Title of Course: Art III
Unit: Observational Drawing (Black & White)
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.
The still life drawing
must include 5 or
more objects.
When doing a
scratchboard you
must work from dark
to light and build the
lights gradually.





Apply value using
black ball point pen
and scratchboard.
Create a still life
drawing using a full
range of values in
black ball point pen.
Create a scratchboard
drawing.
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)
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.
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.
Pattern: Two-dimensional
decorative visual repetition. A
pattern has no movement and may
or may not have rhythm.
Rendering: The careful and complete
drawing or painting of an object,
place, or person to make it appear
realistic.
Repetition: Technique for creating
rhythm and unity in which a motif or
single element appears again and
Instructional
Materials
(list)
Black ball point
pen
Drawing paper
Bristol board
Scratchboard
Scratch tools
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Suggested
Activities
Including but
not limited to:
Value Scale:
Create 2 – 12
step value scales
using two
different shading
techniques using
a black ball point
pen.
Still Life
Drawing: Create
a still life drawing
that includes 5 or
more objects
rendered in black
ball point pen.
Scratchboard:
Create a drawing
on scratchboard
that uses a full
range of values.
4.
draw from direct
observation?
Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
again.
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.
Stippling: Technique of shading
using dots.
Texture: Element of art that refers
to how things feel, or look as if they
might feel if touched. Texture is
perceived by touch and sight.
Objects can have rough or smooth
textures and matte or shiny surfaces.
Value: An element of art that
describes the lightness or darkness
of a color or tone.
Title of Course: Art III
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:
5.
6.
7.
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.
Hand and feet
drawings must be life
sized.





Apply value using
three different
drawing techniques.
Draw hands and feet
accurately from direct
observation.
Choose a space in
their home that is
interesting and
complete a rendering
of 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
expression.
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.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
casing around a marking substance.
Rendering: The careful and complete
drawing or painting of an object,
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Drawing pencils
(assorted
hardness/softness)
Hand Study
which includes 5
different views of
the student’s
hand rendered in
pencil.
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
Foot Study which
includes 5
different views of
the student’s
foot rendered in
pencil.
Interior Space
Drawing of a
space in the
student’s home
in pencil.
8.
draw from direct
observation?
Who are some of the
artists who believed
mastering the art of
drawing was of utmost
importance?
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.
Value: An element of art that
describes the lightness or darkness
of a color or tone
Title of Course: Art III
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:
9.
Why is it important for
artists to use a full
range of values in a
drawing?
10. How does charcoal
differ from pencil?
11. Why is it important to
draw from direct
observation?
12. 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)
Animal Portrait
Create a portrait
of an animal and
finish in charcoal.
Erasers (kneaded
and plastic)
Chair Drawing
Create a drawing
of a chair or stool
and finish using
in charcoal.
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
Pasta Drawing
Arrange a variety
of pasta noodles
on a board and
render them 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 III
Unit: Color Theory
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
Competencies and
Art
Core Skills


Students will be able to:

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.



Essential Questions:
13. Why is it important for
artists to know how to
mix colors?
14. How can color add
expression to an
artwork?
15. How can color change
the mood or tone of a
painting?
16. What artists are known


Recognize and
appreciate works of
art by the Futurists,
and Georges Seurat.
Create different
values by adding
white or black to
lighten or darken
them.
Create different
intensities by adding a
color’s complement
to dull it.
Know that different
color schemes will
change the tone of a
painting.
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.
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 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
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
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Colored Pencils
(assorted colors)
Designs and
Signs Students
choose a letter or
symbol to create
a non-objective
design painted
using a splitcomplementary
color scheme.
Canson paper
(assorted colors)
Canvas board
Oak tag
Acrylic paints
(assorted colors)
Tempera paints
(assorted colors)
Brushes (assorted
sizes)
Water container
Recombining
Students choose
a mechanical
object to visually
take apart and
recombine into a
non-objective
design in colored
pencil using an
analogous color
scheme.
Paper towels
Text of
information from
various historical
sources
Teacher
Warm/cool
Drawings
Students draw
the same object
using 4 different
views and finish
in colored pencils
for their use of color?

Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
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.
Design: The organization, plan, or
composition of a work of art. An
effective design is one in which the
elements and principles have been
combined to achieve an overall
sense of unity.
Freeform shapes/forms: Irregular
and uneven shapes or forms. Their
outlines are curved or angular, or
both. Freeform shapes and forms
are often natural.
Futurism: A style of art originating in
Italy during the early twentieth
century that emphasized
representation of a dynamic,
machine-powered world.
Geometric shapes/forms: Precise
shapes or forms that can be defined
using mathematical formulas. Basic
geometric shapes are the circle, the
square, and the triangle. Basic
geometric forms are the cylinder,
the cube, and the pyramid.
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.
Landscape: A work of art that shows
the features of the natural
environment (trees, mountains,
demonstration of
studio processes
Visual examples
from various
artists
Student examples
using a warm
colors on warm
paper, warm
colors on cool
paper, cool
colors on cool
paper and cool
colors on warm
paper.
Pointillism
Students create a
landscape
painting from
direct
observation and
finish in acrylics
using the
pointillism
technique.
Ugly Color
Students create a
non-objective
design using
geometric and/or
freeform shapes
and finish in
tempera or
acrylic paints
using a color
scheme that is
“ugly” or does
not “match.
lakes).
Nonobjective art: Artworks that
have no recognizable subject matter
such as houses, trees, or people.
Optical Color Mixture: The
tendency of the eyes to blend
patches of individual colors placed
near one another so as to perceive a
different, combined color.
Pointillism: A style of 19th century
French painting in which colors are
systematically applied to canvas in
small dots, producing a vibrant
surface.
Postimpressionism: The style of late
19th century French art that
immediately followed the lead of the
Impressionists. Paul Cezanne was a
leader of this style, which stressed
more substantial subjects than those
of the Impressionists and a
conscious effort to design the
surface of the painting.
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
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 III
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:
17. What are the main
qualities of watercolor
paint and how is it
different from tempera
and acrylic paints?
18. What are some of the
techniques unique to
watercolor paints?
19. What surfaces are used
in watercolor painting?
Competencies and
Art
Core Skills


Students will be able to:

Watercolor paints
come in tubes, cakes
or pans, and liquid
form.
Watercolor painting
produces a
transparency, a
glazed effect.
The light source is the
paper, for its
whiteness illuminates
the combination of
water and pigment.
Watercolor is a
diverse medium
which requires
practice to
understand how to
use a variety of
techniques.
Watercolor works
best on paper made
specifically for
watercolor paints.
Watercolor paints are
transparent so pencil






Apply watercolor
paint using a variety
of techniques.
Create a dream
illustration in
watercolor using a
variety of techniques.
Create a landscape
painting from direct
observation.
Create a still life
painting from direct
observation.
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.
Backruns: Found in watercolor
painting, backruns are those
dreadful hard-edged shapes that
sometimes creep into a clear wash
when the paper dries unevenly and
cockles.
Blending: Is a means of achieving
soft, melting color gradations by
brushing or rubbing the edge where
two tones or colors meet.
Concept art: A style of the 1970s
emphasizing the idea behind the
work of art rather than the work
itself. Artists tried to de-emphasize
the artwork in favor of the concept
to demonstrate that the conception
of the work is more important than
the product.
Foreground: Part of the picture
plane that appears closest to the
viewer.
Glazing: Glazing is a technique in
which thin, transparent washes of
color are laid on successive layers of
dried colors, such as many sheets of
colored tissue paper.
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Watercolor paints
(assorted colors)
Dream
Illustration
Students will
illustrate a dream
using a variety of
watercolor
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
Tacky glue
Watercolor Still
Life Students will
create a still life
and render it in
watercolor using
a variety of
techniques.
Watercolor
Landscape
Students will
create a
landscape
painting from
direct
observation in
watercolor using
a variety of
techniques.
20. Why has watercolor
been presented as a
medium for beginners?
21. Why is watercolor a
difficult medium to
master?
lines should remain
light and erasing
should be kept to a
minimum.
expression.
Graded wash: In watercolor, the
purpose of a graded wash is to
create an area of color that moves
gradually from dark to light, from
light to dark, or from one color to
another.
Horizon line: the division between
earth and sky, as seen by an
observer.
Illustration: A drawing with any
medium used to clarify ideas.
Landscape: A painting, photograph,
or other work of art that shows
natural scenery such as mountains,
valleys, trees, rivers, and lakes.
Masking out: Masking out means
isolating certain areas of a painting
by covering them up with a paintresistant surface, so that they can be
freely worked over without marking
the surface.
Middle ground: Area in a picture
between the foreground and the
background.
Pan: In painting, the name of the
storage container for individual
watercolors.
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.
Pigment: A dry insoluble substance,
usually pulverized, which when
suspended in a liquid vehicle or
medium becomes a paint or ink.
Pigments are natural elements or
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
can be manufactured.
Plastic wrap technique: The use of
plastic wrap placed onto a wet wash
of watercolor to produce textures
and effects.
Salt technique: The use of salt
sprinkled into a wet wash of
watercolor or ink to produce
textures and effects.
Still life: Painting or drawing of
inanimate (nonmoving) objects.
Variegated wash: With water-based
media exciting and unusual effects
can be obtained by laying different
colored washes side by side so that
the melt into each other wet-in-wet.
Wash: Large flat areas of paint,
watercolor, or ink that are diluted
with water and applied by brush.
Watercolor: Any paint that uses
water as a medium, including acrylic,
gouache, casein, tempera and
transparent watercolor. In a more
restricted sense, a paint which has
gum Arabic as a vehicle and water as
a medium (called transparent
watercolor or aquarelle). Also, a
painting done with this paint.
Wet-in-wet: Colors are applied over
or into each other while they are
wet, leaving them partially mixed on
the paper.
Title of Course: Art III
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:
22. How do you define
collage?
23. When was the
technique of collage
developed and by
whom?
24. What is a mixed-media
work of art?
25. What is paper cutting?
26. Who is Nikki McClure?
Competencies and
Art
Core Skills



Students will be able to:

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.
Using more than one
medium in a work of
art is mixed-media.
Paper cutting is the
art of cutting paper
designs.
Nikki McClure is a
contemporary cut
paper artist.





Recognize and
appreciate works of
art by Nikki McClure.
Define collage, paper
cutting, mixed-media.
Create a series of
landscape collages
using a variety of
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)
Collage: From the French coller, to
glue. A work made by gluing various
materials, such as paper scraps,
photographs, and cloth, on a flat
surface.
Landscape: A painting, photograph,
or other work of art which shows
natural scenery such as mountains,
valleys, trees, rivers, and lakes.
Mixed-media: A two-dimensional
art technique that uses more than
one medium, for example, a crayon
and watercolor work.
Negative space: The area around the
objects in a painting, sometimes
called the background.
Nikki McClure of Olympia,
Washington is known for her
painstakingly intricate and beautiful
paper cuts. Armed with an X-acto
knife, she cuts out her images from a
single sheet of paper and creates a
bold language that translates the
complex poetry of motherhood,
nature, and activism into a simple
and endearing picture.
Paper cutting: The art of cutting
paper designs. The art has evolved
uniquely all over the world and
Instructional
Materials
(list)
Colored
construction
paper
Magazine images
Computer images
Suggested
Activities
Including but
not limited to:
Cut Paper
Designs Students
will create two
images, depicting
different
seasons, in cut
paper in the style
of Nikki McClure.
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
demonstration of
Mini Landscapes
Students will
create a series of
4 small landscape
images using any
collage
techniques.
includes Chinese paper cutting,
Japanese kirie/kirigami, Indian
sanjhi, German scherenchnitte,
Mexican papal picado, and
silhouette art.
Positive space: The objects in a work
of art as opposed to the background
or space around the objects.
Shape: An element of design that is
an enclosed space, having only two
dimensions. Shapes can be
geometric (triangle, square, etc.) or
organic (free-form, with curving and
irregular outlines).
Silhouette: A drawing consisting of
the outline of something, especially
a human profile, filled in with a solid
color: silhouettes are usually cut
from black paper and fixed on a light
background. An outline that appears
dark against a light background.
Space: An element of design that
indicates areas in a painting (positive
and negative); also, the feeling of
depth in a two-dimensional work of
art.
studio processes
Visual examples
from various
artists
Student examples
Title of Course: Art III
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:
27. What is a non-objective
work of art?
28. What is the purpose of
a poster?
29. What is graphic design?
30. How is illustration used
to clarify ideas on a
poster or other graphic
design?
Competencies and
Art
Core Skills



Students will be able to:

Non-objective works
of art have no
recognizable subject
matter.
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 non-objective
art, stencil, poster
and graphic design.
Create a book cover
for a favorite book.
Create a travel poster
for a vacation
destination.
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)
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.
Graphic design: Work intended for
commercial reproduction – the
selection and arrangement of
elements for a printed format.
Instructional
Materials
(list)
Oak tag
X-acto knife
Spray paint
(assorted colors)
Bristol board
Student’s choice
of materials for
the travel poster
and book cover
deisgn
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
Suggested
Activities
Including but
not limited to:
Book Cover
Design Students
will design a
book cover for a
favorite book
that incorporates
lettering and
illustration into
the overall
design.
Travel Poster
Students will
design a travel
poster for a
vacation
destination that
incorporates
lettering and
illustration into
the overall
design.
Stencil Project
Students will
create a stencil
that focuses on
positives and
negative spaces
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.
Negative Space: The area around
the objects in a painting, sometimes
called the background.
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.
Positive Space: The objects in a
work of art as opposed to the
background or space around the
objects.
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.
Space: An element of design that
indicates areas in a painting (positive
and negative); also, the feeling of
depth in a two-dimensional work of
art.
Stencil: A method of producing
images by cutting openings in a mask
of paper, wax, or other material so
that paint or dye may go through the
openings to the material beneath.
Typography: The style, arrangement
and visual appearance of alphabetic
letter.
and create a
series of “prints”
using a variety of
spray paint.
Spatial Design
students will
create an
interesting
design using
positive and
negative spaces
and black and
white only.
Title of Course: Art III
Unit: Portraiture
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
For centuries portrait
drawings have been an
important part of an artist’s
repertoire of themes.
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:
31. Where did the
evolution of portraiture
begin?
32. Until the last few
hundred years, who
were the subjects of all
portraiture?
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 process of
drawing from
observation helps
people learn to see
more attentively and
develops the ability to
draw from either
memory or
imagination.
How to use a grid to
transfer a photograph
to a drawing or
painting.
How to use a grid to





Create a portrait of a
classmate using a
variety of charcoal.
Recognize and
appreciate works of
art by M.C. Escher.
Create a self-portrait
while looking at a
reflective object in
pencil.
Create a self-portrait
in watercolor using a
variety of painting
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.
Vocabulary/Content (list)
Backruns: Found in watercolor
painting, backruns are those
dreadful hard-edged shapes that
sometimes creep into a clear wash
when the paper dries unevenly and
cockles.
Blending: Is a means of achieving
soft, melting color gradations by
brushing or rubbing the edge where
to tones or colors meet.
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
Instructional
Materials
(list)
Charcoal (pencils,
vine, compressed
and powdered)
Drawing Pencils
(assorted
hardness/softness)
Erasers (kneaded
and plastic)
Drawing paper
Bristol board
Watercolor Paints
(assorted colors)
Brushes (assorted
sizes)
Water container
Paper towels
Salt
Suggested
Activities
Including but
not limited to:
Portrait of a
Classmate
Students will
work in pairs to
complete a
portrait of one
another in
charcoal.
Reflective SelfPortrait Students
will set up a still
life of reflective
objects to
complete a selfportrait in pencil
inspired by the
works of M.C.
Escher.
Watercolor SelfPortrait Students
will complete a
self-portrait and
finish in
watercolor using
a variety of
33. Who are the most
famous portrait artists?
34. What is the difference
between a portrait and
a self-portrait?
35. Why did/do many
artists create selfportraits?
36. There are many
different styles of
portraiture. How do
these styles influence
your perspective of the
subject?
37. Who is M.C. Escher?
enlarge a smaller
image to a larger
scale.

Self-evaluate the
quality of the studio
piece through written
and/or verbal
expression.
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
Germany early in the twentieth
century.
Glazing: Glazing is a technique in
which thin, transparent washes of
color are laid on successive layers of
dried colors, such as many sheets of
colored tissue paper.
Graded wash: In watercolor, the
purpose of a graded wash is to
create an area of color that moves
gradually from dark to light, from
light to dark, or from one color to
another.
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.
Masking out: Masking out means
isolating certain areas of a painting
by covering them up with a paintresistant surface, so that they can be
freely worked over without marking
the surface.
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
Plastic Wrap
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Student examples
techniques.
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.
Pan: In painting, the name of the
storage container for individual
watercolors.
Pencil: Drawing and writing tool that
consists of a slender, cylindrical
casing around a marking substance.
Pigment: A dry insoluble substance,
usually pulverized, which when
suspended in a liquid vehicle or
medium becomes a paint or ink.
Pigments are natural elements or
can be manufactured.
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.
Salt technique: The use of salt
sprinkled into a wet wash of
watercolor or ink to produce
textures and effects.
Self-portrait: A portrait where the
artist is also the subject.
Shading: The use of light and
shadow to give a feeling of depth.
Still life: A group of inanimate
objects arranged to be painted or
drawn; also, a painting or drawing of
such an arrangement.
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.
Variegated wash: With water-based
media exciting and unusual effects
can be obtained by laying different
colored washes side by side so that
the melt into each other wet-in-wet.
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.
Wash: Large flat areas of paint,
watercolor, or ink that are diluted
with water and applied by brush.
Watercolor: A painting medium
consisting of pigments suspended in
a solution of water and gum Arabic,
often stored in pans.
Wet-in-wet: Colors are applied over
or into each other while they are
wet, leaving them partially mixed on
the paper.
Title of Course: Art III
Unit: Relief Sculpture
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Relief sculptures have been
created throughout history.
They differ from sculpture in
the round because the
surface is not freestanding
but projects from a
background of which it is a
part.
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:
38. What is a non-objective
work of art?
39. Who was Louise
Nevelson?
40. What is an
Competencies and
Art
Core Skills
Concepts
Students should know
that:






Students will be able to:

Non-objective works
of art have no
recognizable subject
matter.
Louise Nevelson was
considered one of the
leading sculptors of
the 20th century.
Good craftsmanship is
vital in creating a
quality sculpture.
Changing the blades
of an x-acto or mat
knife frequently
makes using it safer
and easier.
Caution when using xacto and mat knives is
important to staying
safe.
Using a metal ruler
with a cork backing
will help create
straight cuts and
avoid slippage.





Define non-objective
art, monochrome,
assemblage, and relief
sculpture.
Recognize and
appreciate works of
art by Louise
Nevelson.
Create non-objective
relief sculptures using
a variety of materials.
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)
Additive sculpture: Sculptural form
produced by adding, combining, or
building up material from a core or
armature. Modeling in clay and
welding steel are additive processes.
Assemblage: A work of art
composed of fragments of objects or
materials originally intended for
other purposes.
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).
Bas Relief: A low, partially round
sculpture that emerges from a flat
surface.
Design: Plan, organization, or
arrangement of elements in a work
of art.
Louise Nevelson: One of America’s
foremost artists. Nevelson’s sculpted
wood assemblages transcended
Instructional
Materials
(list)
Tooling metal
Wood tools for
working with
tooling metal
Mat board
(scraps)
X-acto knife
Tacky glue
Spray paint
(assorted colors)
Variety of found
objects for the
third sculpture
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Suggested
Activities
Including but
not limited to:
Relief Sculpture
#1 Students will
create a nonobjective low
relief sculpture
using tooling
metal.
Relief Sculpture
#2 Students will
create a nonobjective relief
sculpture by
building up
pieces of scrap
mat board and
painting it one
color.
Relief Sculpture
#3 Students will
create a nonobjective relief
sculpture using
found objects
and painting it
one color.
assemblage?
41. What is a relief
sculpture and how
does it differ from
sculpture in the round?
space and transformed the viewer’s
perception of art. For her brilliant
compositions in varied media, critics
hailed her as the leading sculptor of
th
the 20 century.
Monochromatic: One color. Refers
to colors formed by changing the
values of a single hue by adding the
neutrals (black, white, and gray).
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.
Relief: Sculptural surface which is
not freestanding but projects from a
background of which it is a part.
High relief or low relief describes the
amount of the projection.
Monochromatic: A color scheme
limited to variations of one hue; a
hue mixed with its tints and/or
shades.
Sculpture: A three-dimensional work
of art. Such a work may be carved,
modeled, constructed, or cast.
Shape: An element of design that is
an enclosed space, having only two
dimensions. Shapes can be
geometric (triangle, square, etc.) or
organic (free form, with curving and
irregular outlines).
Visual examples
from various
artists
Student examples
Title of Course: Art III
Unit: Conceptual Art
Suggested Duration: Approximately three weeks per project
Standards, Big Ideas,
and
Essential Questions
Big Idea:
Artists create works of art
which focus on the content
(concept, idea, meaning or
message) of the work itself.
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:
42.
43.
44.
45.
What is conceptual art?
Who is Diego Rivera?
What is a mural?
Who is Hieronymus
Bosch?
46. What is a triptych?
Competencies and
Art
Core Skills

Students will be able to:

The content is the
most important
concept behind
conceptual art.
Diego Rivera was
considered the
greatest Mexican
painter of the 20th
century.
Hieronymus Bosch
was a master of
symbolism during the
15th century.
Symbolism in artwork
can have more than
one meaning.
Social realism is often
closely allied with the
labor movements and
revolutions of the
20th century. The art
is often involved in
controversy because
of its emphasis on
content and political




Define concept,
content, mural,
temporal art, theme
and triptych.
Recognize and
appreciate works of
art by Diego Rivera
and Hieronymus
Bosch.
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)
Collage: From the French coller, to
glue. A work made by gluing various
materials, such a paper scraps,
photographs, and cloth, on a flat
surface.
Concept: The general idea
determining the various elements
and media in a piece of art.
Conceptualization: The process of
conceiving ideas; the ability to
mentally “see” visual images.
Content: The concept, idea,
meaning, or message manifested
within a piece of art.
Diego Rivera: Considered the
greatest Mexican painter of the
twentieth century, Diego Rivera had
a profound effect on the
international art world. Among his
many contributions, Rivera is
credited with the reintroduction of
fresco painting into modern art and
architecture. His radical political
views and tempestuous romance
with the painter Frieda Kahlo were
then, and remain today, a source of
public intrigue. In a series of visits to
America, from 1930 to 1940, Rivera
brought his unique vision to public
Instructional
Materials
(list)
Suggested
Activities
Including but
not limited to:
Student’s choice
of materials for
all of the
conceptual art
unit projects
Editorial
Illustration
Students will
illustrate an
article of their
choice using
materials of their
choice.
Text of
information from
various historical
sources
Teacher
demonstration of
studio processes
Visual examples
from various
artists
Fantasy Garden
Students will
create an
imaginary garden
that uses no
recognizable
plants or trees or
the color green
using materials
of their choice.
Student examples
Fantasy Triptych
Students will
create a triptych
that tells a three
part story using
materials of their
choice.
beliefs.
spaces and galleries, enlightening
and inspiring artists and laymen
alike.
Expressionism: The broad term that
describes emotional art, most often
boldly executed and making free use
of distortion and symbolic or
invented color. More specifically,
Expressionism refers to individual
and group styles originating in
Europe in the late nineteenth and
early twentieth centuries.
Hieronymus van Aken, commonly
known as Bosch, is acknowledged
worldwide as one of the most
popular and most intriguing artists in
history. A true master of symbolism,
this paradox-riddled man was a
herald in genre painting and
landscaping. He was a painter rich in
ideas with what is seemingly
irrational fanaticism enveloping his
work. It is this enigmatic
characteristic of his paintings that
separate him from the mainstream
of fifteenth century art.
(3dresearch.com/bosch/)
Illustration: A drawing with any
medium used to clarify ideas.
Landscape: A work of art that shows
the features of the natural
environment (trees, lakes,
mountains, etc.).
Medium: A material used by an
artist and often implying the
technique of using that material.
Plural is media. Also, the solvent
which carries pigments in suspension
in a paint.
Mixed Media: A two-dimensional
art technique that uses more than
Literary Source
Illustration
Students will
create an
illustration
inspired by a
literary passage
of their choice
using materials
of their choice
Mini Mural
Students will
create an image
based on a
current social or
political issue
that they feel
deserves
attention using
materials of their
choice.
Theme
Exploration
Students will
create a series of
4 artworks based
on one theme
using materials
of their choice.
one medium, for example, a crayon
and watercolor work.
Mural: a large design or picture,
generally created on the wall of a
public building.
Narrative Art: A temporal form of
art that tells a story.
Symbol: A form or image implying or
representing something beyond its
obvious and immediate meaning.
Style: The distinctive characteristics
contained in the works of art of a
person, period of time, or
geographic location.
Temporal Art: Any form of art that
possesses a clear beginning, middle,
and end, or that takes place over
time.
Theme: A unifying or dominant idea,
motif, etc., as in a work of art.
Triptych: An altarpiece consisting of
three panels, joined together. Often
the two outer panels are hinged to
close over the central panel.
Title of Course: ART III
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.
Competencies and
Art
Core Skills
Concepts
Students should know:
Students will be able to:


All relevant course
content.
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:
47. Why is it important to
develop a visual
vocabulary?
48. Why is it important to
be familiar with media
and processes of the
visual arts?
49. What are the
differences between
the art criticism and art
history approach to


Define the elements
and principles of art,
style, evaluation and
criticism.
Define drawing,
painting, printmaking,
camera and computer
imaging, and graphic
design and
illustration.
Complete Cornell
notes on each
chapter.
Complete chapter
tests.
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
qualities. According to this theory,
the most important thing about a
Instructional
Materials
(list)
Student
Textbooks:
Artforms
Suggested
Activities
Including but
not limited to:
Cornell notes on
each chapter
Chapter tests
viewing and
understanding works of
art?
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 III
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.
Concepts
Students should know
that:


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:
50. What is the
connection between
the individual artists
in each group?
Competencies and
Art
Core Skills


Students will be able to:

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.





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
Vocabulary/Content
(list)
Abstract Expressionism: A
th
20 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
Instructional
Materials
(list)
Reference
books
Textbooks
Computer
Library
Suggested
Activities
Including but not limited
to:
Famous Artist Reports:
1.










Old Masters:
Michelangelo
Raphael
Da Vinci
Titian
Rembrandt
Vermeer
Velazquez
Goya
Rubens
Caravaggio
2.
African American
Artists:
Edward M. Bannister
Edmonia Lewis
Henry
Ossawa Tanner
Sargent Johnson
Augusta Savage
Jacob Lawrence
Horace Pippin
Elizabeth Catlett
Alma W. Thomas
Romare Bearden










51. How does each artist
relate to his/her
movement and/or
time period in which
he/she lived?
52. What are the specific
characteristics of
each artist’s work?
53. What is the
significance of a
particular school,
era, or movement of
art?
54. How does a
particular school,
era, or movement of
art relate to the
historical sequence
of art?
55. What are the main
characteristics of a
particular school,
era, or movement of
art?
56. Who are some of the
artists who best
characterize a
particular school,
era, or movement of
art?






artists.
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
art.
Begin to realize the
relationship
between art and
history, geography,
materials,
philosophy, religion,
and economics.
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 and
mosaics are characterized
by a rich use of color and
figures that seem flat and
stiff.
th
Cubism: A 20 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.
Reference Paper:
Student choice of a school or era
of art
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
th
movement of the late 20
century in which the style
is so realistic it looks
photographic.
Photography: A technique
of capturing optical images
on light-sensitive 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.
th
Rococo art: An 18 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,
th
took place during the 11
th
and 12 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.
Surrealism: A 20th 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 welldesigned visual forms.
Title of Course: Art III
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.
Competencies and
Art
Core Skills
Concepts

N/A
Students will be able to:




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:
57. What is the goal of the
art project?
58. How will the student
achieve this goal?
59. What type of artwork


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
beautiful 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
using a drawing material.
Elements of art: The basic
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:
computer,
drafting software,
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
will be created?
60. Why is the piece being
created?
61. What is the
design/composition?
62. What medium will be
used?
63. What techniques will
be used?
64. What is the meaning
behind the piece?
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.
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
are presented as the actually appear.
Stained glass: Colored glass cut into
editing software,
etc.
Materials list only
limited by
imagination
Any reference
sources (books,
photographs,
etc.)
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 III
Unit: Ambitious
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:
65. What is the goal?
66. How will the student
achieve this goal?
Concepts

N/A
Competencies and
Art
Core Skills
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.
Vocabulary/Content (list)
Instructional
Materials
(list)
Abstract Art: Twentieth-century art
containing shapes that simplify
shapes of real objects to emphasize
form instead of subject matter.
Various grounds:
paper, wood,
stone, metal,
canvas, etc.
ambitious
proposal
Architecture: Art form of designing
and planning construction of
buildings, cities, and bridges.
Various drawing
materials: pencil,
eraser, chalk
pastel, oil pastel,
marker, color
pencil, ink,
scratch tool, etc.
grade sheet for
ambitious
Calligraphy: An Asian method of
beautiful 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
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 project
67. What type of artwork
will be created?
68. What is the medium?
69. What is the design?
70. Why is the piece being
created?
71. What techniques will
be used?
72. What is the meaning
behind the piece?
73. How will the artist
show a culmination of
all things learned
throughout the year?
design, ceramics, and jewelry
making.
Drawing: Creating a work of art
using a drawing material.
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.
graphics
software,
editing software
Materials list only
limited by
imagination
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.