VROP COURSE OUTLINE
COURSE TITLE:
Commercial Art/Framing
VALLRY ROP #:
CDE #:
AME-5754-ComArt
6235
CBEDS TITLE:
CBEDS #:
Commercial Art
5754
CTE SECTOR:
CTE PATHWAY:
Arts, Media & Entertainment
JOB TITLES:
141.061-022 Commercial Artist
Commercial Art Framer
COURSE DESCRIPTION:
This course is designed to prepare students for employment in various fine art
occupations and related businesses. This course begins with the basic skills in art from
pencil drawing to oil painting. The class will cover six different mediums with a
summation on marketing the students’ skills and abilities.
Students will gain experience and knowledge by actually working in a variety of art
mediums. This class provides students with a working knowledge of materials used to
create fine art works and the preparation for marketing their art. The class enables the
students to create their own style of drawing and painting allowing each to become
confident with self-expression. Upon completion of this course, all students will be
aware of mediums available and career positions in the field.
DATE:
Revised Date:
September 20, 1999
December 12, 2008
March 2014
HOURS:
180 hours (2 semesters)
CREDITS PER SEMESTER:
5
PREREQUISTIES:
None
GRADE LEVEL:
11-12
TEXTBOOKS:
Instructor materials
INSTRUCTIONAL METHODS:
1.
2.
3.
4.
5.
Lecture
Cooperative learning in groups
Demonstration
Multi-media aids
Art business simulations
STUDENT OUTCOMES:
Upon completion of this course, the student will:
1.
Learn and understand the fundamentals of fine art techniques by demonstrating
proper care in tools and supplies during art production.
2.
Grasp the basic concepts of drawing in pencil by identifying the basic elements
and principles of art and explaining their use in an art project (still life and/or
landscape).
3.
Comprehend the basic concepts of drawing with colored pencils by identifying
the basic elements and principles of art and explaining their use in an art project
(still life, landscape, or outdoor sketch).
4.
Study about creating artworks with pastel chalk by blending basic colors to create
new hues, mastering the feel of chalk, and preserving pastel works in created
artworks.
5.
Examine and create study of life drawings by producing a work of art in this are.
6.
Learn how to make a collage through actual production of a collage work of art.
7.
Investigate about all aspects of oil painting through library visits to acquire
information, teacher lectures, and actual production of an oil painting.
8.
Discover how to communicate effectively through art design by describing how to
set up an art display.
9.
Learn how to produce a visual design by marketing it through oral, written and
actual display.
10.
Learn the different ways of printmaking by studying printmaking techniques.
11.
Determine how to prepare pictures for framing by matting and frame construction
a work of art.
12.
Develop skills to market oneself in the art field.
EVALUATION METHODS:
Assessment opportunities, which allow continuous evaluation of students’
progress, will be embedded throughout the course and should be a learning
experience. All students will be expected to achieve mastery of all topics; often,
demonstrations of mastery will occur in a public forum. The following strategies,
which include both formal and informal assessment techniques will include, but
are not limited to:
1.
2.
3.
4.
5.
6.
7.
8.
Projects (outdoor sketching, landscape drawings, portfolio presentations, picture
framing, printmaking)
Tests and quizzes (multiple choice, essay)
Semester final (research project or test with multiple choice or fill-in)
Research studies (real life business)
Critiques (performed art work as a demonstration of mastery)
Oral presentations (presenting art work as a demonstration of mastery)
Reports (oral or written; business art inquiries)
Class participation (attendance, homework, deadlines, discussions, group
participation)
COMMERCIAL ART/FRAMING COURSE OUTLINE
Unit of Instruction
Introduction to Fine Art
-Explanation of fine art and
various mediums
-Tools and materials used in
different mediums
-Proper care of supplies
-Exercises in various
mediums
Key Assignments
Syllabus review and
presentation
Why is art important?
Organization skills
Clean-up and responsibility
Portfolio creation
Pre-test
(vocabulary/technical
drawing/perceptual
drawing/etc.)
Anchor
Standards
2.1
2.2
2.3
5.1
6.1
6.2
10.1
10.2
Pathway
Standards
Common Core Standards
A1.1-3
A 3.1-3.4
A6.1-6.2
RLST 11-12.3-4
WS 11-12.4,7,9
G-MG 2
S-IC 1,5
SEP 1,2,4,7,8
CC 1-7
LS2.C
ESS3.A
ETS2
C1.1-1.4
-Observation of art galleries
and museums
Drawing in Pencil Medium
-Introduction to pencil art
-Care of materials and
supplies
-Outdoor sketching
-Still life drawings
Color Wheel/Color Theory Still
Life – A Color Pencil rendering of
the Color Wheel as practice
before the students will create a
still life rendered in pastels using
one of the Color Theory styles.
(Monochromatic,
Complimentary, Analogous)
2.0
4.0
5.0
7.0
10.0
11.0
Name Heritage – A Color Pencil
Rendering of the student’s last
name using objects that
represent themselves, their
culture, and family history. An
Artist Statement will be required
for this assignment.
1.0
2.4
2.5
3.3
A1.7
A2.8
A8.4
C1.1-1.4
LS 11-12.1-6
RSIT 11-12.1-8
RHSS 11-12.1-9
RLST 11-12.1-10
WS 11-12.1-10
WHSST 11-12.1-10
-Landscape drawings
-Exercises in shading and
light
-Student drawings
Creating Art with Colored
Pencils
-Introduction to colored
pencils
-Care for materials
-Student group pencil
exercises
-Still life drawings
-Landscape drawings
-Mixing colors
-Outdoor sketch
4.2
7.6
10.1
A 2.1-2.7
A 3.1-3.4
C1.1-1.4
LS 11-12.1-6
RSIT 11-12.1-3
WS 11-12.1-10
Unit of Instruction
Creating Artworks with
Pastel Chalk
-Mastering the feel of chalk
-Blending of basic colors to
create new hues
-Abstract art study
Key Assignments
Native American Tribal Pelt –
Students will create with charcoal
a fictionalized narrative using the
symbols and imagery of the
Native American cultures. Along
with a translated narrative the
students will be required to
create an Artist Statement.
Anchor
Standards
2.1
2.2
5.1
5.2
11.1
11.2
Pathway
Standards
Common Core Standards
A 2.1-2.7
RSIT 11-12.1-10
RHSS 11-12.1-3,7
WS 11-12.1-10
RLST 11-12.3-4
WS 11-12.4,7,9
S-IC 1,5
ESS3.A
1.0, 2.0,
2.1 3.1,
3.2, 3.3,
4.1, 4.2,
10.3
A 2.1-2.7
A4.1-4.3
LS 11-12.1-6
RSIT 11-12.1-7
RHSS 11-12.1-9
RLST 11-12.1-3, 7
WS 11-12.1, 2, 4, 6, 7, 9,
10
WHSTT 11-12.4, 5-10
1.0, 2.0,
2.2 2.3
3.2, 4.0,
5.0, 5.3
8.6,
10.1
A 2.1-2.7
A 5.1-5.3
LS11-12.1-6
RSIT11-12.1-7
RSLT11-12.2, 3, 4, 7,
1.0, 2.4,
2.5, 2.6,
3.3,
4.2,5.3,
7.6, 11.1,
A 2.1-2.7
LS11-1.1
RSIT11-12.1-8
RSLST11-12.1, 2, 3, 4, 5,
7, 9,
W11-12.7,8,9
G-CO 1,
G-MG 1,
CC 1
ETS1.C
-Strengths of color
-Preservation of pastel works
Study of Life Drawing
-Knowledge of charcoal
medium
-Expressive drawings
-Sketching of body parts
-Composition in life drawings
-Students pose for life class
Life Drawing – Students will
create a n accurate basic
sketching from direct
observation, showing
understanding of proportion,
perspective, etc.
Contour and blind contour
line drawings of various
simple objects.
Gesture drawings of
various simple objects.
Value scale.
Collage
-Elements of texture used to
compose an element of art
-Textures of ribbon, papers,
straw, cloth, etc. used
Use of value through
gradation.
Creativity Collage Cards – A series
of 5 Collage Cards addressing
how each student approaches a
problem and creatively solves it.
An Artist Statement will be
required for this assignment.
-Landscapes and still life
artworks
Oil Painting
-Introduction to oil painting
-Care of tools, palette knives,
brushes, etc.
-Blending of paints and their
consistency
-Library visits to acquire
information on old masters
Students will create a painted
landscape that reflects the
painting style of one or
more studied art movement(s).
After studying various art
movements, students will
practice the brushstroke and
painting techniques they have
studied. They must
then create their own original
landscape paintings that are
representative of what
they have studied.
C1.1-1.4
Unit of Instruction
Marketing
-Presentation of artworks
-Public and private showings
-Commissions to agents,
galleries, and sales reps
Key Assignments
Student developed and selected
collection of work created
throughout the course (including
critiques and self-evaluations)
and place it on their portfolio.
Students will present portfolio
with self critiques.
Anchor
Standards
2.2
3.1 3.3
4.1 4.3
5.4
10.1
10.4
11.1
Pathway
Standards
A 4.3
C7.1-7.2
Common Core Standards
WS 11-12.1-6
WHSST 11-12.6
G-GMD 11-12.A2.0
S-MD 11-12.2
SEP 11-12.1-8
LS11-12.A1-LS1.D
-Portfolio presentation
Printmaking
-History of relief
-Relief techniques
-Intaglio printing
-Intaglio techniques
-Collagraph printmaking
Picture Framing
-Matting and picture framing
design
-Picture framing equipment
and use
-Construction of picture
framing
-Matt cutting
-Employment opportunities
Pointillism and Print Techniques
– By studying the works of
George Seurat and his
contemporaries the students will
develop an understanding of
Pointillism as a technique and
concept. They will create their
own Pointillism art piece based
off of a landscape image and they
will compare their art work to
the contemporary techniques of
color printing and display.
2.1
2.2
2.3
5.1
5.2
6.1
6.2
7.8
11.1
11.2
A 2.1-2.4
Students learn the principals of
matting and framing design.
Then using the proper techniques
will construct a wood or Vinyl
Frame, matt, glass from raw
material.
2.4
3.2
3.3
3.4
3.9
4.3
7.7
10.4
11.2
11.5
A5.1-5.2
A5.6
A8.1-8.4
C1.1-1.4
RSIT 11-12.1-10
RHSS 11-12.1-3,7,9,10
RLST 11-12.2,4-10
WS 11-12.1-10
WHSST 11-12.1-6
A-CED 1-4
A-REI 1-3
F-IF 1-6
G-CO 1
G-GMD 1,3,5
LS 11-12.1-6
RSL 11-12.2
RSIT 11-12.1-7
RHSS 11-12.1,2,7,8
RLST 11-12.2,7,9,10
WS 11-12.1,2,4,5,8
WHSST 11-12.2,4,5
A-CED 4
A-REI 1-3
F-IF 4-6
G-CO 1
G-GMD 1,3
CAREER PREPARATION STANDARDS—THESE STANDARDS TO BE
ADDRESSED THROUGHOUT THE COURSE AS APPLICABLE:
1.
2.
3.
4.
5.
6.
1.
A. PERSONAL SKILLS - Students will understand how personal skill development
affects their employability. This skill includes positive attitudes, self-confidence,
honesty, perseverance, responsibility, initiative, self-discipline, personal hygiene, time
management, work ethic, price in work, and dependability.
1. Demonstrate an understanding of classroom policies and procedures.
2. Identify acceptable work attire.
3. Establish goals for self-improvement and further education/training.
4. Prioritize tasks and meet deadlines.
5. Understand the importance of initiative and leadership.
6. Understand the importance of lifelong learning in a world of constantly changing
technology.
B. INTERPERSONAL SKILLS - Students will understand key concepts on group
dynamics, conflict resolution, and negotiation. This skill includes the ability to work
cooperatively, accept supervision, assume leadership roles, and show respect for
others. This standard includes an understanding of sexual harassment laws and an
appreciation of cultural diversity in the workplace.
Identify and discuss behaviors of an effective team.
Explain the central importance of mutual respect in the workplace relations.
Discuss and demonstrate strategies for conflict resolution and negotiation, and explain
their importance within the business environment.
Understand laws that apply to sexual harassment in the workplace, and identify tactics for
handling harassment situations.
Work cooperatively, share responsibilities, accept supervision and assume leadership
roles.
Demonstrate cooperative working relationships and proper etiquette across gender and
cultural groups.
C. THINKING AND PROBLEM-SOLVING SKILLS - Students will exhibit critical and
creative thinking skills, logical reasoning, and problem-solving. These skills include
applying basic skills in order to calculate, estimate, measure; identify, locate, and
organize information/data; interpret and follow directions from manuals, labels, and
other sources; analyze and evaluate information and solutions.
1. Recognize the importance of good academic skills and implement a plan for selfimprovement as needed.
2. Read, write, and give directions.
3. Exhibit critical and creative thinking skills and logical reasoning skills, and employ
these skills for problem solving as a team:
a.
Diagnose the problem, its urgency, and its causes.
b.
Identify alternatives and their consequences.
c.
Explore possible solutions.
d.
Compare/contrast the advantages and disadvantages of alternatives.
e.
Determine appropriate action(s).
f.
Implement action(s).
g.
Evaluate results of action(s) taken.
D. COMMUNICATION SKILLS - Students will understand principles of effective
communication. This standard includes effective oral and written communication,
listening skills, following and giving directions, requesting and giving information,
asking questions.
Use communication concepts in application of skills, techniques, and operations.
a.
Prepare written material.
b.
Analyze written material.
2. Understand and implement written instructions, from technical manuals, written
communications, and reference books.
3. Present a positive image through verbal and nonverbal communication, and
understand the power of body language in communication.
4. Demonstrate active listening through oral and written feedback.
1.
2.
3.
1.
2.
5. Give and receive feedback.
6. DemonStrate assertive communications (both oral and written).
7. Demonstrate proper etiquette in workplace communications, including an
awareness of requisites for international communications (languages, customs,
time zones, currency and exchange rates).
8. Demonstrate writing/editing skills as follows:
a.
Write, proofread, and edit work.
b.
Use correct grammar, punctuation, capitalization, vocabulary, and
spelling.
c.
Select and use appropriate forms of technology for communication.
9. Exhibit a proficiency in the use of reference books.
10. Research, compose, and orally present information for a variety of business
situations utilizing appropriate technology.
E. OCCUPATIONAL SAFETY - Students will understand occupational safety issues,
including the avoidance of physical hazards in the work environment. This includes
the safe operation of equipment, proper handling of hazardous materials, appropriate
attire and safety accessories, avoidance of physical injuries, interpretation of warning
and hazard signs and terminology, and following and understanding safety-related
directions.
1. Discuss and implement good safety practices, including the following (if
applicable to course):
a.
interpretation of Material Safety Data Sheets (MSDSs)
b.
Environmental Protection Agency (EPA)
c.
Occupational Safety and Health Administration (OSHA)
d.
American Red Cross Standards (ARC)
e.
Networking Safety Standards
2. Apply sound ergonomic principles in organizing one’s work space.
F. EMPLOYMENT LITERACY - Students will understand career paths and strategies for
obtaining employment within their chosen field. This includes traditional job
preparation skills, sources of employment information, and interviewing skills, as well
as an overview of the industry and an understanding of labor market trends.
1. Explore career opportunities and projected trends; investigate required
education, training and experience; and develop an individual education plan.
2. Identify steps for setting goals and writing personal goals and objectives.
3. Examine aptitudes related to career options; relate personal characteristics and
interests to educational and occupational opportunities.
4. Develop a career portfolio, including the following documents:
a.
job application
b.
resume(s)
c.
appropriate cover and follow-up correspondence
5. Identify and demonstrate effective interviewing techniques.
G. TECHNOLOGY LITERACY - Students will understand and adapt to changing
technology by identifying, learning, and applying new skills to improve job
performance. Students should understand the role of technology in their chosen field
and should be able to use all appropriate technology. Students should also feel
confident in their ability to learn new technology by generalizing from what they know,
adapting skills to new situations, and identifying and using sources of information and
of further learning.
Demonstrate the ability to use personal computers for loading and retrieving data,
information gathering, measurements, and writing.
Identify the characteristics and explain the importance of adapting to changes, being
flexible, and evaluating goals when working in the industry.
Understand the importance of lifelong learning in adapting to changing technology.
H. IMPORTANCE OF ETHICS – Students will understand proper ethics in the
workplace.
Discuss social and ethical responsibilities in the industry.
Demonstrate ethical choices in workplace situations.