High School Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): First Quarter – one
week
Big Ideas: Explore why artists create and introduce vocabulary
and art historical periods.
Essential Questions/Understandings: Why is it important to
understand why an artist creates? Why do artists feel it is
important to communicate through art?
Vocabulary
Art, medium, subject,
abstract, ceramic, art
criticism, materials,
perceive, aesthetics,
elements of art,
principles of design,
formalism,
expressiveness, credit
line
Resources
Visual Artists: Overview of artists
and art history
Art is H.O.T. (Higher Order Thinking)
Unit: Introduction to Art
NGSSS/Benchmarks:
VA.9121.C.1.4: Apply art knowledge and contextual information to analyze how content and
ideas are used in works of art.
VA.912.C.2.2: Assess the works of others, using established or derived criteria, to 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.
Activities
Assessment
The Visual Experience Unit 1
Art Criticism of the painting by Janet Fish
Art Talk Unit 1
Compare/contrast Janet Fish Raspberries and
Goldfish and Grant Wood’s American Gothic
Projects:
Worksheet from Art Talk
Purpose of Art worksheet (Art
Talk-Application Activity 1)
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)
High School Curriculum Map – Visual Art – Art 2D/3D
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.
Essential Questions/Understandings: How would changing
the position and values of lines change the mood of an
artwork?
Vocabulary
Line, descriptive line,
outline, contour line,
hatching, crosshatching,
implied line, edge, lines
of sight, expressive line,
dimension
Resources
Visual Artists:
Pablo Picasso
Charles Schulz
Alexander Calder
Vincent Van Gogh
Art is H.O.T. (Higher Order Thinking)
Unit: Line
NGSSS/Benchmarks:
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 artmaking 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.
Activities
The Visual Experience Unit 2, Chapter 3
Art Talk Unit 2, Chapter 4
Projects:
Mirror name design
Line as shape design. Make a picture emerge
using a varied line design without any
outlines around the images. (One line
direction)
Create Optical Movement – Curved line
design (Op Art)
Hide the clipping: Line drawing where lines
can camouflage images
26 Adjectives (lines express emotion)
12 = 13: Lines can be made of
images/shapes
Assessment
Individual project evaluation based on
objectives of the project
Art criticism of Keith Haring artwork.
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)
High School Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks
Big Ideas: Student will be able to perceive and understand the
different types of shapes and forms.
Essential Questions/Understandings: Why is it important the events
of the time period and culture in order to understand the artwork?
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
Art is H.O.T. (Higher Order Thinking)
Unit: Shape and Form
NGSSS/Benchmarks:
VA.912.F.1.1: Use divergent thinking, abstract reasoning, and various processes to
demonstrate imaginative or innovative solutions for art problems.
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.
Activities
Assessment
The Visual Experience Unit 2, Chapter 4
Individual project evaluation based
Art Talk Unit 2, Chapter 5
on objectives of the project
Art criticism of Edward Hopper
Projects:
Figure- ground – tessellation
Positive/negative designs
Cubism: geometric designs
3-dimensional drawing with shading to
create form.
Analysis – “House by the Railroad” by 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)
High School Curriculum Map – Visual Art – Art 2D/3D
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,
Art is H.O.T. (Higher Order Thinking)
Unit: Value and Color
NGSSS/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 5
Individual project evaluation based on
Art Talk Unit 2, Chapter 6
objectives of the project
Introduction of a variety of media: watercolor,
Compare/contrast Monet- Van Gogh
tempera, oil pastel, chalk pastel, colored pencils
paintings
Projects:
Creative Color Wheel design
Value study – cutting values from
magazines/painting
Impressionistic painting
Monochromatic painting
Color harmony project
Compare/Contrast: “Impression Sunrise” by Claude Monet and “Starry Night” by Vincent Van Gogh
Both of these 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?
High School Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 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
Resources
Positive space, negative Visual Artists:
space, picture, plane,
Renaissance artists:
overlapping, high-low
Leonardo daVinci
placement, linear
Raphael
perspective, vanishing
M. C. Escher
point, one-point
Georgia
perspective, two-point
Frank Lloyd Wright
perspective, eyelevel,
aerial perspective,
framing
Art is H.O.T. (Higher Order Thinking)
Compare/contrast
Unit: Space
NGSSS/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 three-dimensional 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
Assessment
Individual project evaluation based on
objectives of the project
Compare/contrast a Middle Ages artwork
with a Renaissance artwork
Très riches heures du Duc de Berry: by the Limbourg Brothers with the School of Athens by Raphael
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?
High School Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Fourth Quarter – 1 week
Big Ideas: The students will explore the development of artistic styles
through time.
Essential Questions/Understandings: How does the passing of time and
events affect the artist’s creations?
Vocabulary
Resources
Illuminated
Visual Artists:
manuscripts
Michelangelo
Relics
Raphael
Calligraphy
Leonard da Vinci
Donatello
Donald Jackson
Unit: Art History – Western Art – Middle Ages, Renaissance, and High
Renaissance
NGSSS/Benchmarks:
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.
Activities
Assessment
The Visual Experience Chapter 15
Individual project evaluation based
on objectives of the project
Projects:
Create an illuminated manuscript
around your own poem
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 Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 1 week
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 Rauschenburg
Edouard Manet
Deborah Butterfield
Art is H.O.T. (Higher Order Thinking)
Unit: Texture
NGSSS/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 three-dimensional 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
Assessment
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)
High School Curriculum Map – Visual Art – Art 2D/3D
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
Art is H.O.T. (Higher Order Thinking)
Unit: Principles of Design
NGSSS/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
Assessment
The Visual Experience Unit 2, Chapter 8
Individual project evaluation based on
Art Talk Unit 3, Chapter 8
objectives of the project
Analysis of painting by Richard Estes
Projects:
Overview of the Principles of Design
Non-objective artwork showing focal
point using variegated gray papers
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)
High School Curriculum Map – Visual Art – Art 2D/3D
Subject: Visual Art – Art 2D/3D
Quarter and Timeframe (# days/weeks): Third Quarter – 3 week
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
Resources
Visual Artists:
Joseph Stella
Mary Cassatt
Albrecht Durer
Annie Liebowitz
Anne Geddes
Unit: Two-Dimensional Media
Sunshine State 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.
Activities
Assessment
The Visual Experience Unit 3,
Individual project evaluation based on
Chapter 9
objectives of the project
Analysis of film compared to painting
Projects:
Trompe l’oeil in value study
Figure Study
Color mixing
Creating visual movement
through printmaking
Mural 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.
High School Curriculum Map – Visual Art – Art 2D/3D
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 3dimensional artwork, what other materials can you imagine
being used in the future to create 3-dimensional 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
Resources
Sculpture, relief
Visual Artists:
sculpture,
Dale Chihuly
conceptual art,
Louise Nevelson
performance art,
Henry Moore
environmental art, Christo
installation art,
George Segal
fiber art, soft
Rodin
sculpture,
Claes Oldenburg
assemblages
Unit: Three-Dimensional Media
Sunshine State 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 three-dimensional 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 art-making process.
Activities
Assessment
Lessons: The Visual Experience Unit 3,
Individual project evaluation based on
Chapter 9
objectives of the project
Projects:
Found sculpture (Louise Nevelson)
River Stone Sculpture Garden
Plaster sculpture
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 Curriculum Map – Visual Art – Art 2D/3D
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.
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?
Vocabulary
Gaming design,
computer design,
environmental
design,
communications
design, web artist,
illustrator,
multimedia
design,
photographer,
animator,
photojournalist,
art director,
curator,
conservator
Resources
Visual Artists:
Mercer Mayer
Ollie Johnston
Frank Lloyd Wright,
Unit: Careers
NGSSS/Benchmarks:
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.
Activities
The Visual Experience Unit 3,
Chapter 12
Art Talk Chapter 14
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.
Assessment
Individual project evaluation based on
objectives of the project
High School Curriculum Map – Visual Art – Art 2D/3D
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 nonWestern artworks, what similarities/differences do you find in
the organization of the artwork?
Vocabulary
Resources
Artforms from:
Visual Artists:
China
Tokan Shugetsu
Japan
Utagawa Hiroshige
Africa
Sim Sajong
India
Oceania
Native North and
South America
Unit: Art History – Non Western Art I and II
Sunshine State 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,
Projects:
Asian tub – demonstrate Sumi’e painting
Using the techniques of Sumi’e, create a
landscape
Create a mandala
Japanese Woodcuts/printmaking
Assessment
Individual project evaluation based on
objectives of the project