ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Mixed Media
GRADE LEVEL: 10, 11, 12
CREATION DATE: November, 2003
Essential Question, Concept or Theme: A. What are the characteristics of a successful Mixed Media project? Approx. Time Allotment:
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
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Demonstrate specific styles through the production of a
unique work of art.
The student will know, use, and demonstrate mastery and
skill of arts elements and principles though the
production, review, and revision of original works of art
and through use of advanced vocabulary.
Determine and apply criteria to a person’s work and
works of others in the arts.
Explain, examine, evaluate, and apply the critical
examination processes of works in the arts.
Delineate a unifying theme through the production of a
work of art that reflects skills in media processes and
techniques.
Demonstrate safe use of tools and materials through
teacher/peer review and successful completion of teacher
generated assessments.
Use of vocabulary as it pertains to Mixed Media.
Use of “found” objects in the creation of art.
Creation of mixed media artwork from simple relied to
“in the round” and site specific sculpture.
Understand the inter-dependency of the three elements of
mixed media artwork – idea, form, and technical means.
Understand the function and proper use of fixture and
adhesive materials necessary for the construction of 3
dimensional mixed media artwork.
Creation of two and three-dimensional artwork following
student derived themes.
Creation of two and three-dimensional artwork in the
manner of artists from 1945 to the present.
Clear understanding of placement and purpose of mixed
media art in any given environment.
Mixed Media 10, 11, 12
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Products: Installations,
assemblages, sculptures,
videos, collages,
photography, mobiles,
garments, murals
Performances: oral
presentations, performance
pieces
Assessments: class
participation,
demonstrations, projects,
performance tasks, student
self evaluation, portfolio,
computer products, rubrics,
journal/sketchbook
Page 1
Materials
 Paints: acrylic, tempura,
watercolor, latex house
paints
 Papers: tissue, cardboard,
Bristol board, cellophane,
metallic, construction,
Kraft
 Pencils, charcoal, pastels,
dry media
 Fabrics, wood, metals,
glass, clay, plaster, found
objects, paper mache
 Nails, staples, glue,
adhesives
 Found objects, recycled
objects, furniture,
technology, video,
photography, electric
motors/kinetic devices,
lighting
Technology
 Computer, audio-visual
component, photography
as documentation, digital
video
Resources
 Art Today, Edward LucieSmith, Phaidon Press
Limited, 1995
 Art At the Turn of the
Millenium, Burkhard
Riemschneider-Uta
Grosenich, Taschen.
 Fieldtrips to museums and
galleries
 Teacher generated
Learning Activities
 Participate in teacher-led discussions.
 Use and interact with classroom
learning centers.
 Listen to guest speakers.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Observe teacher demonstrations of
techniques and processes.
 Learn and demonstrate all safety
considerations and good work habits.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.
Instructional Strategies
 Gather resource materials, books,
prints, AV materials as they relate to
the unit.
 Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
 Discuss with students their prior
knowledge of the unit.
 Discuss vocabulary, historical
background, various cultural artists as
they relate to the unit.
 Demonstrate technical aspects of
projects when appropriate.
-1-
November, 2003
Essential Question, Concept or Theme: A. What are the characteristics of a successful Mixed Media project? Approx. Time Allotment:
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology










Mixed Media 10, 11, 12
Page 2
-2-
Note safety considerations for use of
studio materials.
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Allow work time for projects.
Use in process art criticism and phase
art criticism with individuals and
groups.
Assign and evaluate related
assignments (homework, sketchbook,
and journal, written work.)
Utilize various forms of classroom
management and grouping methods
for studio work sessions.
Conduct closure art criticism at the
end of the unit, referring to goals
established from earlier in-process art
criticism discussions.
Evaluate the unit for future use.
15. At the conclusion of each unit and
report period, review and summarize
student’s individual progress.
16. Continue on-going selection and
preparation of artworks for display in
the annual art exhibition.
November, 2003
Essential Question, Concept or Theme: A. What are the characteristics of a successful Mixed Media project? Approx. Time Allotment:
PA Standards:
Multicultural/Interdisciplinary
Adaptations/Inclusion Techniques
Enrichment Strategies
Remediation Strategies
Connection
Adaptation:
 Extended time, preferential seating, peer
tutors, manipulatives, individual aide as
necessary, large print assignment sheets,
adaptive technology, video supplemental
Mixed Media 10, 11, 12
Adaptations
 Saturday classes (colleges/art
centers), tiered assignments,
expansions, student and or teacher
mentorships.
Page 3
Language Arts:
 Students select a literary work to
interpret through a visual art product.
Science-Physics:
 Combining laws of physics as the
underlying operations of a visual
display.
Science-Biology:
 Use of nature to create or incorporate
art. Nature as a material. Dedesign
nature. (Artist: Andy Goldsworthy,
Richard Long, Christo)
Mathematics:
 Fractals, tessellation as elements of an
art project.
-3-
November, 2003
Essential Question, Concept or Theme: B. What is mixed media? Who is the mixed media artist? What is
the impact of mixed media artwork? How does mixed media artwork reflect influences of nature and
technology?
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology






Analyze works of art influenced by
experiences, historical and cultural events.
Describe and analyze the effects that works
in the arts have on groups, individuals, and
the culture.
Analyze and interpret a philosophical
position identified in works in the arts.
Explain the historical, cultural, and social
context of an individual work.
Relate and analyze a work of art from its
historical and cultural perspective.
Connecting specific projects to specific
artists.
Mixed Media 10, 11, 12


Performances: oral presentations,
performance pieces
Assessments: class participation,
demonstrations, projects,
performance tasks, student self
evaluation, portfolio, computer
products, rubrics,
journal/sketchbook
Page 4
Materials
 Paints: acrylic, tempura, watercolor,
latex house paints
 Papers: tissue, cardboard, Bristol
board, cellophane, metallic,
construction, Kraft
 Pencils, charcoal, pastels, dry media
 Fabrics, wood, metals, glass, clay,
plaster, found objects, paper mache
 Nails, staples, glue, adhesives
 Found objects, recycled objects,
furniture, technology, video,
photography, electric motors/kinetic
devices, lighting
Technology
 Computer, audio-visual component,
photography as documentation,
digital video
Resources
 Art Today, Edward Lucie-Smith,
Phaidon Press Limited, 1995
 Art At the Turn of the Millenium,
Burkhard Riemschneider-Uta
Grosenich, Taschen.
 Fieldtrips to museums and galleries
 Teacher generated
Approx. Time Allotment:
Instructional Strategies
Learning Activities
 Participate in teacher-led discussions.
 Use and interact with classroom
learning centers.
 Listen to guest speakers.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Observe teacher demonstrations of
techniques and processes.
 Learn and demonstrate all safety
considerations and good work habits.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.
Instructional Strategies
 Gather resource materials, books,
prints, AV materials as they relate to
the unit.
 Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
 Discuss with students their prior
knowledge of the unit.
 Discuss vocabulary, historical
background, various cultural artists as
they relate to the unit.
 Demonstrate technical aspects of
-4-
November, 2003
Essential Question, Concept or Theme: B. What is mixed media? Who is the mixed media artist? What is
the impact of mixed media artwork? How does mixed media artwork reflect influences of nature and
technology?
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies










Mixed Media 10, 11, 12
Page 5
-5-
projects when appropriate.
Note safety considerations for use of
studio materials.
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Allow work time for projects.
Use in process art criticism and phase
art criticism with individuals and
groups.
Assign and evaluate related
assignments (homework, sketchbook,
and journal, written work.)
Utilize various forms of classroom
management and grouping methods
for studio work sessions.
Conduct closure art criticism at the
end of the unit, referring to goals
established from earlier in-process art
criticism discussions.
Evaluate the unit for future use.
15. At the conclusion of each unit and
report period, review and summarize
student’s individual progress.
16. Continue on-going selection and
preparation of artworks for display in
the annual art exhibition.
November, 2003
Essential Question, Concept or Theme: : B. What is mixed media? Who is the mixed media artist? What
is the impact of mixed media artwork? How does mixed media artwork reflect influences of nature and
technology?
PA Standards:
Adaptations/Inclusion Techniques
Adaptation:
Extended time, preferential seating, peer
tutors, manipulatives, individual aide as
necessary, large print assignment sheets,
adaptive technology, video supplemental
Mixed Media 10, 11, 12
Enrichment Strategies
Remediation Strategies
Adaptations
 Saturday classes (colleges/art
centers), tiered assignments,
expansions, student and or teacher
mentorships.
Page 6
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Language Arts:
 Students select a literary work to
interpret through a visual art product.
Science-Physics:
 Combining laws of physics as the
underlying operations of a visual
display.
Science-Biology:
 Use of nature to create or incorporate
art. Nature as a material. Dedesign
nature. (Artist: Andy Goldsworthy,
Richard Long, Christo)
Mathematics:
 Fractals, tessellation as elements of an
art project.
-6-
November, 2003
Essential Question, Concept or Theme: C. How does mixed media artwork reflect influences of society,
politics, and environment?
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology







Describe and analyze the effects that works in the arts
have on groups, individuals, and the culture.
Compare and contrast the attributes of various
audiences’ environment as they influence individual
aesthetic response.
Apply classification systems and use culturally specific
vocabulary to analyze and interpret works of art from
different societies.
Evaluate an individual’s philosophical statement on a
work in the arts and its relationship to one’s own life
based on knowledge and experience.
Analyze how historical events and culture impact
forms, techniques, and purposes of works of art.
Relate works of art to geographic regions, using
vocabulary shared by social studies and visual arts.
Understand the main movements in 20th century art –
their mood, feelings, and message.
Mixed Media 10, 11, 12


Performances: oral
presentations, performance
pieces
Assessments: class
participation, demonstrations,
projects, performance tasks,
student self evaluation,
portfolio, computer products,
rubrics, journal/sketchbook
Page 7
Materials
 Paints: acrylic, tempura,
watercolor, latex house
paints
 Papers: tissue, cardboard,
Bristol board, cellophane,
metallic, construction, Kraft
 Pencils, charcoal, pastels,
dry media
 Fabrics, wood, metals, glass,
clay, plaster, found objects,
paper mache
 Nails, staples, glue,
adhesives
 Found objects, recycled
objects, furniture,
technology, video,
photography, electric
motors/kinetic devices,
lighting
Technology
 Computer, audio-visual
component, photography as
documentation, digital video
Resources
 Art Today, Edward LucieSmith, Phaidon Press
Limited, 1995
 Art At the Turn of the
Millenium, Burkhard
Riemschneider-Uta
Grosenich, Taschen.
 Fieldtrips to museums and
galleries
 Teacher generated
Approx. Time Allotment:
Instructional Strategies
Learning Activities
 Participate in teacher-led discussions.
 Use and interact with classroom
learning centers.
 Listen to guest speakers.
 Observe and review resources
provided by the teacher.
 Locate and research additional
resources.
 Observe teacher demonstrations of
techniques and processes.
 Learn and demonstrate all safety
considerations and good work habits.
 Work on assigned projects for the
allotted time.
 Engage in peer review and class
discussion while working.
 Participate in verbal critiques of
artworks while in process and when
concluded, in whole class setting and
in individual review.
Instructional Strategies
 Gather resource materials, books,
prints, AV materials as they relate to
the unit.
 Arrange guest speakers and fieldtrips
as desired.
Prepare display boards, learning
centers, and visual aids for classroom
use.
 Discuss with students their prior
knowledge of the unit.
 Discuss vocabulary, historical
background, various cultural artists as
they relate to the unit.
 Demonstrate technical aspects of
-7-
November, 2003
Essential Question, Concept or Theme: C. How does mixed media artwork reflect influences of society,
politics, and environment?
PA Standards:
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies










Mixed Media 10, 11, 12
Page 8
-8-
projects when appropriate.
Note safety considerations for use of
studio materials.
Refer to the theme questions and
encourage “BIG” questions as they
relate to philosophic and aesthetic
issues.
Allow work time for projects.
Use in process art criticism and phase
art criticism with individuals and
groups.
Assign and evaluate related
assignments (homework, sketchbook,
and journal, written work.)
Utilize various forms of classroom
management and grouping methods
for studio work sessions.
Conduct closure art criticism at the
end of the unit, referring to goals
established from earlier in-process art
criticism discussions.
Evaluate the unit for future use.
15. At the conclusion of each unit and
report period, review and summarize
student’s individual progress.
16. Continue on-going selection and
preparation of artworks for display in
the annual art exhibition.
November, 2003
Essential Question, Concept or Theme: C. How does mixed media artwork reflect influences of society,
politics, and environment?
PA Standards:
Adaptations/Inclusion Techniques
Adaptation:
Extended time, preferential seating, peer
tutors, manipulatives, individual aide as
necessary, large print assignment sheets,
adaptive technology, video supplemental
Mixed Media 10, 11, 12
Enrichment Strategies
Remediation Strategies
Adaptations
 Saturday classes (colleges/art
centers), tiered assignments,
expansions, student and or teacher
mentorships.
Page 9
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
Language Arts:
 Students select a literary work to
interpret through a visual art product.
Science-Physics:
 Combining laws of physics as the
underlying operations of a visual
display.
Science-Biology:
 Use of nature to create or incorporate
art. Nature as a material. Dedesign
nature. (Artist: Andy Goldsworthy,
Richard Long, Christo)
Mathematics:
 Fractals, tessellation as elements of an
art project.
-9-
November, 2003