High School Visual Art: Curriculum Map- 2D/3D Art
Sexton
Subject: Visual Art- 2D/3D
Quarter and Timeframe (# days/weeks): First Quarter – 1 week
Unit: Introduction to Art
Big Ideas: Explore why artists create and introduce vocabulary and art Visual Arts Standards/Benchmarks:
historical periods.
VA.9121.C.1.4: Apply art knowledge and contextual information to analyze how
Essential Questions/Understandings: Why is it important to
content and ideas are used in works of art.
understand why an artist creates? Why do artists feel it is important
VA.912.C.2.2: Assess the works of others, using established or derived criteria, to
to communicate through art?
support conclusions and judgments about artistic progress.
VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain
the meaning or purpose of an artwork.
VA.912.H.1.8: Analyze and compare works in context, considering economic, social,
cultural, and political issues, to define the significance and purpose of art.
Vocabulary
Resources
Art, medium, subject, abstract,
ceramic, art criticism, materials,
perceive, aesthetics, elements of
art, principles of design,
formalism, expressiveness, credit
line
Visual Artists: Overview of artists
and art history
Activities
The Visual Experience Unit 1 Art
Talk Unit 1
Projects:

Assessment


Art Criticism of the painting by Janet Fish
Compare/contrast Janet Fish Raspberries
and Goldfish and Grant Wood’s American
Gothic Worksheet from Art Talk
Purpose of Art worksheet
(Art Talk-Application
Activity 1)
Art is H.O.T. (Higher Order Thinking) Analysis – “Raspberries, Nasturtiums and Goldfish” by Janet Fish
Describe the colors, shapes and objects that you see in this painting? (Describe)
Thinking about the principles of design, analyze the organization of this artwork. (Analysis)
What type of balance is used? (Analysis)
What is the focal point? (Analysis)
What is the mood of this painting? (Interpretation)
What is Janet Fish saying in this painting? (Interpretation)
Do you feel that this artwork is successful and why? (Judgment)
1
High School Visual Art: Curriculum Map- 2D/3D Art
Sexton
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks
Big Ideas: Identify and draw a variety of descriptive line, outlines and
contour lines and to recognize the impact of line in art.
Unit: Line
Visual Arts Standards/Benchmarks:
Essential Questions/Understandings: How would changing the
position and values of lines change the mood of an artwork?
VA.912.S.1.1: Use innovative means and perceptual understanding to
communicate through varied content, media and art techniques.
VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary
throughout the art- making process.
VA.912.S.2.3: Demonstrate visual thinking skills to process the
challenges and execution of a creative endeavor.
VA.912.O.1.1: Use the structural elements of art and the organizational
principles of design in works of art to establish an interpretive and
technical foundation for visual coherence.
Vocabulary
Resources
Activities
Assessment
Line, descriptive line, outline,
Visual Artists:
The Visual Experience Unit 2, Chapter 3
 Individual project
contour line, hatching,
Pablo Picasso
Art Talk Unit 2, Chapter 4
evaluation based
crosshatching, implied line, edge, Charles Schulz
on objectives of
Projects:
lines of sight, expressive line,
Alexander Calder
the project
 Mirrored Image- Name Design
dimension
Vincent Van Gogh
 Optical Illusion & Movement (Op
 Art criticism of
Art)
Keith Haring
 26 Adjectives (lines express
artwork.
emotion)
Art is H.O.T. (Higher Order Thinking) Art Criticism: “Untitled” by Keith Haring
Describe the types of lines used in this artwork – look both at the foreground and the background. (Description)
What is the most important art element in this artwork? (Analysis)
What is he trying to communicate through the use of lines? (Interpretation)
How successful was Keith Haring in creating a balanced composition? (Judgment)
2
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks
Sexton
Unit: Shape and Form
Big Ideas: Student will be able to perceive and understand the different Visual Arts Standards/Benchmarks:
types of shapes and forms.
VA.912.F.1.1: Use divergent thinking, abstract reasoning, and various
processes to demonstrate imaginative or innovative solutions for art
Essential Questions/Understandings: Why is it important the events of problems.
the time period and culture in order to understand the artwork?
VA.912.H.2.5: Analyze artwork from a variety of cultures and times to
compare the function, significance and connection to other cultures or
times.
VA.912.O.1.3: Research and use the techniques and processes of
various artists to create personal works.
VA.912.S.3.10: Develop skill in sketching and mark-making to plan,
execute, and construct two-dimensional images or three-dimensional
models.
Vocabulary
Shape, figure, ground, positive
shape, negative shape, form,
foreshortening, organic,
geometric, closed, open
Resources
Visual Artists:
Edward Hopper
Pablo Picasso
M. C. Escher Alice Neel
Henry Moore
Activities
The Visual Experience Unit 2, Chapter 4
Art Talk Unit 2, Chapter 5

Projects:

Figure- Ground – Tessellation

Positive/Negative Designs


Cubism: Geometric Designs

3-dimensional drawing with
shading to create form.
Art is H.O.T. (Higher Order Thinking) Analysis – “House by the Railroad” by Edward Hopper
Assessment
Individual project
evaluation based on
objectives of the
project
Art criticism of
Edward Hopper
Why does the house in this painting seem heavy and closed? (Analysis)
What do you see in this painting that you don’t see in the Naples area?
How is this artwork organized? Discuss balance, horizontal and vertical shapes and forms? (Analysis)
Is there any sense of a human presence? (Interpretation)
What is the mood of this painting and as the artist been successful in conveying this feeling? (Judgment)
3
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Second Quarter – 9 weeks
Big Ideas: Understand how artists vary hue, value, color, and intensity to
create different effects.
Essential Questions/Understandings: How does color contribute to the unity
of an artwork? Can you identify an object if you don’t see the color? Explain
Vocabulary
Value, shading chiaroscuro,
spectrum hue, primary colors,
secondary colors, intermediate
colors, complementary colors,
monochromatic, intensity, color
harmonies, warm colors, cool
colors, tints, pigments, binders,
solvents
Resources
Visual Artists:
Claude Monet
Pierre Auguste
Renoir Vincent
VanGogh
Henri Matisse
Sexton
Unit: Value and Color
Visual Arts Standards/Benchmarks:
VA.912.S.3.8: Develop color-mixing skills and techniques through
application of the principles of color and light theory.
VA.912.S.2.6: Incorporate skills, concepts and media to create images
from ideation to resolution.
VA.912.C.1.4: Apply art knowledge and contextual information to
analyze how content and ideas are used in works of art.
Activities
Assessment
The Visual Experience Unit 2, Chapter
 Individual project evaluation
5 Art Talk Unit 2, Chapter 6
Introduction of a variety of media:
watercolor, tempera, oil pastel, chalk
pastel, colored pencils
Projects:
 Creative Color Wheel
design
 Value study – cutting
values from
magazines/painting
 Impressionistic painting
 Monochromatic painting
 Color harmony project
Art is H.O.T. (Higher Order Thinking) Compare/Contrast: “Impression Sunrise” by Claude
Monet and “Starry Night” by Vincent Van Gogh
Both paintings are landscapes from the Impressionist period, describe how they
differ?
How are these paintings similar/different in use of color and line? (Analysis)
What is the focal point? (Analysis)
Can you identify a color scheme? (Analysis)
If you had to own one, which one would you choose and why?

based on objectives of the
project
Compare/contrast MonetVan Gogh paintings
4
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – Unit: 4 weeks
Big Ideas: Identify and discuss ways artists create the appearance of space and
depth in two-dimensional artworks by identifying horizon lines, vanishing points
and converging lines.
Essential Questions/Understandings: What is your perspective on perspective?
Vocabulary
Positive space, negative space, picture,
plane, overlapping, high-low placement,
linear perspective, vanishing point, onepoint perspective, two-point
perspective, eyelevel, aerial perspective,
framing
Resources
Visual Artists:
Renaissance artists:
Leonardo DaVinci
Raphael
M. C. Escher
Georgia
Frank Lloyd Wright
Art is H.O.T. (Higher Order Thinking) Compare/contrast
Berry: by the Limbourg Brothers with the School of
Athens by Raphael
Sexton
Unit: Space
Visual Arts Standards/Benchmarks:
VA.912.S.2.2: Focus on visual information and processes to complete the
artistic concept.
VA.912.S.3.1: Manipulate materials, techniques, and processes through
practice and perseverance to create a desired result in two-and/or threedimensional artworks.
VA.912.H.1.9: Describe the significance of major artists, architects, or
masterworks to understand their historical influences.
Activities
The Visual Experience Chapter 6,
Art Talk Unit 2, Chapter 5
Projects:
 One-point perspective
drawing
 Two-point perspective
drawing
 interior/exterior
 Choice of perspective
drawing
 Discussion of careers
Très riches heures du Duc de
Compare/contrast the color and space in these two artworks? What dominates the space
in each of the compositions and why? (Analysis)
What is the story behind each of these paintings?
What is the mood of these paintings and are they similar? (Interpretation)
How does the perspective provide a new way of seeing the subject matter?
Assessment


Individual project
evaluation based on
objectives of the project
Compare/contrast a Middle
Ages artwork with a
Renaissance artwork
5
High School Visual Art: Curriculum Map- 2D/3D Art
Sexton
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 1 week
Unit: Texture
Big Ideas: Students will perceive and create texture in the environment and in
artworks.
Essential Questions/Understandings: Generally, uniform use of textural pattern and
invented texture results in relatively shallow space. Is this true or not? Explain
Vocabulary
Gloss, matte, actual texture, simulated
texture, invented textures, rubbings, collage
Resources
Visual Artists:
Dorothea Lange Robert
Rauschenberg Edouard Manet
Deborah Butterfield
Art is H.O.T.(Higher Order Thinking)
Visual Arts Standards/Benchmarks:
VA.912.C.1.5: Analyze how visual information is developed in specific media
to create a recorded visual image.
VA.912.C.2.7: Assess the challenges and outcomes associated with the media
used in a variety of one’s own works.
VA.912.S.3.1: Manipulate materials, techniques, and processes through
practice and perseverance to create a desired result in two-and/or threedimensional artworks.
Activities
The Visual Experience Unit 2, Chapter
7 Art Talk Unit 2, Chapter 7
Projects:
 Create a crossover artwork
using both actual and
simulated textures
 Texture Collage
 Simulated texture using
hatching, cross-hatching and
stippling


Assessments
Individual project evaluation
based on objectives of the
project
Analysis of painting by
Edouard Manet
Art Criticism: “Oysters” by Edouard Manet
Describe the textures you see in this painting? (Describe)
What do you think is the center of interest and why? (Analysis)
How does the artist create a feeling of space? (Analysis)
Can you identify a color scheme? (Analysis)
How does the artist use chiaroscuro in this painting? (Analysis)
This is an early work which was found in Manet’s studio at the time of his death. What reasons might a highly successful artist have
for keeping a particular work in his possession? (Judgment)
6
High School Visual Art: Curriculum Map- 2D/3D Art
Sexton
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 1 week
Big Ideas: The student will understand how artists use the principles of design
to create an artwork.
Essential Questions/Understandings: How does the artist use the principles
of design as a recipe to create a piece of artwork?
Vocabulary
Unity, variety, emphasis, rhythm,
movement, balance, pattern,
proportion
Resources
Visual Artists:
Andrew Wyeth
Grant Wood
Andy Warhol
Richard Estes
Edward Hopper
Unit: Principles of Design
Visual Arts Standards/Benchmarks:
VA.912.O.1.1: Use the structural elements of art and the organizational
principles of design in works of art to establish an interpretive and technical
foundation for visual coherence.
VA.912.S.3.2: Demonstrate a balance between spontaneity and purpose to
produce complex works of art with conviction and disciplined craftsmanship.
Activities
The Visual Experience Unit 2, Chapter
8 Art Talk Unit 3, Chapter 8
Projects:
Overview of the Principles of Design
Non-objective artwork showing focal
point using variegated gray papers


Assessment
Individual project evaluation
based on objectives of the
project
Analysis of painting by
Richard Estes
Art is H.O.T. (Higher Order Thinking) Analysis: “Drugstore” by Richard Estes





Describe how the artist uses the principles of design. (Description)
Is this symmetrically or asymmetrically balanced and why? (Analysis)
How does the lighting show the time of day and how does this affect the mood of the painting?
Is there rhythmic line and where? (Analysis)
How long do you think it took the artist to create this painting?
If the “S” was not on the diagonal, would that affect the feeling of this painting? (Interpretation)
7
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 3 weeks
Big Ideas: Students will recognize and understand the processes and
techniques used in two-dimensional media.
Essential Questions/Understandings: Can an artist choose a medium and a
technique to create different moods in an artwork?
Vocabulary
Height, width, medium (media),
drawing, painting, printmaking,
photography, film, video art,
computer art, mixed media
Sexton
Unit: Three-Dimensional Media
Visual Art Standards/Benchmarks:
VA.912.H.3.3: Use materials, ideas, and/or equipment related to other
content areas to generate ideas and process for the creation of works of art.
VA.912.F.1.4: Use technological tools to create art with varying effects and
outcomes.
VA.912.S.2.6: Incorporate skills, concepts and media to create images from
ideation to resolution.
Resources
Visual Artists:
Joseph Stella
Mary Cassatt
Albrecht Durer
Annie Liebowitz
Anne Geddes
Activities
The Visual Experience Unit 3, Chapter
9





Projects:
Trompe l’oeil in value study
Figure Study
Color mixing
Creating visual movement
through printmaking
Mural painting
Assessment


Individual project evaluation
based on objectives of the
project
Analysis of film compared to
painting
Art is H.O.T (Higher Order Thinking)
Teacher choice of film: (District approved)
Students will analyze the film using the elements of art and the principles of design.
Compare the use of the elements and principles to artworks that use paint. For example, in Casablanca, if they used the same texture of clothing in every
background, there would be no contrast.
8
High School Visual Art: Curriculum Map- 2D/3D Art
Sexton
9
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week
Unit: Art History – Western Art – Middle Ages, Renaissance, and High
Renaissance
Visual Arts Standards/Benchmarks:
Big Ideas: The students will explore the development of artistic styles
through time.
VA.912.H.2.5: Analyze artwork from a variety of cultures and times to
compare the function, significance and connection to other cultures or
Essential Questions/Understandings: How does the passing of time and times.
events affect the artist’s creations?
VA.912.O.1.3: Research and use the techniques and processes of various
artists to create personal works.
Vocabulary
Illuminated
Manuscripts
Relics Calligraphy
Resources
Activities
Visual Artists: The Visual Experience Chapter 15
Michelangelo
Raphael
 Projects:
Leonard da
Create an illuminated manuscript around
Vinci
your own poem
Donatello
Donald Jackson
Assessment

Individual project evaluation based on objectives
of the project
Art is H.O.T. (Higher Order Thinking) Art Criticism: St. John’s Bible by Donald Jackson compared to the
French Books of Hours
Describe the immediate differences/similarities that you see in these illuminated manuscripts.
(Describe)
Identify the color schemes in each. (Analysis)
Describe the type of space used. (Describe)
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week
Big Ideas: Students will recognize and identify 3-D art forms.
Essential Questions/Understandings: Thinking about 3- dimensional artwork,
what other materials can you imagine being used in the future to create 3dimensional art? What are the obstacles that you have to overcome when
creating a three-dimensional work of art compared to a two-dimensional
work of art?
Vocabulary
Sculpture, relief sculpture,
conceptual art, performance art,
environmental art, installation art,
fiber art, soft sculpture, assemblages
Resources
Visual Artists:
Dale Chihuly
Louise Nevelson
Henry Moore
Christo
George Segal
Rodin
Claes Oldenburg
Sexton
10
Unit: Three-Dimensional Media
Visual Arts Standards/Benchmarks:
VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine
and reflect on an artistic theme.
VA.912.S.3.1: Manipulate materials, techniques, and processes through
practice and perseverance to create a desired result in two-and/or threedimensional artworks.
VA.912.S.3.7: Use and maintain tools and equipment to facilitate the creative
process.
VA.912.S.3.3: Review, discuss and demonstrate the proper applications and
safety procedures for hazardous chemicals and equipment during the artmaking process.
Activities
Lessons: The Visual Experience Unit 3,
Chapter
9 Projects:
 Found sculpture (Louise
Nevelson)
 River Stone Sculpture Garden
 Plaster sculpture

Assessments
Individual project evaluation
based on objectives of the
project
Art is H.O.T. (Higher Order Thinking) Compare/contrast the “Vietnam Wall” by Maya Lin to Persian Wall Installation by Dale Chihuly
Describe the organic and geometric shapes/forms. (Describe) What has each artist done to create the feeling of rhythm in each
artwork? (Analysis)
Based on your knowledge of these artworks, list some ideas or feelings you associate with it?
(Interpretation)
What does this remind you of? (Interpretation)
How well does the work relate to the site, its surroundings, the natural elements and changing
seasons? (Judgment)
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week
Big Ideas: Students will become familiar with the wide range of careers in art.
Sexton
Unit-Careers
Visual Arts Standards/Benchmarks:
Essential Questions/Understandings: What are the differences between a
fine art career and a design career? Make a list of every facet of your life that
is touched by an artist?
VA.912.F.2.1: Examine career opportunities in the visual arts to determine
requisite skills, qualifications, supply-and-demand, market location, and
potential earnings.
VA.912.F.2.6: Develop a personal artist statement, resume, presentation, or
digital portfolio to interview of an art-related position or exhibition.
Vocabulary
Gaming design, computer design,
environmental design,
communications design, web artist,
illustrator, multimedia design,
photographer, animator,
photojournalist, art director, curator,
conservator
Activities
The Visual Experience Unit 3, Chapter
12
Art Talk Chapter 14
Resources
Visual Artists:
Mercer Mayer
Ollie Johnston
Frank Lloyd Wright
11




Projects:
Guest speaker to speak about
his/her career in art.
Students create critical
questions to interview the
artist
Research a famous illustrator
or someone in the art field
and an artwork mimicking
the style
Field trips to local museums
and interview the curator,
education director, etc.
Internship with a local artist.
Assessments
 Individual project evaluation
based on objectives of the
project
High School Visual Art: Curriculum Map- 2D/3D Art
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week
Big Ideas: Non-western cultures represent a wide variety of peoples,
geography, history and beliefs.
Essential Questions/Understandings: As you explore non- Western artworks,
what similarities/differences do you find in the organization of the artwork?
Vocabulary
Artforms from: China
Japan
Africa
Resources
Visual Artists:
India
Oceania
Native North and South America
Utagawa Hiroshige
Sexton
Unit: Art History – Non Western Art I and II
Visual Arts Standards/Benchmarks:
VA.912.H.1.1: Analyze the impact of social, ecological, economic, religious,
and/or political issues on the function or meaning of the artwork.
VA.912.H.1.10: Describe and analyze the characteristics of a culture and its
people to create personal art reflecting daily life and/or the specified
environment.
Activities
The Visual Experience Unit 4, Chapter
13 Art Talk Unit 4,
Tokan Shugetsu

Sim Sajong
12



Projects:
Asian tub – demonstrate
Sumi’e painting
Using the techniques of
Sumi’e, create a landscape
Create a mandala
Japanese
Woodcuts/printmaking
Assessments
 Individual project evaluation
based on objectives of the
project