PROGRAM OF STUDIES COURSE DESCRIPTION
ADVANCED ART II_______________________509000/509100
Prerequisite: Completion of Advanced Art I
Grades: 11 -12
Two-semester course
Materials card required each semester
The course content concentrates on themes, big ideas, and portfolio
development in preparation for student scholarship applications,
college entrance requirements, employment preparation, and
personal growth. Over the course of two years, Advanced Art 1
and Advanced Art 11, students will be increasing their artistic
skills and expression with a purpose in preparation for postsecondary studies, scholarships, employable skills, and/or careers
in the visual arts.
Advanced Art I & II
COURSE/PROGRAM DESCRIPTION
Intended grade/course level/duration/prerequisites/location
Intended grades: Grade 11 and Grade 12
Course level: Advanced
Duration: Advanced Art I = 2 semesters; Advanced Art II = 2 semesters
Prerequisites: Completion of Art I and Art II, or, by instructor approval with a
portfolio review
COURSE OBJECTIVES
Advanced Art I requires students to concentrate on a breadth of work. This is
one of three required categories for preparing an AP Art Studio portfolio.
Eleventh grade students choosing to pursue AP Art Studio during their senior
year will have completed the Breadth portfolio requirement, and can focus on the
remaining two portfolios showing Quality and Concentration. Students electing
to continue with Advanced Art II and not pursue AP Art Studio will have
completed a breadth of work for inclusion in a final portfolio, suitable for college
entrance requirements, scholarships, employable skills, and life-long learning.
COURSE CONTENT
ADVANCED ART I
KEY CONCEPTS: Breadth of works
Application of key art concepts: Elements of Art & Principles of Design in the
following:
• STYLES OF ART FORMS
Two-dimensional art concepts in:
Printmaking
Painting
Drawing
Three-dimensional art concepts in:
Pottery
Sculpture
Altered Art
Fiber Arts
•
•
•
STUDENTS WILL IDENTIFY A BREADTH OF ART WORKS
CAREERS IN ART: Portfolio Development, presentations, care and
preserving artworks
STUDY OF SIGNIFICANT ARTISTS: Masters and Contemporary Artists
ADVANCED ART II
KEY CONCEPTS: Portfolio development
Application of key art concepts: Elements of Art & Principles of Design in:
• STYLES OF ART
• THEMES
• BIG IDEAS
• PORTFOLIO DEVELOPMENT
Personal
Employment
AP Art Studio portfolio for The College Board credit-Breadth,
Quality, Concentration
Scholarships
• CAREERS IN ART
• STUDY OF SIGNIFICANT POP ARTISTS
CONTENT AND/OR PERFORMANCE STANDARDS MET BY
THIS COURSE/PROGRAM
NATIONAL ART STANDARDS - ADVANCED
1. Content Standard: Understanding and applying media, techniques and
processes.
a. Students apply media, techniques, and process with sufficient skill,
confidence and sensitivity that their intentions are carried out in
their artworks.
b. Students conceive and create works of visual art that demonstrate
an understanding of how the communication of their ideas relates
to the media, techniques, and processes they use.
c. Students initiate, define, and solve challenging visual art problems
independently using intellectual skills such as analysis, synthesis,
and evaluation.
2. Content Standard: Using knowledge of structures and functions:
a. Students demonstrate the ability to form and defend judgments
about characteristics and structures to accomplish commercial,
personal or other purposes of art.
3.
4.
5.
6.
b. Students evaluate the effectiveness of artworks in terms of
organizational structures and functions.
c. Students create artworks that use organizational principles and
functions to solve specific visual arts problems.
Content Standard: Choosing and evaluating a range of subject matter,
symbols, and ideas.
a. Students reflect on how artworks differ visually, spatially,
temporally, and
functionally, and describe how these are
related to history and culture.
b. Students apply subjects, symbols, and ideas in their artworks and
use the skills gained to solve problems in daily life.
Content Standard: Understanding the visual arts in relation to history
and cultures.
a. Students differentiate among a variety of historical and cultural
contexts in terms of characteristics and purposed works of art.
b. Students analyze relationships of works of art to one another in
terms of history, aesthetics, and culture, justifying conclusions
made in the analysis and using such conclusions to inform their
own art making.
Content Standard: Reflecting upon and assessing the characteristics and
merits of their work and the work of others.
a. Students identify intentions of those creating artworks, explore the
implications of various purposes, and justify their analyses of
purposes in particular works.
b. Students reflect analytically on various interpretations as a means
for understanding and evaluating works of visual arts.
Content Standard: Making connections between visual arts and other
disciplines.
a. Students compare the materials, technologies, media, and processes
of the visual arts with those of other arts disciplines as they are
used in creation and types of analysis.
b. Students compare characteristics of visual arts within a particular
historical period or style with ideas, issues, or themes in the
humanities or science.
ALASKA STATE ART STANDARDS – ADVANCED
A. A student should be able to create and perform in the arts.
1. Students demonstrate higher levels of skill, dealing with more
complex examples, and respond to works of art in increasingly
sophisticated ways.
2. Students will investigate careers in art production.
B. A student should be able to understand the historical and contemporary
role of the arts in Alaska, the nation, and the world.
1. Students demonstrate higher levels of skill, dealing with more
complex examples, and respond to works or art in increasingly
sophisticated ways.
2. Students will investigate careers relating to art history careers and
the skills in education necessary to be a successful art historian.
C. A student should be able to critique the student’s art and the art of
others.
1. Students demonstrate higher levels of skill, dealing with more
complex examples, and respond to works of art in increasingly
sophisticated ways.
2. Students will investigate careers relating to art criticism.
D. A student should be able to recognize beauty and meaning through the
arts in the student’s life.
1. Students demonstrate higher levels of skill, dealing with more
complex examples, and responding to works of art in increasingly
sophisticated ways.
2. Students will investigate careers related to the search for beauty
and meaning, which is aesthetics.
ASSESSMENT
How will student achievement be assessed?
Advanced Art I
• Participation
• Completing a breadth of artworks, following the AP Art Studio
guidelines.
• Rubrics for assessing units of work, including student self-assessments.
• Practiced critiques: self, group and instructor feedback
• Students successfully completing the course will be reported in the
district
art department data collection documentation.
Advanced Art II
• Participation
• Completion of a portfolio and/or submitting a portfolio to The College
Board for AP Art Studio evaluation
• Rubrics
• Self-evaluation
• Critiques
• Data reported in the district art department documentation.
How will successful completion of the course/program result in students’
fulfillment of school board goals/state standards/ 6-year plan?
School Board Goal 1: Increase Achievement of All Students; Reduce
Achievement Gap
• Revised curriculum and curriculum guide, including curriculum
frameworks, embed interdisciplinary connections, strategies and
assessments that underlie the ASD inquire-based, DBAE art curriculum
• New rigorous course proposal developed: Advanced Art (Pre-AP), to
complete a four-year pathway for high school students
• Increase number of students enrolled in AP Art Studio
• All AP Art and higher-level courses are taught with rigor and effective
pedagogy.
• Increased art and art related career awareness in the curriculum
School Board Goal 2: Supportive and Effective Learning Environment
• Annual data collected by courses and schools reviewed
• Apply best practices
School Board Goal 3: Public Accountability
• Post curriculum frameworks on the district’s art curriculum website.
BUDGET COSTS
A. Materials/textbooks/equipment?
District budget:
Crystal Production Art Styles Posters - Early Art,
Set 1, Set 2 and Set 3 @ four sets of posters and set of four DVD,
Total of $265.00 per set
Crystal Production: Elements and Principles of Design – 14 posters,
DVD, teacher’s guide & free student guide @ Total of $99.95 per set
Regular art budget for supplies and materials
Student material fees for supplies and materials
B. Additional staffing need?
• None
C. Training needed for implementation?
• Training will be included in a cross district or curriculum
designated inservice day in connection with the Art 1 and Art 11
revisions
D. Sources of funding?
• District funding for instructional materials
• Material student fee
•
•
Individual student expenditures beyond allocated consumable
materials
Regular art budget
IMPLEMENTATION TIMELINE
When will implementation of this pilot begin?
Advanced Art I and Advanced Art II was developed to accommodate artistically
interested motivated student beyond two existing comprehensive courses, Art 1
and Art II. A pilot program is not necessary for this course extension proposal.
Course number designations are needed to appropriately credit students.
When will this pilot be completed?
N/A
REPORTING RESULTS
How will your results be reported?
Annual data collection for inclusion in the district art department’s 6-Year Plan
evaluation
Who is your intended audience?
Motivated students who desire to increase their knowledge of artistic
expression for self, career preparation and life-long learning
OTHER (Any Additional Information)
Unlike, specialized production courses, i.e., pottery, the Art I course syllabus
differs greatly from the Art II syllabus and scheduling both levels of students in
the same sectional is not recommended, nor is it beneficial for students.
Due to limited sectionals at each high school, it is feasible to schedule Advanced
Art and AP Art Studio students in the same sectional. This allows advanced
students to collaborate and reflect off each other in a common productive
environment. Limiting enrollment in a sectional for Advanced Art and AP Art
Studio is recommended because students will be working on individual plans of
study.
ART II SYLLABUS
20th Century – MODERNISM
Correlated with10th Grade U.S. History
KEY CONCEPTS
1. AESTHETIC PERCEPTION THEORIES: (Different viewpoints from which
we can consider works of art)
a. EXPRESSIONISM (Emotional Qualities): The most important thing
about a work of art is the vivid communication of moods, feelings and
ideas to the viewer.
b. FORMALISM (Visual Qualities): The most important thing about a
work of art is the effective organization of the elements of art through the
arrangement of visual principles
c. IMITATIONALISM (Literal Qualities): The most important thing
about a work of art is the realistic presentation of subject matter. A works
is successful if it looks like and reminds us of what we see in the real
world.
d. INSTITUTIONALISM (Contextual Classification): The most important
thing about a work of art is the context in which it exists and in which it is
validated by the art world.
e. INSTRUMENTALISM (Functional Qualities): The most important
thing about a work of art is that it serves a function that is practical or
furthers moral, religious, social or political points of view.
2. THEMES
Action
Rebellion
Contemporary Issues
Recycling
Functionality-Invent
Form, Function
Identity
Relationships to each other
Self (style)
Personal meaning
3. CAREERS IN THE ARTS
a. Speakers
b. Research-Professional skills needed, equipment, interviews
c. College Representatives/Art Schools
4. SIGNIFICANT ARTISTS
(Suggested artists but not limited to this list)
Marisol Escobar
Magdalena Abakanowic
Maria & Julian Martinez
Ansel Adams
Henri Matisse
Rudi Audio
Piet Mondrian
Romare Bearden
Berthe Morisot
Thomas Benton
Grandma Moses
Alexander Calder
Henry Moore
Mary Cassatt
Edvard Munch
Judy Chicago
Georgia O’Keeffe
Chuck Close
Claes Oldenburg
Salvador DaliNiki de Saint Phalle
Marcel Duchamp
Jackson Pollock
Thomas Eakins
Diego Rivera
MC Escher
Faith Ringgold
Richard Estes
Robert Rauschenberg
Janet Fish
Mark Rothko
Audrey Flack
George Segel
Helen Frankenthaler
George Seurat
Paul Gauguin
Sandy Skoglund
Alberto Giacometti
David Smith
Andy Goldsworthy
Frank Stella
Red Grooms
Alfred Stieglitz
Duane Hanson
Charles Scheeler
Hokusai Katsushika
Henry Tanner
David Hockney
Henri de Toulouse Lautrec
Edward Hopper
Vincent Van Gogh
Jasper Johns
Peter Voulkos
Frida Kahlo
Andy Warhol
Vassily Kandinsky
William Wegman
Paul Klee
James McNeil Whistler
Willem De Kooning
Grant Wood
Dorothea Lange
Frank Lloyd Wright
Roy Lichtenstein
Andrew Wyeth
Maya Lin
Jamie Wyeth
Rene Magritte
Alaska Native Arts – Alaska Studies connection (Suggested artists but not limited to
this list)
Jim Schoppert
John Hoover
Alvin Amanson
Nathan Jackson
Alaskan Artists: (Suggested artists but not limited to this list)
Sidney Laurence
Paul Ziegler
Frederick Machetanz
Contemporary Alaskan Artists
(Gallery Exhibitions and a variety of Alaskan artists are emphasized in
this course, but not limited to a selected list)
08-08
ART II FRAMEWORKS
1st Semester
2nd Semester
1st Quarter
2D
2nd Quarter
3D
3rd Quarter
2D
Drawing
• from observation (still life)
• human figure
• perspective
• focus on multipoint perspective
Pottery (Drawing Reinforced)
• Review of
• handbuilding
• wheel throwing
• glazing & surface decoration
• Ideas based
Painting (Drawing Reinforced)
• Watercolor
• graded washes
• geometric forms
(from 1 direction)
• salt
• lift off
• wet/wet, wet/dry
Painting (Drawing Reinforced)
• acrylics
•
clear medium
(transparent glazes
Sculpture (Drawing reinforced)
• recycled art (found items)
• altered art
• carving
• molding
• assemblage
Collage (Drawing Reinforced)
Printmaking (Drawing Reinforced
• review of Intaglio & Relief
• screen printing
Key Concepts in Art II:
*
*
*
*
Knowledgeable application of elements of art and principles of design, reinforcement of Art I timeline
Style of art: Expressionism, Cubism, Surrealism, Pop, Non Objective
Aesthetic Perception Theories: Expressionism, Abstractionism, Formalism, Representationalism, Functionalism, Contextualism
Themes in Art: Action, Rebellion, Recycling
Careers in the Arts
4th Quarter
3D
Metals (Drawing Reinforced)
• enameling
• layout
• cutting
• filing
• finsihing
• sand
• buff
• Patina
• Experimental Processes
ANCHORAGE SCHOOL DISTRICT
Anchorage, Alaska
District Art Department
ART II - CONTENT STANDARDS
A. CREATIVE EXPRESSION - a student should be able to create and
perform in the arts
A student who meets the content standard should:
1. Determine appropriate media, techniques and processes; analyze what
makes them effective or not effective in communicating ideas; and
reflects the effectiveness of their choices.
2. Apply media, techniques, and processes with sufficient skill,
confidence and sensitivity so that their intentions are carried out in
their artworks.
3. Use the qualities of visual structures and functions of art to better
communicate their ideas.
4. Compare materials, techniques, media and processes of the visual arts
with those of other art disciplines.
B. ART HERITAGE/HISTORY & CULTURE: A student should be able to
understand the historical and contemporary role of the arts in Alaska,
the nation, and the world.
A student who meets the content standard should:
1. Analyze contemporary and historic meaning in specific artworks
through cultural and aesthetic inquiry.
2. Describe and compare a variety of individual responses to their own
and other artworks from various eras and cultures.
3. Compare characteristics of visual arts within a particular historical
period or style with ideas, issues or themes in the humanities and
other interrelated disciplines.
C. ART CRITICISM/ART VALUING: A student should be able to critique
the student’s art and the art of others.
A student who meets the content standard should:
1. Apply the four steps of art criticism
a. describe
b. analyze the work in terms of elements and design principles,
c. interpret the work in terms of ideas and emotions,
d. judge the work as to it’s success both technically and in either
communicating an idea, an emotion or fulfilling a practical
purpose.
2. Understand and respect different responses to specific artworks.
3. Compare the characteristics of works in two or more art forms that
share similar subject matter, historical periods, or cultural content.
4. Describe ways in which the principles and subject matter of other
disciplines taught in the school are interrelated with the visual arts.
D. AESTHETIC PERCEPTION: A student should be able to recognize
beauty and meaning through the arts in the student’s life.
A student who meets the content standard should:
1. Discuss art from a variety of aesthetic stances (theories), such as, but
not limited to: Representationalism, Formalism, Expressionism,
Functionalism, and Contextualism.