of
charcoal.
Develop and master
drawing from
observation using
charcoal.
Demonstrate
compositional
techniques to create
balanced images.
Participate in verbal
critique and
discussion of the
studio piece using
an established list of
criteria or rubric.
Self-evaluate the
quality of the studio
piece through
written and/or
verbal expression.
Vocabulary/Content (list)
Charcoal: A black or very darkcolored, brittle substance made of
carbon.
Charcoal pencils: Compressed
charcoal in pencil form.
Chiaroscuro: The arrangement of
dramatic contrasts of light and
shadow.
Compressed charcoal: A form of
charcoal made by binding together
tiny particles of ground charcoal.
Proportion: Principle of art that
combines elements in a work of art
to create size relationships of
elements to the whole artwork and
to each other.
Powdered charcoal: A form of
charcoal with the same material
makeup as compressed charcoal. It
can be used for shading and other
special effects realized by rubbing
and erasing the powder sprinkled on
the drawing surface.
Shading: the use of light and shadow
to give a feeling of depth.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Value: Element of art that refers to
light and dark areas. Value depends
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing charcoal
(pencils, vine,
compressed,
powdered)
Art Room
Drawing is a
rendering of the
art classroom in
charcoal.
Erasers (kneaded
and plastic)
Tortillions
Charcoal paper
(white and toned)
Bristol board
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Closet Study is a
rendering of a
closet, drawer or
other enclosed
space in
charcoal.
artists who believed
mastering the art of
drawing was of utmost
importance?
on how much light a surface reflects.
Vine charcoal: Charcoal in its most
natural state. It is made by heating
vines until only the charred, black
sticks of carbon remain. These thin
carbon sticks are soft, lightweight,
and extremely brittle.
Title of Course: Art II
Unit: Observational Drawing (color medium)
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Observational drawing is an
essential skill needed by all
artists.
Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
9.
Why is it important for
artists to use a full
range of values in a
drawing?
10. How can color add
expression to a
drawing?
11. Why is it important to
draw from direct
observation?
Concepts
Students should know
that:
 The difference
between oil and chalk
pastels.
 The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume
form and depth to a
drawing.
 Using color will help
set a mood or tone in
a drawing.
 Oil and chalk pastels
differ in use, feel and
look.
 Working in plein-air
can be challenging.
Competencies and
Art
Core Skills
Students will be able to:
 Develop and master
drawing from
observation using oil
and chalk pastels.
 Demonstrate
compositional
techniques to create
balanced images.
 Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
 Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
Vocabulary/Content (list)
Color: An element of art that is
derived from reflective light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light. Color
has three properties: hue, value, and
intensity.
Color Scheme: Plan for organizing
colors. Types of color schemes
include monochromatic, analogous,
complementary, triad, split
complementary, warm, and cool.
Foreground: part of the picture plan
that appears closest to the viewer.
The foreground is usually at the
bottom of the picture.
Horizon line: the division between
earth and sky, as seen by an
observer.
Landscape: a work of art that shows
the features of the natural
environment (trees, lakes,
mountains, etc.).
Middle ground: area in a picture
between the foreground and the
background.
Background: part of the picture
plane that seems to be farthest from
the viewer.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Oil Pastels
(assorted colors)
Spring Landscape
Drawing from
direct
observation
using chalk
pastels
Chalk Pastels
(assorted colors)
Workable Fixative
Crystal Clear
Erasers (kneaded
and plastic)
Charcoal paper
(white and toned)
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Fruit/Vegetable
Study from direct
observation
using chalk or oil
pastels (student
choice)
12. What is working in
plein-air and why is it
important to do so?
13. Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
Pastels: Pigments held together with
gum and molded into stick.
Perspective: method used to create
the illusion of depth on a twodimensional surface. It was
developed during the Renaissance
by architect Filippo Brunelleschi.
Perspective is created by
overlapping, size variations,
placement, detail, color, and
converging lines.
Plein air painting: En plein air is a
French expression which means "in
the open air", and is particularly
used to describe the act of painting
outdoors..
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Texture: Element of art that refers
to how things feel or how they look
like they might feel on the surface.
Texture is perceived by touch and
sight. Objects can have rough or
smooth textures and matte or shiny
surfaces.
Value: Element of art that refers to
light and dark areas. Value depends
on how much light a surface reflects.
Student examples
Title of Course: Art II
Unit: Color Theory (tempera paint)
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Understanding basic color
theory is essential to every
artist.
Concepts
Students should know
that:

Standards (list numbers):

9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
14. Why is it important for
artists to know how to
mix colors?
15. How can color add
expression to an
artwork?
16. How can color change
the mood or tone of a
painting?
17. What artists are known



From the three
primary colors, all
colors of the color
wheel can be made.
Adding white or black
to a color will change
its value.
Adding a color’s
complement will
change its intensity.
Color can set/change
the mood, tone and
expression of an
artwork.
Different color
schemes affect the
feel of the painting.
Competencies and
Art
Core Skills
Students will be able to:
 Create a color wheel
using the three
primary colors only.
 Create different
values by adding black
or white paint to
make a color lighter
or darker.
 Create different
intensities by adding a
color’s complement
to dull it.
 Demonstrate
compositional
techniques to create
balanced images.
 Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
 Self-evaluate the
quality of the studio
piece through written
and/or verbal
Vocabulary/Content (list)
Analogous colors: Colors that are
next to each other on the color
wheel and are closely related, such
as blue, blue-green, and green.
Color: An element of art that is
derived from reflective light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light. Color
has three properties: hue, value, and
intensity.
Color scheme: Plan for organizing
colors. Types of color schemes
include monochromatic, analogous,
complementary, triad, split
complementary, warm, and cool.
Color Triad: Three colors spaced an
equal distance apart on the color
wheel. The primary color triad is red,
yellow, and blue; the secondary
color triad is orange, green, and
violet.
Color wheel: A tool for organizing
color that shows the spectrum bent
into a circle.
Complementary colors: Two colors
opposite one another on the color
wheel. A complement of a color
absorbs all the light waves the color
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Oil Pastels
(assorted colors)
Color Chart using
tempera paint
and the three
primary colors
plus black and
white only which
includes a color
wheel, a 7-step
value scale for
the three primary
colors, a 10-step
intensity scale for
one of the
primary colors
and the
complements of
the three primary
colors
Chalk Pastels
(assorted colors)
Workable Fixative
Crystal Clear
Erasers (kneaded
and plastic)
Charcoal paper
(white and toned)
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Color Scheme #
1: Two paintings,
same
composition in
tempera using an
analogous color
scheme and a
monochromatic
color scheme.
for their use of color?
expression.
reflects and is the strongest contrast
to the color. Mixing a hue with its
complementary color dulls it. Red
and green are complementary
colors.
Cool colors: Colors often associated
with water, sky, spring, and foliage
and suggest coolness. These are the
colors that contain blue and green
and appear on one side of the color
wheel, opposite the warm colors.
Hue: Name of a spectral color.
Intensity: Brightness or dullness of a
color. A pure hue is called a highintensity color. A dulled hue (a color
mixed with its complement) is called
a low-intensity color.
Intermediate (tertiary) color: A color
made by mixing a primary color with
a secondary color. Red-orange is an
intermediate color.
Monochrome: One color. A
monochromatic color scheme uses
only one hue and all values of it for a
unifying effect.
Primary colors: The basic colors of
red, yellow and blue from which it is
possible to mix all the other colors of
the spectrum.
Secondary colors: The colors
obtained by mixing equal amounts of
two primary colors. The secondary
colors are orange, green, and violet.
Shade: Dark value of a hue made by
adding black to it.
Split Complementary Colors: One
hue and the hues on each side of its
complement on the color wheel.
Red-orange, blue, and green are split
complementary colors.
Tint: Light value of a hue made by
Student examples
Color Scheme #2:
Two paintings,
same
composition in
tempera using a
warm color
scheme and a
cool color
scheme
Color Scheme #3:
Two paintings,
same
composition in
tempera using a
splitcomplementary
color scheme and
a color triad color
scheme
adding white to it.
Value: Element of art that refers to
light and dark areas. Value depends
on how much light a surface reflects.
Warm colors: Colors suggesting
warmth. These are colors that
contain red and yellow and appear
on one side of the color wheel,
opposite the cool colors.
Title of Course: Art II
Unit: Perspective
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Creating the illusion of threedimensional space on a twodimensional surface is an
important skill for all artists.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
18. Why is it important for
artists to know how to
use the perspective
techniques to create
the illusion of threedimensional space?
19. When was linear
perspective discovered
and developed?

The perspective
techniques will help
to create the illusion
of three-dimensional
space on a twodimensional surface.
The desired point of
view will determine
whether 1-point or 2point linear
perspective should be
used.
Competencies and
Art
Core Skills
Students will be able to:
 Create the illusion of
three-dimensional
space on a twodimensional surface
using a variety of
perspective
techniques.
 Demonstrate
compositional
techniques to create
balanced images.
 Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
 Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
Vocabulary/Content (list)
Atmospheric perspective: Effect of
air and light on how an object is
perceived by the viewer. The more
air between the viewer and the
object, the more the object seems to
fade. A bright object seems closer to
the viewer than a dull object.
Background: Part of the picture
plane that seems to be farthest from
the viewer.
Eye Level: An imaginary plane
passing through the eyes of the
artist or other viewer, when he or
she is looking ahead.
Foreground: Part of the picture
plane that appears closest to the
viewer. The foreground is usually at
the bottom of the picture.
Horizon Line: The horizon line in
perspective drawing is a horizontal
line across the picture. It is always at
eye level - its placement determines
where we seem to be looking from a high place, or from close to the
ground.
Landscape: Painting or drawing in
which natural land scenery, such as
mountains, trees, rivers, or lakes, is
the main feature.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Colored pencils
(assorted colors)
Imaginary
Landscape
employing
perspective
techniques other
than linear
perspective to
create the
illusion of depth
using a medium
of the student’s
choice.
Erasers (kneaded
and plastic)
Drawing paper
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
One-Point
Perspective
drawing to create
the illusion of
depth using onepoint linear
perspective in
colored pencils
Student examples
Two-Point
Perspective
drawing to create
the illusion of
depth using twopoint linear
perspective in
20. What is the difference
between one and two
point linear
perspective?
21. Who were some of the
artists who used linear
perspective in their
artworks?
Middle ground: Are in a picture
plane between the foreground and
the background.
One-point perspective: A technique
for perspective in which the lines
formed by the sides of the road,
walk, or track seem to come
together at a vanishing point on the
horizon. It is also known as parallel
perspective.
Overlap: Placing one object in an
artwork in front of another, partially
concealing the object behind. This
technique is used to suggest depth.
Orthogonal: Diagonal lines that
connect to the vanishing point.
Perspective: Method used to create
the illusion of depth on a twodimensional surface. It was
developed during the Renaissance
by architect Filippo Brunelleschi.
Perspective is created by
overlapping, size variations,
placement, detail, color, and
converging lines.
Representational: Any artistic style
in which objects or figures are easily
identified.
Two-point perspective: A technique
for perspective that shows different
sets of receding lines converging, or
meeting, at different vanishing
points.
Vanishing point: The point at which
parallel lines receding from an
observer seem to converge. This is
the point in a picture, where the
road appears to “vanish.”
colored pencils.
Title of Course: Art II
Unit: Watercolor Painting
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Watercolor paint is a
transparent painting medium
that can be used in a variety
of ways.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D


Essential Questions:
22. What are the main
qualities of watercolor
paint and how is it
different from tempera
and acrylic paints?
23. Who is Kara Walker?
24. Who is M.C. Escher?

Watercolor is a
diverse medium
which requires
practice to
understand the
variety of techniques.
Kara Walker is a
contemporary
African-American
artist who is best
known for her room
sized cut out figures.
M.C. Escher is a
graphic artist most
famous for his so
called impossible
structures.
Using more than one
medium in a work of
art is mixed-media.
Competencies and
Art
Core Skills
Students will be able to:
 Create mixed-media
pieces by mixing
watercolor paint with
another medium.
 Recognize and
appreciate works of
art by Kara Walker
and M.C. Escher.
 Create an optical
illusion.
 Demonstrate
compositional
techniques to create
balanced images.
 Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
 Self-evaluate the
quality of the studio
piece through written
and/or verbal
Vocabulary/Content (list)
Background: The part of the picture
plane that seems to be farthest from
the viewer.
Complementary colors: Colors that
are directly opposite each other on
the color wheel, such as red and
green, blue and orange, and violet
and yellow. When complements are
mixed together in the right
proportions, they form a neutral
gray.
Composition: The way the principles
of design are used to organize the
elements.
Contour drawing: A drawing in
which contour lines alone are used
to represent subject matter.
Contour line: A line or lines that
surround and define the edges of an
object or figures.
Figure: Human form in a work of art.
Foreground: Part of the picture
plane that appears closest to the
viewer.
Kara Walker: A contemporary
African-American artist, best known
for her room-sized cut out figures.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Watercolor paints
(assorted colors)
Negative Space
Still Life in which
only the negative
spaces are
painted using a
variety of
watercolor
painting
techniques.
Watercolor
brushes (assorted
sizes and shapes)
Water container
Paper towels
Salt
Plastic wrap
Colored pencils
(assorted colors)
Erasers (kneaded
and plastic)
Colored
construction
paper
Scissors and/or xacto knife
Kara Walker
Image created by
painting a
background using
a variety of
watercolor
techniques and
placing 7 or more
silhouetted
figures within the
watercolor
setting.
Optical
Watercolor is a
landscape which
incorporates the
25. What is an optical
illusion and how does
an artist create one?
26. What is a mixed-media
work?
expression.
Her art centers on violence,
sexuality, race, gender, and identity.
Landscape: A painting, photograph,
or other work of art that shows
natural scenery such as mountains,
valleys, trees, rivers, and lakes.
Maurits Cornelis Escher (1898-1972)
is one of the world's most famous
graphic artists. He is most famous
for his so-called impossible
structures, such as Ascending and
Descending, Relativity, his
Transformation Prints, such as
Metamorphosis I, Metamorphosis II
and Metamorphosis III, Sky & Water
I or Reptiles.
Medium: A material used by an artist
to produce a work of art.
Mixed media: The use of several
different materials in one work of
art.
Motif: A unit that is repeated in
visual rhythm. Units in a motif may
or may not be an exact duplicate of
the first unit.
Movement: A principle of art used to
create the look and feeling of action
and to guide the viewer’s eye
throughout the work of art.
Negative spaces: Empty spaces
surrounding shapes and forms. The
shape and size of negative spaces
affect the interpretation of positive
spaces. Negative spaces are also
called ground.
Op art: A twentieth-century art style
in which artists sought to create an
impression of movement on the
picture surface by means of optical
illusion.
Perspective: A method for
Tacky glue
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
use of an optical
illusion created
in colored pencil
within a
watercolor
painting.
representing three-dimensional
objects on a two-dimensional
surface. Perspective is created by
overlapping, size variations,
placement, detail, color, and
converging lines.
Positive spaces: Shapes or forms in
two- and three-dimensional art.
Proportion: The size relationships of
one part to another.
Repetition: A way of combining art
elements so that the same elements
are used over and over.
Rhythm: The careful placement of
repeated elements in a work of art
to cause a visual tempo or beat.
Shape: A two-dimensional area
clearly set off by one or more of the
other visual elements such as color,
value, line, texture, and space.
Silhouette: Outline drawing of a
shape. Originally a silhouette was a
profile portrait, filled in with a solid
color.
Tessellation: Patterns that join
together to cover a surface, leaving
no empty spaces on that surface.
This form of art is widely known due
to the works of M.C. Escher, and is
often used in math as a way of
demonstrating congruency within
patterns.
Watercolor: Transparent pigments
mixed with water. Paintings done
with this medium are known as
watercolors.
Title of Course: Art II
Unit: Collage
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Collage is a medium with a
variety of applications.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D
Essential Questions:
27. How do you define
collage?
28. When was the
technique of collage
developed and by
whom?
29. What is a non-objective
work of art?
30. What is a mosaic?
31. What is a mixed-media


The term collage
derives from the
French "colle"
meaning "glue.” This
term was coined by
both Georges Braque
and Pablo Picasso in
the beginning of the
20th century when
collage became a
distinctive part of
modern art.
The mosaic technique
was used by the
Romans to decorate
the floors of their
villas and later
adopted by Byzantine
artists to tell the
Christian story on the
walls of their
churches.
Using more than one
medium in a work of
Competencies and
Art
Core Skills
Students will be able to:
 Recognize and
appreciate works of
art by Georges Braque
and Pablo Picasso.
 Define mosaic.
 Create non-objective
and objective works
of art using a variety
of collage techniques.
 Demonstrate
compositional
techniques to create
balanced images.
 Participate in verbal
critique and
discussion of the
studio piece using an
established list of
criteria or rubric.
 Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
Vocabulary/Content (list)
Asymmetrical balance: Balance in
which the two imaginary halves or a
composition have equal weight but
are disposed unevenly.
Collage: A picture or design created
with such elements as paper,
photographs, cloth, string, etc.
Introduced by the Cubist artists, it
was widely used by artists who
followed and is a familiar technique
in contemporary art.
Design: Plan, organization or
arrangement of elements in a work
of art.
Emotionalism: A theory of art which
places emphasis on the expressive
qualities. According to this theory,
the most important thing about a
work of art is the vivid
communication of moods, feelings,
and ideas.
Expressive qualities: Those qualities
that communicate ideas and moods.
Ground: The background or general
area of a picture plane as
distinguished from the forms or
figures.
Mixed media: A two-dimensional art
Instructional
Materials
(list)
Colored
construction
paper
Magazine images
Computer images
Photographs
Any other found
materials such as
string, yarn, lace,
fabric, etc.
Scissors and/or xacto knife
Tacky glue, gel
medium, rubber
cement
Text of
information from
various historical
sources
Teacher
Suggested
Activities
Including but
not limited to:
Nature Collage
created by
repeating,
overlapping cut
out paper shapes
based on natural
forms to create a
non-objective
design.
Reductive
Collage created
by using 5 sheets
of colored paper
which are cut out
and layered to
create a design.
Paper Mosaic
created by using
a variety of small
pieces of colored
construction
paper assembled
on a ground so
that it resembles
a mosaic made
from tile or
work of art?
art is mixed-media.
technique that uses more than one
medium, for example, a crayon and
watercolor work.
Mosaic: A work of art made of small
cubes of colored marble or glass set
in cement. It was a technique used
by the Romans to decorate the
floors of their villas and later
adopted by Byzantine artists to tell
the Christian story on the walls of
their churches.
Nonobjective art: Artworks that
have no recognizable subject matter
such as houses, trees, or people. The
actual subject matter might be color
or the composition of the work itself.
Also known as nonrepresentational
art.
Pattern: Two dimensional decorative
visual repetition.
Radial balance: Type of balance in
which forces or elements of a design
come out from a central point.
Repetition: Technique for creating
rhythm and unity in which a single
element appears again and again.
Symmetrical balance: A type of
formal balance in which two halves
of a balanced composition are
identical.
Subtractive Method: Artwork made
by removing material from a larger
form.
demonstration of
studio processes
Visual examples
from various
artists
Student examples
marble.
Emotionalism
collage which
uses a mixedmedia technique
to express a one
word emotion in
a non-objective
design.
Title of Course: Art II
Unit: Design/Illustration
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Design is the plan,
organization, or arrangement
of elements in a work of art.
Concepts
Students should know
that:

Standards (list numbers):
9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D

Essential Questions:

32. What is a non-objective
work of art?
33. How are focal points
created in a work of
art?
34. What is the purpose of
a poster?
35. How is illustration used
to clarify ideas on a
poster or other graphic


Competencies and
Art
Core Skills
Students will be able to:

Non-objective works
of art have no
recognizable subject
matter.
A focal point is an
area in a work of art
that attracts the
viewer’s attention
first.
Graphic design is
work intended for
commercial
reproduction.
A poster is created for
the purpose of
making a public
announcement.
An illustration is a
drawing with any
medium used to
clarify ideas.





Define nonobjective art,
focal point,
poster, and
graphic design.
Create a focal
point in a nonobjective work of
art by placement
of elements
within the
composition.
Create a poster
for the
Philadelphia Zoo.
Create an
illustration of an
animal inspired
by the field trip
to the
Philadelphia Zoo.
Demonstrate
compositional
techniques to
create balanced
images.
Participate in
Vocabulary/Content (list)
Balance: Principle of design that
deals with arranging visual elements
in a work of art equally. If a work of
art has visual balance, the viewer
feels that the elements have been
arranged in a satisfying way. Visual
imbalance makes the viewer feel the
elements need to be rearranged.
The two types of balance are formal
(symmetrical) and informal
(asymmetrical).
Derive: To obtain or receive from a
source.
Design: Plan, organization, or
arrangement of elements in a work
of art.
Draw: To make (lines, figures,
pictures, etc.), as with a pencil, pen,
brush, or stylus; delineate; sketch;
diagram.
Drawing: The art of representing
something by lines made on a
surface with a pencil, pen, stylus,
etc. Also a picture, design, sketch, or
diagram thus made.
Emphasis: Principle of design that
stresses one element or area in a
work to make it attract the viewer's
attention first. The element noticed
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing Pencils
(assorted
hardness/softness)
Composition #1
Create a nonobjective design
with a focal point
using squares
and rectangles
which are
parallel to the
top and sides of
the paper in line
only using pencil.
Erasers (kneaded
and plastic)
Ruler
Drawing paper
Bristol board
Student’s choice
of materials for
the zoo poster and
animal illustration
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
Composition #2
Create a nonobjective design
with a focal point
using squares
and rectangles
which are
parallel to the
top and sides of
the paper using
three or more
values in pencil
only.
Zoo Poster
Create a poster
for the
design?

verbal critique
and discussion of
the studio piece
using an
established list of
criteria or rubric.
Self-evaluate the
quality of the
studio piece
through written
and/or verbal
expression.
first is called dominant; the elements
noticed later are called subordinate.
Focal Point: Area of a work that
attracts the viewer’s attention first.
Focal points are created by contrast,
location, isolation, convergence and
use of the unusual.
Graphic design: Work intended for
commercial reproduction – the
selection and arrangement of
elements for a printed format.
Illustration: A drawing with any
medium used to clarify ideas.
Line: Element of art that is a
continuous mark made on a surface
with a pointed, moving tool.
Although lines can vary in
appearance, they are considered
one-dimensional and are measured
in length.
Nonobjective art: Art that has no
recognizable subject matter, such as
trees, flowers, or people. The actual
subject matter might be color or the
composition of the work itself.
Paint: Pigments mixed with oil or
water. Pigment particles in paint
stick to the surface of the material.
Painting: The act or occupation of
covering surfaces with paint. Also a
picture in paint, such as an oil,
watercolor, etc.
Poster: A form of graphic art,
created for the purpose of making a
public announcement.
Shape: Element of art that is twodimensional and encloses space.
Shapes are either geometric or
freeform.
Typography: The style, arrangement
and visual appearance of alphabetic
artists
Student examples
Philadelphia Zoo
using materials
of your choice.
Animal
Illustration
Create an
illustration of an
animal inspired
by the field trip
to the
Philadelphia Zoo.
letters.
Value: The art element that
describes the darkness and lightness
of an object.
Title of Course: Art II
Unit: Portraiture
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Concepts
Big Idea:
For centuries portrait
drawings have been an
important part of an artist’s
repertoire of genres.
Students should know
that:
Standards (list numbers):

9.1.12A, 9.1.12.C, 9.1.12.D,
9.1.12.E, 9.1.12.F, 9.1.12.G,
9.1.12.H, 9.1.12.J, 9.2.12.A,
9.2.12.C, 9.2.12.E,
9.2.12.L,9.3.12.A, 9.3.12.B,
9.3.12.C, 9.3.12.D, 9.3.12.E,
9.3.12.F, 9.3.12. G, 9.4.12.A,
9.4.12.B, 9.4.12.C, 9.4.12.D




Essential Questions:
36. Where did the
evolution of portraiture
begin?
37. Until the last few
hundred years, who
were the subject of all
portraiture?
38. Who are the most
famous portrait artists?
39. What is the difference


Competencies and
Art
Core Skills
Students will be able to:

The general
proportion of the
human head.
The general
proportions of the
human face.
How to use a grid to
transfer a photograph
to a drawing.
How to use a grid to
enlarge a smaller
image to a larger
scale.
The arrangement of
light and shadow
(chiaroscuro) will give
a feeling of volume,
form and depth to a
drawing.
Using different types
of charcoal will create
different effects in a
drawing.
Expressionism was a
th
20 century
movement which





Create a selfportrait using a
variety of
charcoal.
Create a portrait
of a classmate
that focuses on a
one word
emotion in oil
pastels.
Define
expressionism.
Recognize and
appreciate works
of art by Kathe
Kollwitz and
Edvard Munch.
Create a selfportrait based on
a famous painting
using the same
composition and
style as the artist.
Demonstrate
compositional
techniques to
create balanced
Vocabulary/Content (list)
Charcoal: A black or very darkcolored, brittle substance made of
carbon.
Charcoal pencils: Compressed
charcoal in pencil form.
Compressed charcoal: A form of
charcoal made by binding together
tiny particles of ground charcoal.
Color: An element of art that is
derived from reflective light. The
sensation of color is aroused in the
brain by response of the eyes to
different wavelengths of light. Color
has three properties: hue, value, and
intensity.
Color Scheme: Plan for organizing
colors. Types of color schemes
include monochromatic, analogous,
complementary, triad, split
complementary, warm, and cool.
Contour drawing: Drawing the
edges, or contours, of figures or
objects.
Expressionism: Any style of art in
which the artist tries to
communicate strong personal and
emotional feelings to the viewer.
Written with a capital “E”, it refers to
a definite style of art, begun in
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing Pencils
(assorted
hardness/softness)
Charcoal SelfPortrait Create a
self-portrait and
finish using a
variety of
charcoal.
Charcoal (pencils,
vine, compressed
and powdered)
Oil Pastels
(assorted colors)
Erasers (kneaded
and plastic)
Expressionism
Create a portrait
of a classmate
which expresses
a one word
emotion using oil
pastels.
Drawing paper
Bristol board
Student’s choice
of materials for
the famous artist
portrait
Text of
information from
various historical
sources
Teacher
Famous Artist
Self-Portrait
Create a selfportrait based on
a famous
painting using
the same
composition and
style and the
artist.
between a portrait and
a self-portrait?
40. Why did/do many
artists create selfportraits?
41. There are many
different styles of
portraiture. How do
these styles influence
your perspective of the
subject?
42. What are the general
proportions of the
face?
artists tried to
communicate strong
personal and
emotional feelings to
the viewer.


images.
Participate in
verbal critique
and discussion of
the studio piece
using an
established list of
criteria or rubric.
Self-evaluate the
quality of the
studio piece
through written
and/or verbal
expression.
Germany early in the twentieth
century.
Medium: A material used by an artist
to produce a work of art.
Portrait: an artistic representation of
a person in which the face and its
expression are dominant. Portraits
can depict the subject’s full body,
half length, or head and shoulders.
Powdered charcoal: A form of
charcoal with the same material
makeup as compressed charcoal. It
can be used for shading and other
special effects realized by rubbing
and erasing the powder sprinkled on
the drawing surface.
Proportion: Principle of art that
combines elements in a work of art
to create size relationships of
elements to the whole artwork and
to each other.
Self-portrait: a portrait where the
artist is also the subject.
Shading: The use of light and
shadow to give a feeling of depth.
Style: A way of expressing something
that is characteristic of a particular
person or group of people or period.
Value: Element of art that refers to
light and dark areas. Value depends
on how much light a surface reflects.
Vine charcoal: Charcoal in its most
natural state. It is made by heating
vines until only the charred, black
sticks of carbon remain. These thin
carbon sticks are soft, lightweight,
and extremely brittle.
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Title of Course: Art II
Unit: Art History
Suggested Duration: Ongoing throughout the school year
Standards, Big Ideas,
and
Essential Questions
Big Idea:
All artists should have a
general understanding of the
history of art.
Standards (list numbers):
9.2.12.A, 9.2.12.B, 9.2.12.C,
9.2.12.D, 9.2.12.E, 9.2.12.F,
9.2.12.G, 9.2.12.H, 9.2.12.I,
.2.12.J, 9.2.12.K, 9.2.12.L,
9.3.12.A, 9.3.12.B, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G,
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D
Essential Questions:
43. Why is it important to
develop a visual
vocabulary?
44. Why is it important to
be familiar with media
and processes of the
visual arts?
45. What are the
Concepts
Students should know
that:
 The elements and
principles of art
 The definitions of
drawing, painting,
printmaking,
photography, video,
digital media,
sculpture and
architecture.
 The definition of art
criticism as a search
for aesthetic qualities.
 The definition of art
history as a search for
information.
Competencies and
Art
Core Skills
Students will be able to:
 Complete chapter
study guides using the
textbook as a
reference.
 Complete chapter
tests.
 Have a basic
understanding of the
history of art from
early civilizations to
present day.
Vocabulary/Content (list)
Aesthetic qualities: The qualities
that can increase our understanding
of artworks and serve as the criteria
on which judgments are based.
Aesthetics: A branch of philosophy
concerned with identifying the clues
within works of art that can be used
to understand, judge, and defend
judgments about those works.
Architecture: The art and science of
designing and constructing
structures that enclose space to
meet a variety of human needs.
Design: A skillful blend of the
elements and principles of art.
Design qualities: How well the work
is organized, or put together. This
aesthetic quality is favored by
formalism.
Elements of art: The basic
components, or building blocks, used
by the artist when producing works
of art. The elements consist of color,
value, line, shape, form, texture and
space.
Emotionalism: A theory of art that
places emphasis on the expressive
Instructional
Materials
(list)
Student
Textbooks:
Art in Focus
Suggested
Activities
Including but
not limited to:
Chapter study
guides
Chapter tests
Class discussions
differences between
the art criticism and art
history approach to
viewing and
understanding works of
art?
qualities. According to this theory,
the most important thing about a
work of art is the vivid
communication of moods, feelings,
and ideas.
Expressive qualities: Those qualities
having to do with the meaning,
mood, or idea communicated to the
viewer through a work of art. Art
exhibiting this aesthetic quality is
favored by the emotionalists.
Formalism: A theory of art that
emphasizes design qualities.
According to this theory, the most
important thing about a work of art
is the effective organization of the
elements of art through the use of
the principles.
Imitationalism: A theory of art that
places emphasis on the literal
qualities. According to this theory,
the most important thing about a
work of art is the realistic
representation of subject matter.
Literal quality: The realistic
presentation of subject matter in a
work of art. This aesthetic quality is
favored by imitationalism.
Principles of art: Refers to the
different ways that the elements of
art can be used in a work of art. The
principles of art consist of balance,
emphasis, harmony, variety,
gradation, movement, rhythm, and
proportion.
Visual arts: Unique expressions of
ideas, beliefs, experiences, and
feelings presented in well-designed
visual forms.
Title of Course: Art II
Unit: Quarterly Assignments (Rank Level 1)
Suggested Duration: One project per marking period
Standards, Big Ideas,
and
Essential Questions
Big Idea:
All artists should have a
general understanding of the
history of art. For rank level 1
students these research
papers provide the
opportunity to study groups
of artists and a school or era
of art more thoroughly.
Standards (list numbers):
9.2.12.A, 9.2.12.B, 9.2.12.C,
9.2.12.D, 9.2.12.E, 9.2.12.F,
9.2.12.G, 9.2.12.H, 9.2.12.I,
.2.12.J, 9.2.12.K, 9.2.12.L,
9.3.12.A, 9.3.12.B, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G,
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D
Essential Questions:
46. What is the connection
between the individual
artists in each group?
47. How does each artist
Concepts
Students should know
that:
 To have a good
understanding about
an individual artist
requires looking at
the entire life of the
artist.
 To analyze an
individual artist’s
work requires looking
at the body of work as
a whole.
 Researching requires
using more than one
reference source so
that a fuller
understanding of an
artist or school, era,
or movement is
achieved.
 The history of art is
vast and that
choosing one school,
era, or movement of
art may be
challenging.
Competencies and
Art
Core Skills
Students will be able to:
 Research biographical
information about an
artist.
 Follow directions to
write a paper that
includes a biography,
characteristics,
famous works,
favorite works and
conclusion.
 Provide an
introduction to great
artists, their lives and
works.
 Understand the
awareness of the
historical sequence of
art.
 Develop greater
appreciation of the
diversity of art and
artists.
 Provide a basis for
specific knowledge
concerning art and
artists.
Vocabulary/Content (list)
Abstract Expressionism: A 20th
century style in which artists applied
paint freely to huge canvases in an
effort to show feelings and emotions
rather than realistic subject matter.
Aesthetic qualities: The qualities
that can increase our understanding
of artworks and serve as the criteria
on which judgments are based.
Aesthetics: A branch of philosophy
concerned with identifying the clues
within works of art that can be used
to understand, judge, and defend
judgments about those works.
Architecture: The art and science of
designing and constructing
structures that enclose space to
meet a variety of human needs.
Ashcan School: A popular name
identifying the group of artists who
made realistic pictures of the most
ordinary features of the
contemporary scene.
Baroque art: An art style
characterized by movement, vivid
contrast, and emotional intensity.
Byzantine art: The art of the Eastern
Roman Empire. Byzantine paintings
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Reference books
Famous Artist
Reports:
1. Modern
Artists
(Impressioni
sts, PostImpressionis
ts, Early 20th
Century)
2. Women
Artists
(Renaissance
, 17th
Century, 19th
Century,
Early 20th
Century,
Mid-century
to the
present)
Textbooks
Computer
Library
Reference Paper:
Student choice of
a school or era of
art
48.
49.
50.
51.
52.
relate to his/her
movement and/or time
period in which he/she
lived?
What are the specific
characteristics of each
artist’s work?
What is the significance
of a particular
school/era/movement
of art?
How does a particular
school/era/movement
of art relate to the
historical sequence of
art?
What are the main
characteristics of a
particular
school/era/movement
of art?
Who are some of the
artists who best
characterize a
particular
school/era/movement
of art?
 Develop critical
thinking and personal
taste.
 Achieve a knowledge
and awareness of an
era or school of art.
 Appreciate the
tremendous scope of
the history of art by
concentrating on one
era or school of art.
 Better understand the
enormous
contribution art has
made to our
knowledge of man.
 Better understand a
segment of man's
existence through his
art.
 Begin to realize the
relationship between
art and history,
geography, materials,
philosophy, religion
and economics.
 Provide an
opportunity for the
organization, research
and writing of an art
paper.
and mosaics are characterized by a
rich use of color and figures that
seem flat and stiff.
Cubism: A 20th century art
movement in which artists tried to
show all sides of three-dimensional
objects on a flat canvas.
Design: A skillful blend of the
elements and principles of art.
Design qualities: How well the work
is organized, or put together. This
aesthetic quality is favored by
formalism.
Elements of art: The basic
components, or building blocks, used
by the artist when producing works
of art. The elements consist of color,
value, line, shape, form, texture, and
space.
Emotionalism: A theory of art that
places emphasis on the expressive
qualities. According to this theory,
the most important thing about a
work of art is the vivid
communication of moods, feelings,
and ideas.
Expressionism: A 20th century art
movement in which artists tried to
communicate their strong emotional
feelings through artworks.
Expressive qualities: Those qualities
having to do with the meaning,
mood, or idea communicated to the
viewer through a work of art. Art
exhibiting this aesthetic quality is
favored by the emotionalists.
Formalism: A theory of art that
emphasizes design qualities.
According to this theory, the most
important thing about a work of art
is the effective organization of the
elements of art through the use of
the principles.
Imitationalism: A theory of art that
places emphasis on the literal
qualities. According to this theory,
the most important thing about a
work of art is the realistic
representation of subject matter.
Impressionism: A style of painting in
which artists captured an impression
of what the eye sees at a given
moment and the effect of sunlight
on the subject.
Literal quality: The realistic
presentation of subject matter in a
work of art. This aesthetic quality is
favored by imitationalism.
Mannerism: A European art style
that rejected the calm balance of the
High Renaissance in favor of emotion
and distortion.
Op art: A 20th century art style in
which artists sought to create an
impression of movement on the
picture surface by means of optical
illusion.
Photo-realism: An art movement of
th
the late 20 century in which the
style is so realistic it looks
photographic.
Photography: A technique of
capturing optical images on lightsensitive surfaces.
Post-Impressionism: A French art
movement that immediately
followed Impressionism. The artists
involved showed a greater concern
for structure and form than did the
Impressionist artists.
Pre-Columbian: The term that is
used when referring to the various
cultures and civilizations found
throughout the Americas before the
arrival of Christopher Columbus.
Principles of art: Refers to the
different ways that the elements of
art can be used in a work of art. The
principles of art consist of balance,
emphasis, harmony, variety,
gradation, movement, rhythm, and
proportion.
Regionalism: A popular style of art in
which artists painted the American
scenes and events that were typical
of their regions of America.
Renaissance: A period of great
awakening. The word renaissance
means rebirth.
Rococo art: An 18th century art style
that placed emphasis on portraying
the carefree life of the aristocracy
rather than on grand heroes or pious
martyrs.
Romanesque: An artistic style that,
in most areas, took place during the
11th and 12th centuries. The style was
most apparent in architecture and
was characterized by the round arch,
a large size and solid appearance.
Romanticism: A style of art that
portrayed dramatic and exotic
subjects perceived with strong
feelings.
th
Surrealism: A 20 century art style
in which dreams, fantasy, and the
subconscious served as the
inspiration for artists.
Visual arts: Unique expressions of
ideas, beliefs, experiences, and
feelings presented in well-designed
visual forms.
Title of Course: Art II
Unit: Quarterly Assignments (Rank Level 2)
Suggested Duration: One project per marking period
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Students are required to
complete one quarterly
assignment per marking
period. This is an
independent visual arts
project developed and
created by the student.
Students must spend at least
10 hours on it.
Standards (list numbers):
9.2.12.A, 9.2.12.B, 9.2.12.C,
9.2.12.D, 9.2.12.E, 9.2.12.F,
9.2.12.G, 9.2.12.H, 9.2.12.I,
.2.12.J, 9.2.12.K, 9.2.12.L,
9.3.12.A, 9.3.12.B, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G,
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D
Essential Questions:
53. What is the goal of the
art project?
Concepts
Students should know
that:
 All relevant course
concepts.
Competencies and
Art
Core Skills
Students will be able to:
 Use any materials
they choose.
 Use any surface they
choose.
 Create sketches or
gather resources to
work from.
 Create their own
project from idea to
completion.
 Participate in the
teacher-led in-process
and final critiques.
 Self-evaluate the
visual quality of the
project through
written and/or verbal
expression.
 Complete a selfassessment prior to
teacher assessment.
Vocabulary/Content (list)
Abstract Art: Twentieth-century art
containing shapes that simplify
shapes of real objects to emphasize
form instead of subject matter.
Architecture: Art form of designing
and planning construction of
buildings, cities, and bridges.
Calligraphy: An Asian method of
artistic handwriting.
Casting: A sculpting technique in
which molten metal or another
substance is poured into a mold and
allowed to harden.
Ceramics: Art of making objects with
clay to produce pottery or sculpture.
Collage: An artwork created by
pasting cut or torn materials such as
paper, photographs, and fabric to a
flat surface.
Crafts: Art forms creating works of
art that are both beautiful and
useful. Crafts include weaving, fabric
design, ceramics, and jewelry
making.
Design: A skillful blend of the
elements and principles of art.
Drawing: Creating a work of art
Instructional
Materials
(list)
Various grounds:
paper, wood,
stone, metal,
canvas, etc.
Various drawing
materials: pencil,
eraser, chalk
pastel, oil pastel,
marker, colored
pencil, ink,
scratchboard, etc.
Various painting
materials:
watercolor,
acrylic, tempera,
oil, brushes,
palette, etc.
Various sculpting
materials: clay,
wood, metal,
glass, stone, etc.
Various computer
technology:
Suggested
Activities
Including but
not limited to:
Quarterly
Proposal
One Quarterly
Assignment per
marking period,
total of four for
the year
Evaluation (grade
sheet) for each
quarterly
assignment
54. How will the student
achieve this goal?
55. What type of artwork
will be created?
56. Why is the piece being
created?
57. What is the
design/composition?
58. What medium will be
used?
59. What techniques will
be used?
60. What is the meaning
behind the piece?
using a drawing material.
Elements of art: The basic
components, or building blocks, use
by the artist when producing works
of art. The elements consist of color,
value, line, shape, form, texture, and
space.
Embroidery: Method of decorating
fabric with stitches.
Engraving: Method of cutting a
design into a material, usually metal,
with a sharp tool.
Fine art: Art made to be experienced
visually.
Mosaics: Pictures made with small
cubes of colored marble, glass, or
tile and set into cement.
Mural: Painting on a wall or ceiling.
Painting: Creating a work of art using
paint.
Papier-mache: French for “mashed
paper.” Modeling material made of
paper and liquid paste and molded
over a supporting structure called an
armature.
Photography: The technique of
capturing optical images on lightsensitive surfaces.
Principles of art: Refers to the
different ways that the elements of
art can be used in a work of art. The
principles of art consist of balance,
emphasis, harmony, variety,
gradation, movement, rhythm, and
proportion.
Printmaking: A process in which an
artist repeatedly transfers an original
image from one prepared surface to
another.
Realism: Mid-nineteenth century
artistic style in which familiar scenes
computer,
drafting software,
editing software,
etc.
Materials list only
limited by
imagination
Any reference
sources (books,
photographs,
etc.)
are presented as the actually appear.
Stained glass: Colored glass cut into
pieces, arranged in a design, and
joined with strips of lead.
Visual arts: Unique expressions of
ideas, beliefs, experiences, and
feelings presented in well-designed
visual forms.
Title of Course: Art II
Unit: Ambitious Assignment
Suggested Duration: Students should work on this on their own time throughout the school year
Standards, Big Ideas,
and
Essential Questions
Big Idea: The ambitious is
similar to a final. Students
are to create a project that
they work on throughout the
entire school year. It should
be much more involved than
their quarterlies.
Standards (list numbers):
9.1.12.A, 9.1.12.B, 9.1.12.C,
9.1.12.D, 9.1.12.E, 9.1.12.F,
9.1.12.G, 9.1.12.H, 9.1.12.I,
9.1.12.J, 9.1.12.K; 9.2.12.A,
9.2.12.B, 9.2.12.C, 9.2.12.D,
9.2.12.E, 9.2.12.F, 9.2.12.G,
9.2.12.H, 9.2.12.I, 9.2.12.J,
9.2.12.K, 9.2.12.L; 9.3.12.A,
9.3.12.B, 9.3.12.C, 9.3.12.D,
9.3.12.E, 9.3.12.F, 9.3.12.G;
9.4.12.A, 9.4.12.B, 9.4.12.C,
9.4.12.D
Essential Questions:
61. What is the goal?
62. How will the student
achieve this goal?
Concepts
Students should know:

All relevant course
concepts.
Competencies and
Art
Core Skills
Vocabulary/Content (list)
Students will be able to:
 Use any material they
choose.
 Use any surface they
choose.
 Create sketches or
gather resources to
work from.
 Create their own
project from idea to
completion.
 Participate in teacherled in-process and
completed critique.
 Self-evaluate the
visual quality of the
project through
written and/or verbal
expression.
 Complete a selfassessment prior to
teacher assessment.
Abstract Art: Twentieth-century art
containing shapes that simplify
shapes of real objects to emphasize
form instead of subject matter.
Architecture: Art form of designing
and planning construction of
buildings, cities, and bridges.
Calligraphy: An Asian method of
artistic handwriting.
Casting: A sculpting technique in
which molten metal or another
substance is poured into a mold and
allowed to harden.
Ceramics: Art of making objects with
clay to produce pottery or sculpture.
Collage: An artwork created by
pasting cut or torn materials such as
paper, photographs, and fabric to a
flat surface.
Crafts: Art forms creating works of
art that are both beautiful and
Instructional
Materials
(list)
Various grounds:
paper, wood,
stone, metal,
canvas, etc.
Various drawing
materials: pencil,
eraser, chalk
pastel, oil pastel,
marker, color
pencil, ink,
scratch tool, etc.
Various painting
materials:
watercolor,
acrylic, tempera,
oil, brushes,
palette, etc.
Various sculpting
material: clay,
wood, metal,
glass, stone, etc.
Various
technology:
computer,
drafting software,
Suggested
Activities
ambitious
proposal
Ambitious
project
Grade sheet for
ambitious
63. What type of artwork
will be created?
64. What is the medium?
65. What is the design?
66. Why is the piece being
created?
67. What techniques will
be used?
68. What is the meaning
behind the piece?
69. How will the artist
show a culmination of
all things learned
throughout the year?
useful. Crafts include weaving, fabric
design, ceramics, and jewelry
making.
graphics
software,
editing software
Drawing: Creating a work of art
using a drawing material.
Materials list only
limited by
imagination
Embroidery: Method of decorating
fabric with stitches.
Engraving: Method of cutting a
design into a material, usually metal,
with a sharp tool.
Fine Art: Art made to be
experienced visually.
Mosaics: Pictures made with small
cubes of colored marble, glass, or
tile and set into cement.
Mural: Painting on a wall or ceiling.
Painting: Creating a work of art
using paint.
Papier-Mache: French for “mashed
paper.” Modeling material made of
paper and liquid paste and molded
over a supporting structure called an
armature.
Photography: The technique of
capturing optical images on lightsensitive surfaces.
Printmaking: A process in which an
artist repeatedly transfers an original
image from one prepared surface to
another.
Realism: Mid-nineteenth-century
artistic style in which familiar scenes
are presented as they actually
appeared.
Stained Glass: Colored glass cut into
pieces, arranged in a design, and
joined with strips of lead.