MADISON PUBLIC SCHOOLS
Art Studio
Authored by: Kathryn Cimis-DeBiasse
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. Course Description
Art Studio is a full year Art elective designed to provide a foundation for students who intend to study
fine art and build a portfolio as well as those students who wish to take the class for personal
enrichment. This comprehensive art course that is predominantly studio (production) oriented but also
integrates aesthetics, art criticism, and art history as they relate to the various studio projects. This
general art course provides students with a foundation in introductory drawing, painting, and two and
three dimensional design
II. GOALS (Linked to NJ Core Content Standards)
1. The student will gain knowledge and proficiency in introductory drawing techniques as they
demonstrate their mastery of contour line drawing, analytical drawing, expressive line quality, and the
use of gray values in their compositions.
(Standards 1.1, 1.2)
2. The students will gain a knowledge and proficiency in the methods and techniques utilized to
objectively render a 3-Dimensional environment in a 2-dimensional format such as linear perspective,
sighting, and gridding. (Standards 1.1, 1.2)
3. The students will gain a knowledge and proficiency in Color Theory and will demonstrate their
mastery in this area as they successfully integrate this element of design in their use of various color
media in their 2D and 3D artwork. (Standards 1.1, 1.2, 1.3)
4. The students will gain knowledge and proficiency in introductory 3-dimensional design techniques
as they demonstrate their mastery of “freestanding” and/or “relief” sculpture. (Standards 1.1, 1.2)
5. The student will gain knowledge and proficiency in the techniques utilized in the creation of both
“objective” and “nonobjective” art. (Standards 1.1, 1.2, 1.3)
6. The students will gain knowledge and proficiency in the methods of art criticism and aesthetic
judgment as the discuss, analyze and evaluate their own work, the work of the peers and the work of
professional artists. (Standards 1.1, 1.3, 1.4)
7. The students will gain knowledge and understanding of Art History and other cultures of the world
as they explore and master various methods and techniques utilized in the making of their own art.
(Standards 1.2)
8. The students will attain proficiency in other modes of self expression as they master new media and
thus new modes of communication. (Standards 1.1, 1.2, 1.3, 1.4)
III. SCOPE AND SEQUENCE
The Units and Objectives are intended to provide the instructor with guidelines and parameters as they
deliver the curriculum for this course. The sequence of Units has been carefully established to build the
necessary foundational knowledge and skills that will allow students to progress through the study of
Art in this introductory course. The time allocated for each Unit of Study is expressed as a variable ie:
(4-6 weeks) or (3 – 5 weeks). This flexibility is necessary to allow each instructor to adapt the
curriculum to the needs of the learners. It is also intended to allow the instructor to adjust for varying
time needed for certain studio projects. Prior to the beginning of the course the instructor will need to
estimate the time they will require for each Unit based on their selection of studio projects in order to
assure that each Unit and Objective is adequately covered. The “Suggested Activities” listed under each
Unit of Study are intended inspirational examples that demonstrate how an instructor might
accomplish a given objective. The “Suggested Activities” are not intended to be a limiting framework.
Each instructor is encouraged to use their creativity to develop projects that accomplish the objectives
for each Unit of Study.
The Unit 1: Introduction to Drawing (4 - 6 weeks)
Obj. 1: SWBAT demonstrate the ability to utilize photographic references in
conjunction with a grid to establish the correct proportions of their subject matter
(Standard 1.2)
Suggested Activities:
A. Students will utilize an acetate grid overlay to create a drawing using a
photographic reference. (Standard 1.2)
B. Students will utilize the illustration technique of using photographic
references to create a composition which is then gridded and translated
into a drawing that is the proportionally different in size. (Standard 1.2)
Materials:
Pencils, paper, ruler, marker, acetate
Obj. 2: SWBAT Use basic analytical drawing techniques such as sighting to
establish the correct proportions of their subject matter (Standard 1.2)
Suggested Activities:
A. Students will use sighting techniques to establish the correct
proportions, using height to with ratio of a simple geometric form such as a
soda can or cylinder. (Standard 1.2)
B. Students will demonstrate the ability to establish and utilize the axis of a
symmetrical form to facilitate them in the drawing. (Standard 1.2)
Materials:
Pencils, paper, geometric forms
Obj. 3: SWBAT Create a contour line drawing (Standard 1.2)
Suggested Activities:
A. Students will create a contour line drawing of an organic form such as
their opposite hand in various positions. (Standard 1.2)
B. Students will create a contour line drawing of basic geometric solids
such as a box ( a rectangular prism) or a wine bottle ( based on a cylindrical form).
(Standard 1.2)
Materials:
Pencils, paper, simple, geometric forms
Obj. 4: SWBAT Utilize placement, varied line weight, overlapping and size
variation to convey a sense of space in their drawing (Standard 1.2)
Suggested Activities:
A. Students will create a new drawing based on an existing contour line
drawing utilizing the trace-transfer process and experiment with the use of
varied line weight to enhance the sense of depth in the drawing.(Standard
1.2)
B. Students will create a new drawing based on an existing contour line
drawing utilizing the trace-transfer process and experiment with the use of
overlapping to enhance the sense of depth in the drawing.(Standard 1.2)
C. Students will create a new drawing based on an existing contour line
drawing utilizing the trace-transfer process and experiment with the use of
size variation to enhance the sense of depth in the drawing. (Standard 1.2)
Materials:
Pencils, paper, sharpie marker, tracing paper, light boxes
Obj. 5: SWBAT Plan and create a balanced composition within their drawing.
(Standard 1.2, 1.3)
Suggested Activities:
A. Students will utilize a view finder to establish their composition.
(Standards 1.2, 1.3)
B. Students will create “thumbnail” sketches to plan their compositions and
experiment with both symmetrical and asymmetrical balance. (Standards
1.2, 1.3)
C. Students will utilize the “cropping” tool to improve the final composition
of existing drawings. (Standards 1.2, 1.3)
Materials:
Pencils, paper, viewfinders
Obj. 6: SWBAT Utilize line to create value scale through the use of line density
and cross hatching. (Standards 1.2)
Suggested Activities:
A. Create 10-step value scale using line density (Standard 1.2)
B. Create 10-step value scale using cross hatching (Standard 1.2)
C. Apply one value scale to an existing contour line or analytical
drawing with graphite, pen, or stylus and scratch board (Standards 1.1,
1.2, 1.3)
Materials:
Pencils, paper, rulers, fine-point sharpie markers, stylus, scratch board
Obj. 7: SWBAT Utilize the Elements & Principles of Design (as they apply to
basic drawing). (Standards 1.1, 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to basic drawing. (Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply to basic
drawing. (Standards 1.1, 1.3, 1.4)
Materials:
Assessment activity worksheet, completed student work, pencil
Obj. 8: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to the
fundamentals of drawing. (Standard 1.2)
Suggested Activities:
A. Analysis of the drawings of the renaissance artist Da Vinci and
Austrian expressionist, Egon Schiele, and/or the architect Frank Lloyd Wright.
(Standard 1.2)
Materials:
Powerpoint presentation, LCD projector
Obj. 9: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists. (Standard 1.4)
Suggested Activities:
A. Introduce and apply the 4-step method for art criticism and aesthetic
judgment to the drawings and artwork of Da Vinci, Holbein, Egon Schiele,
and Tom Wesselman. (Standard 1.4)
B. Apply this method for art criticism and aesthetic judgment to the students drawings
during a formal critique. (Standard 1.4)
Materials:
Activity Worksheet on 4-Step Method for Art Criticism and Aesthetic
Judgment, completed student work, powerpoint presentation of famous
artists drawings
Unit 2: The Use of Value In Drawing (4 - 6 weeks)
Obj. 1: SWBAT Create and Apply Grayscale Values in their Drawings (Standards
1.1, 1.2)
Suggested Activities
A. Create 10 step value scale using different blend-able media such as
graphite, charcoal, and/or conte crayon (Standard 1.2)
B. Techniques for using tortillians and/or blending stumps (Standard 1.2)
C. Techniques for using kneaded erasers as a subtractive method
(Standard 1.2)
Materials:
graphite, charcoal, and/or conte crayon, kneaded erasers, tortillians,
plastic erasers, rulers, paper
Obj. 2: SWBAT Convert color to gray scale values (Standards 1.1, 1.2)
Suggested Activities
A. Render a color photo in black and white using graphite then make a
scan of the full-color image and print it in black and white and compare the results.
(Standard 1.2)
B. Render a brightly colored object such as an orange pepper in black and
white using graphite then take a digital photo of the object and print it out
in black and white and compare the results. (Standard 1.2)
Materials:
graphite, kneaded erasers, tortillians, plastic erasers, paper, color photo,
scanner, printer
Obj. 3: SWBAT Create the Illusion of a 3-Dimensionality in their drawing as they
utilize the 10-step value scale to simple organic and geometric forms. (Standards
1.1, 1.2, 1.3)
Suggested Activities
A. Render a sphere using only value, no line (Standard 1.2)
B. Using value only, render a more complex form that is based on the
same principles utilized in rendering a sphere such as an egg or a light bulb. (Standards
1.1, 1.2, 1.3)
B. Using value only render simple geometric solids such as a cube,
cylinder, or pyramid. (Standards 1.2, 1.3)
Materials:
graphite or charcoal, kneaded erasers, tortillians, plastic erasers, rulers,
paper, circle template
Obj. 4: SWBAT Draw the face using line and value
Suggested Activities
A. Draw the human head - frontal view (Standards 1.1, 1.2, 1.3)
B. Practice rendering features in isolation (Standards 1.2, 1.3)
C. Render self-portrait using 10-step value scale(Standards 1.1, 1.2, 1.3)
Materials:
graphite or charcoal, kneaded erasers, tortillians, plastic erasers, paper,
mirrors
Obj. 5: SWBAT Utilize the Elements & Principles of Design (as they apply to the
use of value in drawing) (Standards 1.1, 1.3, 1.4)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to the use of value in drawing. (Standards
1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply to the
use of value in drawing. (Standards 1.1, 1.3, 1.4)
Materials:
Rubric worksheet, pencil, paper
Obj. 6: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to the use of
value in art. (Standards 1.1, 1.2)
Suggested Activities:
A. Analysis/critique of the drawings of the renaissance artist Michelangelo,
Rembrandt, and/or Ingres (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 7: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists. (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
drawings and artwork of Michelangelo, Rembrandt, and/or Ingres
(Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students value drawings during a formal critique. (Standards 1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 3: Linear Perspective (4 - 6 weeks)
Obj. 1: SWBAT apply the techniques of 1 Pt Perspective to their drawing.
(Standard 1.2)
Suggested Activities:
A. Using a horizon line and vanishing point have students create a
composition of rectangular prisms that appear to float and rest on the
ground. (Standard 1.2)
B. Create an interior or exterior space using 1-Pt perspective using
architectural features such as doors and windows. (Standards 1.1, 1.2,
1.3)
C. Using the drawing they created in Activity B, have students add
complexity to their composition by adding furniture to interior spaces or
addition architectural features to exterior spaces such as palladian
windows, siding, and or dorm windows that conform to the rules of 1-Pt perspective.
(Standards 1.1, 1.2, 1.3)
Materials:
Pencils, paper, rulers, erasers, photographic references
Obj. 2: SWBAT apply the techniques of 2 Pt. Perspective to their drawing
(Standard 1.2)
Suggested Activities:
A. Using a horizon line and two vanishing points, have students create a
composition of rectangular prisms that appear to float and rest on the
ground. (Standards 1.2)
B. Create an interior or exterior space using 2-Pt perspective using
architectural features such as doors and windows. (Standards 1.1, 1.2,
1.3)
C. Using the drawing they created in Activity B, have students add
complexity to their composition by adding furniture to interior spaces or
addition architectural features to exterior spaces such as palladian
windows, siding, and or dorm windows that conform to the rules of 2-Pt
perspective. (Standards 1.1, 1.2, 1.3)
Materials:
Pencils, paper, rulers, erasers, photographic references
Obj. 3: SWBAT apply the techniques of 3 Pt. Perspective to their drawing (Standard 1.2)
Suggested Activities:
A. Using a horizon line and three vanishing points, have students create a
composition of rectangular prisms that appear to taper as the rise
vertically. (Standard 1.2)
B. Create a view of a city street lined with skyscrapers that appear to
proceed and converge on a third vanishing point in the sky. (Standards
1.1, 1.2, 1.3)
Materials:
Pencils, paper, rulers, erasers, photographic references
Obj. 4: SWBAT Utilize the Elements & Principles of Design (as they apply to the
use of perspective in drawing) (Standard 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to the use of perspective in drawing.
(Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply to the use
of perspective in drawing. (Standards 1.1, 1.3, 1.4)
Materials:
Rubric worksheet, pencil, paper
Obj. 5: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to the use of
linear perspective. (Standards 1.1)
Suggested Activities:
A. Analysis/critique of the renaissance paintings The Delivery of the Keys,
by Perugino and “The School of Athens” by Raphael which utilize 1-Pt.
Perspective (Standards 1.1, 1.4)
B. Other artists to analyze might include: Vermeer, Hopper, and Escher
(Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 6: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
drawings and artwork of Perugino, Raphael, Vermeer and/or Escher
(Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students perspective drawings during a formal critique. (Standards 1.1,
1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 4: Color Theory (4 - 6 weeks)
Obj. 1: SWBAT Understand how our eyes see color (hue) (Standard 1.2)
Suggested Activities:
A. Students can do online research on the spectrum, and the function of
rods and cones in the human eye and present their findings. (Standard
1.2)
B. The instructor can present the information using an activity sheet.
(Standard 1.2)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 2: SWBAT Identify and define primary, secondary, tertiary colors (hues)
(Standards 1.2, 1.3)
Suggested Activities:
A. Students complete a work sheet which will require them to identify and
define primary, secondary, and tertiary colors. (Standard 1.2, 1.3)
B. Students will be quizzed on this information (Standard 1.2)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 3: SWBAT Mix colors to make secondary and tertiary colors using colored
medium (Standard 1.2, 1.3)
Suggested Activities:
A. Students will use paint to create a (12) step color wheel using on ly the
primary colors to create the secondary and tertiary colors. (Standard 1.2,
1.3)
B. Students identify the most difficult secondary and tertiary colors to mix
and suggest reasons why this is so. (Standard 1.2, 1.3)
C. Students will research the source of pigments found in nature, as well
as the definition, role and purpose of various binders. (Standard 1.2)
D. Students will hypothesize how to create more accurate, vibrant
secondary and tertiary colors, based on their research in the previous
activity. (Standard 1.2)
Materials:
Color Worksheet, tempera or acrylic paint, brushes, palettes, water
containers, computers with web access for online research, pencil, paper
Obj. 4: SWBAT Change the value of a color(hue) by creating tints, shades, tones
(Standard 1.2)
Suggested Activities:
A. Using paint, students will select one color (hue) and create a 10-step
scale of tints from fully saturated color to white. (Standard 1.2)
B. Using paint, students will select one color (hue) and create a 10-step
scale of shades from fully saturated color to black. (Standard 1.2)
C. Using paint, students will select one color (hue) and create a 10-step
scale of tones neutralizing the color by adding gray. (Standard 1.2)
D. Using paint, students will select one color (hue) and create a 10-step
scale of tones neutralizing the color by adding it complement. (Standard
1.2)
Materials:
Tints/Shades/Tones Worksheet, tempera or acrylic paint, brushes,
palettes, water containers
Obj. 5: SWBAT Create complementary, monochromatic, harmonious, and/or
warm/cool color schemes (Standards 1.1, 1.2, 1.3)
Suggested Activities:
A. Display various masterworks that clearly utilize a particular color
scheme and have students identify which color scheme is represented and
why. (Standards 1.1, 1.3, 1.4)
B. Have students utilize and activity sheet which requires students to mix
paint to create (1) of each of the following color schemes: complementary,
monochromatic, harmonious, warm, and cool. (Standard 1.2)
C. Using basic geometric shapes have student create a composition which
they will paint using one schemes. (Standards 1.1, 1.2, 1.3)
Materials:
Color Schemes Worksheet, tempera or acrylic paint, brushes, palettes,
water containers, computer with LCD projector.
Obj. 7: SWBAT Utilize the Elements & Principles of Design as they apply to color
theory. (Standard 1.3)
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to the use color theory. (Standards 1.1,
1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply to the use
of color theory. (Standards 1.1, 1.3, 1.4)
Materials:
Self/Teacher evaluation rubric, pencil, paper
Obj. 8: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to color theory.
(Standards 1.1, 1.2)
Suggested Activities:
A. Students will research Mark Rothko and color field painting and discuss
his contribution to the visual arts. (Standards 1.1, 1.4)
B. Students will research Monet’s “HayStacks” or “Rouen Cathedral” and
discuss the importance of color these two series. (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 9: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists. (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
drawings and artwork of Monet and/or Rothko. (Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ color work during a formal critique. (Standards 1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 5: Color Theory in Practice: Using Colored Media (Paint, Oil Pastel, and/or Colored Pencil)
(4 - 6 weeks)
Obj. 1: SWBAT Understand the role and purpose of pigments & binders
(Standard 1.2)
Suggested Activities:
A. Students will research the source of pigments found in nature, as well
as the definition, role and purpose of various binders. (Standard 1.2)
B. Have students work in groups to discuss the advantages of creating
secondary and tertiary colors directly from pigments found in nature as
compared with mixing them from primary pigments found in nature.
(Standard 1.2)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 2: SWBAT demonstrate their ability to work with with opaque and/or
translucent color (Standard 1.2)
Suggested Activities:
A. Using a different medium than they used in Unit 4, Objective 3,
students will create a chart or wheel demonstrating their ability to apply
their knowledge of color theory, specifically their ability to mix color as the
work with a new colored medium. (Standards 1.2, 1.3)
B. After experimenting with different colored media, have the students
work in groups to develop a pro/con chart discussing possible advantages
and disadvantages of various colored media. (Standards 1.1, 1.2, 1.3)
C. Have students create a trace-transfer of one of their existing drawings
or a portion of one of their drawings. Using paint, colored pencil or pastel
have them utilize one of the color schemes they have studied and apply it
to their composition. (Standards 1.1, 1.2, 1.3)
D. Utilizing their knowledge of color theory and color schemes, have
students create a collage from photos, magazines, colored paper, etc.
Then have the students create a copy of the composition using a particular
colored medium, such as tempera. (Standards 1.1, 1.2, 1.3)
Materials:
Paper, tempera paint, acrylic paint, water colors, oil pastels, and/or
colored pencils, brushes, palettes, water containers, pencil, collage
material
Obj. 3: SWBAT Utilize the Elements & Principles of Design as they apply to
colored media. (Standard 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to their knowledge of color theory and
demonstrate their ability to use new, colored media.(Standards 1.1, 1.3,
1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply their
knowledge of color theory and demonstrate their ability to use new,
colored media. (Standards 1.1, 1.3, 1.4)
Materials:
Self /Teacher evaluation rubric, pencil, paper
Obj. 4: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to colored
media. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will research the Op Art movement and discuss its
contribution to the visual arts (Standards 1.1, 1.4)
B. Students will research Josef Albers, and Richard Anuskeiwicz and
discuss their contribution to the visual arts (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 5: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
drawings and artwork of Josef Albers and/or Richard Anuskeiwicz.
(Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ color work during a formal critique. (Standards 1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 6: Exploring Abstraction (4 - 6 weeks)
Obj. 1: SWBAT Define realism, abstraction, expressionism, and/or non-objectivism(Standard 1.4)
Suggested Activities:
A. Working in pairs or groups have students research definition of
abstraction, expressionism, and/or non-objectivism. (Standard 1.4)
B. Working in pairs or groups have students research examples of
abstraction, expressionism, and/or non-objectivism created by notable
artists. (Standard 1.4)
C. Have a class discussion/presentation to discuss the findings and to
allow the instructor to address any discrepancies in student research.
(Standard 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research,
computer with LCD projector, powerpoint presentation
Obj. 2: SWBAT Identify realism, abstraction, expressionism, and/or nonobjectivism in the work of professional artists (Standards 1.1, 1.4)
Suggested Activities:
A. Students will be shown various artworks and asked to categorize them
into various movements, such as realism, abstraction, expressionism,
non-objectivism etc. (Standards 1.1, 1.4)
B. Students will be given a list of various artists and asked to research
their work and select which genre best describes their work, realism,
abstraction, expressionism, non-objectivism, etc. (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research,
computer with LCD projector, powerpoint presentation
Obj. 3: SWBAT Create a composition that is free from the constraints of
representation and utilizes either abstraction, expressionism, or non-objectivism.
(Standards 1.1, 1.2, 1.3, 1.4)
Suggested Activities:
A. Have students create a charcoal drawing based on observation,
photographic reference, or previous graphic translation that utilizes
expressionism (Standards 1.1, 1.2, 1.3, 1.4)
B. Have students create a nonobjective, abstract geometric collage.
(Standards 1.1, 1.2, 1.3)
C. Allow students to explore abstraction through the use of fracturing a
cubist technique by slicing a photographic image and shifting the pieces
along the axis of the cut line to create a new composition. (Standards 1.1,
1.2, 1.3)
D. Have students create a composition that depicts an idea or a concept
such as congestion, velocity, or tranquility. (Standards 1.1, 1.2, 1.3)
Materials:
Worksheet, graphite, charcoal, paper, collage material, photographic
material, scissors, glue
Obj. 4: SWBAT Utilize the Elements & Principles of Design as they apply to
various types abstraction. (Standard 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to their knowledge and understanding of
abstraction (Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply their
knowledge and understanding of abstraction (Standards 1.1, 1.3, 1.4)
Materials:
Self /Teacher evaluation rubric, pencil, paper
Obj. 5: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates various
methods of abstraction in the visual arts. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will research the Cubist movement and discuss its
contribution to the visual arts (Standards 1.1, 1.4)
B. Students will research & discuss the connection between new
technologies such as photography and its ability to capture reality
objectively and the freedom it now gave artists to distort reality in their
artwork. (Standards 1.1, 1.4)
C. Students will research & discuss the connection the advent of
psychoanalytic theory and automatism a technique used by Surreal artist
Joan Miro. (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 6: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists.(Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
drawings and artwork of Pablo Picasso, Georges Braque, Salvador Dali,
and/or Joan Miro. (Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ color work during a formal critique. (Standards 1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 7: Freestanding 3-Dimensional Design (3 - 5 weeks)
Obj. 1: SWBAT Apply their Drawing Skills to plan freestanding 3 Dimensional
Design (Standard 1.2)
Suggested Activities:
A. Have students brainstorm with classmates to identify possible subject
matter for this project. (Standard 1.2)
B. Have students create (3) drawings representing (3) different views of
their design. (Standard 1.1, 1.2)
C. Peer Editing: Working in pairs or small groups have students present
their design plans (their (3) drawings) to their peers and solicit input and
feedback. (Standards 1.1, 1.2, 1.3)
D. Have students plan (draw) the structural elements they will need to
incorporate in their design to allow their 3 dimensional piece to be freestanding. (Standards 1.1, 1.2)
Materials:
Worksheet, pencil, paper, erasers, rulers, compasses
Obj. 2: SWBAT Apply their knowledge of realistic and/or abstract art to 3
Dimensional Design (Standards 1.1, 1.2)
Suggested Activities:
A. Working in pairs have students brainstorm how they can incorporate
aspects of abstraction, expressionism, and/or non-objectivism into their
designs and edit their drawings or make notes on them accordingly.
(Standards 1.1, 1.2, 1.3)
B. Have students create a 3 dimensional design that depicts
transformation or metamorphosis, students may utilize representation
and/or abstraction. (Standards 1.1, 1.2, 1.3)
Materials:
Worksheet, pencil, paper, erasers, rulers, compasses
Obj. 3: SWBAT Demonstrate their ability to work with new media (wire, foam
core, wood, clay, etc.), to create a freestanding design (Standard 1.2)
Suggested Activities:
A. Have students create a 3-dimensional design that defines space and
shape through the movement of a wire line through space. (Standards 1.1,
1.2, 1.3)
B. Using foam core, have students create a 3-dimensional design that
defines space and volume through the intersection of (15) proportional,
rectilinear shapes. (Standards 1.1, 1.2, 1.3)
C. Using modeling clay and a wire armature, have students create a 3dimensional design that depicts or suggests a reclining figure. (Standards
1.1, 1.2, 1.3)
Materials:
Wire, wire-cutters, foam core, exacto blades, cutting mats, armature wire,
modeling clay, base material
Obj. 4: SWBAT Utilize and integrate light, shadow and surface quality as they
design a 3-dimensional work of art. (Standards 1.1, 1.2)
Suggested Activities:
A. As students are working on their 3-dimensional designs have them
work in pairs to analyze light and shadow on their design in order to
consider any necessary design changes while the piece is still in progress.
(Standards 1.1, 1.2, 1.4)
B. Utilizing a primary light source such as a spot light, have the students
work in pairs to analyze the optimum lighting orientation for their 3dimensional design. (Standards 1.1, 1.2, 1.4)
C. Utilizing their knowledge of color theory, and the appropriate medium,
such as tempera or acrylic paint, students will apply a color scheme to
their design that reinforces their design concept. For example using an
analogous or harmonious color scheme on a 3-dimensional design piece
that represents transformation. (Standards 1.1, 1.2, 1.3, 1.4)
Materials:
Flood lights, flood light stands, acrylic or tempera paint, brushes, palettes,
water containers, wire, wire-cutters, foam core, exacto blades, cutting
mats, armature wire, modeling clay, base material
Obj. 5: SWBAT Evaluate and determine the appropriate stance for their 3
dimensional design (Standards 1.1, 1.4)
Suggested Activities:
A. Have students work in pairs to analyze the optimum viewing position
for viewing this design. (Standards 1.1, 1.4)
B. Have students work in pairs to determine what elements they can
include in their design to guide the viewer to the best viewpoint, ie: use of
lighting, placement in a niche, landscaping (a pathway), etc. (Standards
1.1, 1.4)
Materials:
Decorating wheel, flood lights, flood light stands, pencils, erasers, paper
Obj.6: SWBAT Utilize the elements & principles of design as they apply to 3
dimensional, freestanding design. (Standards 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to their creation of 3-dimensional design.
(Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply their
creation of 3-dimensional design. (Standards 1.1, 1.3, 1.4)
Materials:
Self /Teacher evaluation rubric, pencil, paper
Obj. 7: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to 3
dimensional design. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will research the 3-dimensional design of Alexander Calder
and discuss his contribution to the visual arts. (Standards 1.1, 1.4)
B. Students will compare and contrast Michelangelo’s realistic (objective)
rendering of the human form in marble with Henry Moore’s abstraction of
the human form in plaster or bronze. (Standards 1.1, 1.4)
C. Students will evaluate various 3-dimensional designs to determine if
they are “static” (appearing at rest) or “active” (suggesting movement).
(Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 8: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists. (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
3-dimensional design work of Michelangelo, Henry Moore, Alexander
Calder, and Frank Lloyd Wright. (Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ 3-dimensional design work during a formal critique. (Standards
1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
Unit 8: 3-Dimensional Design Using Relief (3 - 5 weeks)
Obj. 1: SWBAT Apply their 2 Dimensional Drawing Skills to plan a 3 Dimensional
Relief. (Standard 1.2)
Suggested Activities:
A. Have students research for photographic references they would like to
use for their drawings of their 3-dimensional relief sculpture.
B. Have students create (3) drawings representing (3) different
compositions for their design.
C. Peer Editing: Working in pairs or small groups have students present
their design plans (their (3) drawings) to their peers and solicit input and
feedback.
D. Have students create a cross-section view of their final design to plan
distance each relief element in the composition will project.
Obj. 2: SWBAT Apply their knowledge of realistic and/or abstract art to 3
dimensional relief (Standards 1.1, 1.2)
Suggested Activities:
A. Working in pairs have students brainstorm how they can incorporate
aspects of abstraction, expressionism, and/or non-objectivism into their
3 dimensional designs using relief and edit their drawings or make notes
on them accordingly. (Standards 1.1, 1.2, 1.3)
B. Using Shapes only, have students create a 3 dimensional plan a design
utilizing relief that depicts three apects of their personality. Students will
work conceptually to create a compostion In the manner of Louise
Nevelson. (Standards 1.1, 1.2, 1.3)
Materials:
Worksheet, pencil, paper, erasers, rulers, compasses
Obj. 3: SWBAT Demonstrate their ability to work with new media (wire, foam
core, wood, clay, etc.), to create a relief sculpture. (Standard 1.2)
Suggested Activities:
A. Students will work conceptually to create a compostion In the manner
of Louise Nevelson. Using foamcore shapes, have students create their 3
dimensional design utilizing relief that depicts three apects of their
personality. (Standards 1.1, 1.2, 1.3)
B. Create a clay plaque depicting an event from current events or history
using both high and low relief. Include (3) or more people and the
necessary objects to illustrate the scene. (Standards 1.1, 1.2, 1.3)
Materials:
foam core, exacto blades, cutting mats, hot glue guns, straight pins clay,
clay tools, plastic bag, glaze, brushes
Obj.4: SWBAT Utilize the elements & principles of design as they apply to 3
dimensional, relief sculpture. (Standards 1.3)
Suggested Activities:
A. Assessment activities designed to evaluate students utilization and
implementation of the elements of design; line, shape, form, space, color,
value and texture as they apply to their creation of relief sculpture.
(Standards 1.1, 1.3, 1.4)
B. Assessment activities designed to evaluate students utilization and
implementation of the principles of design; rhythm, movement, balance,
proportion, variety, emphasis, harmony, and unity as they apply their
creation of relief sculpture. (Standards 1.1, 1.3, 1.4)
Materials:
Self /Teacher evaluation rubric, pencil, paper
Obj. 5: SWBAT Gain an understanding of a given period of art history, a
movement in art, and/or the work of a particular artist as it relates to relief
sculpture. (Standards 1.1, 1.2)
Suggested Activities:
A. Students will research the use of relief by sculptor, Louise Nevelson
and discuss her contribution to the visual arts. (Standards 1.1, 1.4)
B. Students will research the use of relief on architectural forms such as
on the bronze doors designed by Ghiberti on the baptistry in Florence or
the Elgin Marbles that once composed the frieze of the Parthenon in
Greece. (Standards 1.1, 1.4)
C. Students will evaluate the relief sculpture of Augustus Saint-Gaudens
and discuss his contribution to the visual arts. (Standards 1.1, 1.4)
Materials:
Worksheet, pencil, paper, computers with web access for online research
Obj. 6: SWBAT Apply the methods of art criticism and aesthetic judgment as
they assess their work, the work of their peers, and the work of professional
artists. (Standards 1.1, 1.4)
Suggested Activities:
A. Apply the 4-step method for art criticism and aesthetic judgment to the
relief sculpture of Louise Nevelson, Augustus Saint-Gaudens and Ghiberti.
(Standards 1.1, 1.4)
B. Apply this method for art criticism and aesthetic judgment to the
students’ relief sculpture during a formal critique. (Standards 1.1, 1.4)
Materials:
Art Criticism Worksheet, pencil, paper, computer, LCD projector
IV. EVALUATION
Evaluations and assessments allow a teacher to analyze their students’ present levels of knowledge, skill
and understanding of the visual arts; it’s content, processes, techniques and meanings. This process
assesses the individual’s growth and development as a student and an artist. Grades are a means of
communication with students and parents - letting them know what is expected in the course and
where they stand in relation to achieving those expectations. Evaluations, critiques and grades should
be seen as a means to expand one’s growth, not a goal. Grades should not interfere with spontaneity
and experimentation. Emphasis should be placed on the intrinsic reward of the art process, not on
using grades as rewards. Rather, evaluations should be used to reveal progress to the student and help
the teacher guide them to further growth. As art is a fluid and ever changing activity with different
types of objectives and outcomes, it demands different evaluative techniques or combinations of
techniques. The following areas are all to be considered when engaging in the process of evaluation or
assessment:
Knowledge: Can students articulate in writing or verbally concepts or facts
using the correct visual arts terminology?
Skill: Do the students demonstrate their mastery of the media and
techniques in the way they create their artworks? Are students able to
employ certain effects in a new an novel way?
Work Habits/Attitude: Is the student committed to their work? Do they
work diligently? Does the student contribute to a positive classroom
environment? Does the student create artwork that represents their
absolute best effort?
Growth: Has the student grown as an artist in the course? Does the student
internalize and implement revisions based on constructive criticism
from both the instructor and their peers?
Methods of Evaluation and Assessment
Observation - The instructor can observe the student at work to assess his/her confidence, self
reliance, ability to work collaboratively, attitude, application of knowledge, commitment to the task,
skill, and work habits.
Individual Critiques - This kind of dialogue between the instructor and the student allows the
instructor to assess the student’s intentions and compare it with the possible results. This process allows
the instructor to give the student feedback before the project is completed allowing the student the
opportunity to make changes. Through one-on-one discussion, the instructor can assess the student’s
ability to verbally communicate information about their artwork in a coherent and logical manner. This
process is important as it allows the teacher to have a clear idea of the student’s needs, strengths and
weaknesses.
Portfolio Assessment - This can be a series of reflective activities that encourage students and
teachers to compare and contrast a sequence of works. This encourages recognition of the evaluation of
a student’s work over time. Whenever possible this type of review is recommended.
Written Evaluations - Students will have the opportunity to write critiques of their own work
and the work of their peers using the appropriate visual arts terminology. Students will also have the
opportunity to write critiques of works generated by professional artists.
Group Critiques - This involves a class discussion of an assignment or project upon its
completion. This process is invaluable because it allows the student to see their work in the context of
the entire class. An important goal in this process is to build a sense of community and build
collaborative relationships between student artists. The students will review the problem (assignment),
discuss possible solutions (brainstorming), discuss why a particular solution was chosen (intention),
discuss if design decisions were successful (achievement of objectives), discuss any revisions that could
be made (improvement), discuss what each student would do differently (reflect on lessons learned).
Behavior Assessment - This involves both the instructor and the students identifying and
demonstrating behaviors that reflect a feeling for the dignity and worth of other people,including those
of other ethnic, cultural, linguistic and economic groups.
Self/Peer Evaluation - Rubrics will be used to enable students to evaluate themselves and
others during the process of completing a project . Rubrics will also provide students with and
understanding of their strengths and weaknesses.
V. INSTRUCTIONAL RESOURCES
Art Talk, Rosalind Ragans, Ph. D.
Glencoe Publishers
Drawing the Human Head, Burne Hogarth,
Watson-Guptill Publications
From Ordinary to Extraordinary: Art and Design Problem Solving, Ken Vieth,
Davis Publications
Gardner’s Art Through the Ages 12th Edition, Fred S. Kliener, Christin J. Mamiya,
Wadsworth Publishing
History of Art 6th Edition, H.W. Janson, Anthony F. Janson
Prentice Hall
Keys to Drawing, Bert Dodson,
Northlight Books
Multicultural Studio Art Projects for Secondary Students, Susan Hogan,
Prentice Hall
The New Drawing on the Right Side of the Brain, Betty Edwards,
Penguin Putnam, Inc
The New Drawing on the Right Side of the Brain Workbook, Betty Edwards,
Penguin Putnam, Inc
Sculpture as Experience, Judith Peck,
Krause Publications
New Jersey Department Core Curriculum Content Standards for Visual and
Performing Arts
1.1
1.2
1.3
1.4
Creative Process
History of Arts and Culture
Performance
Aesthetic Response and Critique Methodologies