Art I
Concepts
GLE
Drawing
PP1A
Painting
PP1B
What Students Should Be Able To Do
Teaching Strategies
Teaching Assessments
((Product/Performance) 1. Select and apply two-dimensional media, techniques, and processes to communicate ideas and
solve challenging visual art problems
Create smooth, continuous value through
Teacher Observation
. Will create a value scale using a ruler.
even pressure.
Create a range of 4 smoothly graduated
Guided practice
. Will create 9 blended values based on varied
values through varied pressure.
pressure using drawing pencils.
Individual practice
VA1, FA1 2.5 DOK2
Define edge through variations in
. Will create a balanced composition of a stillpressure or angle.
Scoring Rubric
life using graphite.
Use media in various ways to create
simulated and invented textures
Quiz over Elements of Art
. Video: Elements of Art, Principles of Design
Quiz over Principles of Design
VA1, FA1 2.5 DOK2
Use a ruler to create parallel,
. Will create art work demonstrating 0ne point
perpendicular, and converging lines
Perspective, Two point perspective, and Three Test # 1
VA1, FA1 2.5 DOK2
Point perspective.
Demonstrate proficiency using a single
Individual practice of gradation
. Will create texture using graphite and line.
drawing media
of value using lines in graphite
. Will create texture using colored pencils and
VA1, FA1 2.5 DOK3
line
Mix tempera/acrylic paints to create
Teacher Observation
. Will create a color wheel by mixing primary
different hues
colors to create secondary and interGuided practice
FA1, VA1 2.5 DOK2
mediate hues using tempera paint
Apply paint to create a solid area of color
. Will create tints and shades of colors by
with no visible brushstrokes, change in
Individual practice
mixing primary colors with white first and
value or intensity.
then mixing primary colors with black,
Scoring Rubric
FA1, VA1 2.5 DOK4
using tempera paint
Demonstrate proper use and cleaning of
. Will clean paintbrushes and palettes
brushes and palettes.
Quiz over colors, tints, shades
using dish detergent and water
Quiz over watercolor techniques
FA1, VA1 2.5 DOK2
. Will create watercolor techniques
Use brushes of various sizes/types.
. Will create a watercolor painting
Test # 2
FA1, VA1 2.5 DOK1
demonstrating their knowledge of
watercolor techniques
Date
1st Q
1st Q-2nd Q
1
Art I
Concepts
GLE
Sculpture,
Ceramics,
Other Media
PP2A
GLE
Subject
Matter:
Fine Art
PP3A
Subject
Matter:
Functional Art
PP3B
What Students Should Be Able To Do
Teaching Strategies
Teaching Assessments
(Product/Performance) 2. Select and apply three-dimensional media, techniques, and processes to communicate ideas and
solve challenging visual art problems
Create ceramics using a hand-building
Teacher observation/guided
. VIDEO “Whistle while you Sculpt” Crizmac
process (e.g., pinch, coil, slab); joining
practice
. Examples/Discussion
techniques, and a uniform thickness
Individual practice
. Demonstration
Ceramic Whistle scoring
FA1, VA1 2.5 DOK4
. Create a clay animal whistle using additive,
rubric
carving, and joining techniques
Clay Quiz
. Will correct any problems with the whistle
Glaze Quiz
mechanism
Test
. Demonstrate proper glazing technique
. Glaze clay animal whistle
(Product/Performance) 3. Communicate ideas about subject matter and themes in artworks created for various purposes
Create original artworks using the
Teacher observation/guided
. Students will create a still-life with a balanced
following as subject matter: Still life
practice
composition using graphite
Individual practice
FA1, VA1 2.5 DOK4
. Students will create a non-objective design
Create original artworks using the
Scoring guide
using a variation of line: vertical, horizontal,
following as subject
Scoring rubric
diagonal, curved, zigzag, thick, thin, wavy
matter: Non‐objective
FA1, VA1 2.5 DOK4
Create a functional artwork based upon a
Teacher observation/guided
. History on whistles /You tube video
cultural example.
practice
. Examples/Demonstration
Individual practice
FA1, VA1 2.5 DOK4
. Will create clay whistle
Ceramic Whistle scoring
. Will correct any problems with the whistle
guide
mechanism
Clay Quiz
. Will use additive & carving techniques
Glaze Quiz
. Will glaze clay whistle
Test
Scoring Rubric
Date
2nd Q
3rd Q
4th Q
1st Q
2nd Q
1st Q
2nd Q
2
Art I
Concepts
Theme
PP3C
GLE
Line
EP1A
What Students Should Be Able To Do
Create original artwork that
communicates ideas through themes (e.g.,
identity, power, time, nature, illusion).
FA1, VA1 2.5 DOK4
Teaching Assessments
Teacher Observation/
guided practice
Individual practice
Scoring Rubric
Quiz
Test
(Elements and Principles) 1. Select and use elements of art for their effect in communicating ideas through artwork
Identify and use weighted contour,
Individual practice
. Examples/Demonstration
parallel, and perpendicular lines.
Teacher observation/guided
. Create a one-point perspective street
practice
FA2, VA2 2.5 DOK1
. Create composition from a series of
Scoring Rubric
contour drawings
Shapes
EP1B
Differentiate between and use geometric
and organic (freeform) shapes.
FA2, VA2 2.5 DOK3
Form
EP1C
Identify and use illusion of form: sphere,
cube, cone, and cylinder.
FA2, VA2 2.5 DOK1
Texture
EP1D
Color
EP1E
Identify and use real, invented and
simulated textures.
FA2, VA2 2.5 DOK1
Identify and use color theory including
color value, and color schemes
(analogous, monochromatic, and
complementary).
FA2, VA2 2.5 DOK1
Teaching Strategies
. Examples/Demonstration
. Create colored pencil techniques
. Create project with theme of “Art
from Farm” using colored pencils.
.
Date
2nd Q
1st Q
2nd Q
Demonstration on geometric and organic
shapes
. Create art work using geometric/organic
shapes
. Will create an illusion of form: sphere, cube,
cone, and cylinder with the use of a ruler and
graphite pencil- Students will create 9 blended
values with shadows showing a light source
. Will create texture using line—real (lines cut
into Scratchboard) or visual-invented &
simulated (by drawing lines, painting, &
shading
Individual practice
Quiz over Elements of Art
Test # 1
1st Q
Teacher observation/guided
practice
Individual practice
Scoring guide
Teacher observation/guided
practice
Individual practice
Scoring guide
1st Q
.
Discussion/Review
Individual practice
Teacher observation/guided
practice
Scoring guide
Study guide
Test
2nd Q,
3rd Q
4th Q
.
.
.
Will create a color wheel by mixing primary
colors to create secondary and intermediate hues using tempera paint
Will create tints and shades of colors by
mixing primary colors with white first and
then mixing primary colors with black,
using tempera paint
Will create a mobile of tints and shades for
each color on color wheel
Examples/Individual Color wheel charts
1st,
2nd,
3rd,
4th Q
3
Art I
Concepts
Value
EP1F
Space
EP1G
GLE
Balance
EP2A
What Students Should Be Able To Do
Teaching Strategies
Teaching Assessments
Identify and use a range of values to
Teacher observation/guided
. Will create an illusion of form: sphere, cube,
create the illusion of simple forms
practice
cone, and cylinder with the use of a ruler and
(including highlights and cast shadows).
Individual practice
graphite pencil
Scoring guide
FA2, VA2 2.5 DOK1
. Examples/Demonstration
Identify and use positive and negative
Teacher observation/guided
. Discussion/Examples/Demonstration
space in two dimensional work
practice
Will create a composition from a series of
Identify and use perspective techniques to
Individual practice
contour drawings
Scoring guide/rubric
create the illusion of space (one‐point
. Demonstration of one point perspective
Test
linear perspective, overlapping, and
. Will create one-point perspective street
change of size, detail, placement, value
creating illusion of space with overlapping,
contrast) FA2, VA2 2.5 DOK1
change of size, and the use of 9 blended values
DOK4
(Elements and Principles) 2. Select and use principles of art for their effect in communicating ideas through artwork
Differentiate among and use symmetrical
Discussion/Review
.
Examples/Demonstration
(formal) asymmetrical (informal), and
Individual practice
.
Will create non-objective design through
radial balance.
Performance application
creation of a four part radial design
Study guide
FA2, VA2 2.5 DOK3
Test
Emphasis
EP2B
Identify and create emphasis (focal point)
through contrast and convergence.
FA2, VA2 2.5 DOK4
Contrast
EP2C
Identify and use variation within a single
element to create contrast (e.g., different
values), asymmetrical (informal), and
radial balance.
FA2, VA2 2.5 DOK2
.
.
Examples
Students will create a still-life with a balanced
composition using graphite
.
.
.
Create still-life with asymmetrical balance
Create animal wrap portrait with
contrast
Create mandala using the primary and
secondary colors in different values
Discussion/review
Individual practice
Performance application
Study guide
Test
Discussion/review
Individual practice
Performance application
Study guide
Test
Date
1st Q,
2nd Q
1st Q
2nd Q
3rd Q
4th Q
2nd Q
3rd Q
4th Q
1st Q
1st Q
2nd Q
3rd Q
4
Art I
Concepts
Rhythm /
Repetition
EP2B
Unity
EP2E
Proportion
GLE
Aesthetics
AP1A
What Students Should Be Able To Do
Identify and use elements to create
regular rhythm
FA2, VA2 2.5 DOK2
Explain how elements and principles
create unity in artworks.
FA2, VA2 2.3 DOK1
Teaching Strategies
. Examples/Reproduction prints
. Create a non-objective design showing
movement and rhythm by repeating the
elements of art
.
“Art Talk” Glencoe Chapter 11 “Unity”
class discussion, notes, examples of unity in
art reproduction prints and in textbook
Identify and use realistic facial
.
Students will create realistic facial features
proportions.
of the eyes, nose, mouth, and ears in
FA2, VA2 2.5 DOK1
graphite with 9 blended values
(Artistic Perceptions) 1.Investigate the nature of art and discuss responses to artworks
Discuss personal belief about the nature
.
“Art Talk” Glencoe Chapter 1; Lessons 1,2,3
of art
.
Research Frida Kahlo’s life
Define aesthetics as the branch of
.
Write short autobiography, as if Frida may
philosophy that deals with the nature and
have written it
value of art
.
Each student reads his/her autobiography
Discuss and develop answers to questions
about art, such as:
What is art? Why do responses vary?
Who decides what makes an artwork
special, valuable or good?
FA3, VA3 1.5,2.3,2.4 DOK1
R.9-12.1, L.9-12.1
Teaching Assessments
Discussion/Review
Teacher observation/guided
practice
Individual practice
Scoring guide
Study guide
Quiz
Test
Date
1stQ
2nd Q
3rd Q
4th Q
Discussion/Review
Individual practice
Performance application
Study guide
Quiz
Test
Individual practice
Performance application
2nd Q
3rd Q
4th Q
Discussion/review Chapter 1
Review questions Chapter 1,
(lessons 1 – 3)
Test Chapter 1
2nd Q
3rd Q
4th Q
3rd Q
4th Q
5
Art I
Concepts
GLE
Art Criticism
AP2A
What Students Should Be Able To Do
Teaching Strategies
(Artistic Perceptions) 2. Analyze and evaluate art using art vocabulary
With one artwork:
. “Art Talk” Glencoe Chapter 2 “Art
Describe artwork
Criticism & Aesthetic Judgment” Lessons 1,2,3
Analyze the use of elements and
. Reproduction print “Rucus Rodeo” artist Red
principles in the work
Grooms
Interpret the meaning of the work
. Collaborate/create poem capturing mood/theme
(subject, theme, symbolism, message
of reproduction print
communicated)
. Students learn purpose of art criticism
Judge the work from various perspectives
. Students select &analyze artworks using
FA3, VA3 1.5,2.4,2.5 DOK2
steps of art criticism to form precise
Showing a real or idealized image of life
conclusions; description, analysis,
(Imitationalism), expressing feelings
interpretation & judgment
(Emotionalism/Expressionism)
. Explain the three aesthetic theories
Emphasis on elements & principles
of art.
(Formalism)
. Students will compare & contrast contemporary
Serving a purpose in the society or culture
and historical styles, identifying themes &
(Functionalism)
trends.
FA3, VA3 1.5,2.4,2.5 DOK2
L.9-12.1 R.9-12.1
Teaching Assessments
Date
Discussion/review of Chapter 2
(lessons 1,2 & 3)
Review questions for lessons
1, 2, & 3 – Chapter 2
Quiz –Lessons 1, 2, & 3
Test Chapter 2
3rd Q
GLE
Connecting
Visual and
Performing
Arts
1C1A
GLE
Connecting
Art and Non
Art Subjects
1C2A
(Interdisciplinary Connections) 1. Explain connections between visual art and performing arts
Connect meanings of elements in art with . Performance Arts Handbook “Connecting the
Discussion/review Chapters 1-3
terms in music, theatre, or dance.
With Performing Arts Handbook
Arts”
Creative expression activities
VA6, FA4 1.5,2.4,2.5
. Students learn by correlating what they have
Discussion questions Chapters 1DOK4
learned about the visual arts to performing arts
3
(Interdisciplinary Connections) 2. Explain the connections between Visual Arts, Math, Science or Social Studies
Explain how historical events & social
Individual practice
. “Art Talk” Cross - Curriculum
ideas are reflected in artworks from
Performance Application
. M. C. Escher reproduction print “Day &
selected cultures or historical time
Discussion/review Chapter 5
Night”
periods.
Discussion Questions
. Examples of tessellations
Performance application
VA6, FA4 2.5 DOK1
. Discussion/research Ecsher’s use of
Chapter 5 test
G.9-12.1
mathematical principles (tessellation and
geometry)
3rd Q
4th Q
3rd Q
4th Q
6
Art I
Concepts
GLE
Historical
Period or
Culture
HC1A
Characteristics
of Artworks
HC1B
What Students Should Be Able To Do
Teaching Strategies
Teaching Assessments
(Historical and Cultural Contexts) 1. Compare and contrast artworks from different historical time periods and/or cultures
Identify works of art from:
Teacher observation guided
1. Ancient Greek / Roman
practice
. Will create a painting based on the art style
2. Renaissance
of an artist from a particular period in history Individual practice
3. Impressionism
Performance application
. Will research a modern artist and artist’s art
Scoring rubrics ( for art and for
4. Post‐Impressionism
style and critique one major art work
Presentation)
5. Pop Art
. Will give a presentation on artist and art
6. Op Art
period.
FA4, VA5 1.5,2.4,2.5 DOK1
W.9-12.2 SL.9-12.4
Compare and contrast two artworks on:
. Will research 2 different artists and artist’s art Guided practice/observation
1. Time
Individual practice
styles on two major art works
2. Place
Scoring rubric for oral
. Will write a paper comparing and contrasting
3. Artist
presentation
. Will give a presentation on the two artists
4. Subject matter
Comparing and contrasting the subject matter,
5. Theme
time, place, the culture in that time period,
6. Characteristics
materials they used & what the function of
7. Material / Technology
art was at that time in society.
8. Ideas and beliefs of culture
. Reproduction prints – master artists
9. Function of art in culture / society
FA4, VA5 1.5,2.4,2.5 DOK3
SL.9-12.4
Date
3rd Q
4th Q
3rd Q
4th Q
7