Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
QUARTER 1
PERFORM:
•
Standard 1 Students will understand and apply media, techniques, and processes.
•
Standard 2 Students will use knowledge of structures and functions
Defining Art
Expose students to a collective
body of creative expression in a
historical context, to assist
them in individual creativity,
modeling the creative process,
and developing an
understanding of the role of the
artist and visual arts in society.
Evaluate others an opinion of
what art is or is not.
Compare and Contrast explicit
vs. implicit meanings in art.
•
Demonstrate knowledge of personal and historical
connections of art through group presentations of what
the students define as art.
•
Construct a definition of what art is based on our
understanding and current representation in
contemporary art.
•
Illustrate a conceptual interpretation of their personal
view of art.
•
Demonstrate knowledge of interpretation and reasoning
for art by researching an artist and one of their works of
art.
•
Functionality of Art
Recognize the purpose for art
Discuss Form follows Function
Distinguish between Decorative
Art & Fine Art
Demonstrate knowledge of understanding the creative
process by presenting in a group presentation of a
topic, the artwork created (mused from a contemporary
artist of their selection), and the explicit/implicit
meaning or purpose.
•
Demonstrate knowledge by repurposing a Nonfunctional work of art into a Functional work of art.
•
Demonstrate knowledge by repurposing a Functional
work of art into a Non-functional work of art.
•
Demonstrate creativity and understanding of
functionality of art by creating a work of art that is
decorative & a master copy of a selected fine art.
•
Illustrate difference between Decorative Art & fine art
by presenting both works of art and analyzing their
purpose and target audience.
Read, Interpret, and analyze article:
“What do we really mean by Art?” By Marilina Maravagilia.
http://www.smashingmagazine.com/2010/07/23/what-do-wereally-mean-by-art/
Read, Interpret, and analyze article:
“What is Art for?” By John Armstrong. http://www.cityjournal.org/2013/23_4_urb-art.html
Select works of art from each time period to debate,
discuss, and reflect.
•
Paleolithic
•
Mesolithic
•
Neolithic
•
Contemporary
•
Popular Culture
Functional Art
Selected Artworks:
-Saint Paul’s Cathedral (nave memorial window: the Good
Shepherd, close-up), Louis Comfort Tiffany, 1897. Art Nouveau
District Lending Library, Davis Online Digital Images.
-Dragonfly Table Lamp, Tiffany Studios, 1897.
Art Nouveau
District Lending Library, Davis Online Digital Images.
-Chariot with four Horses and Three Soldiers, Antimenes
Painter, c520BCE
District Lending Library, Davis Online Digital Images.
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
1 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
Non-Functional Art
Selected Artworks:
-Object, Meret Oppenheim, 1936.
District Lending Library, Davis Online Digital Images.
-The Song of Love, Giorgio De Chirico. 1914.
District Lending Library, Davis Online Digital Images.
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Creative Impulse
Abstract Art &
Representational Art
Define the word create and
recognize the muses behind
the desire to create.
Illustrate basic works of art out
of personal muses and
inspiration (s).
•
Create a single symbol that combines 3-5 concepts,
symbols, or ideas that have muse and inspire them to
be who they are.
•
Demonstrate application of a creative impulse by
presenting students with literature and having them
imagine the words or scene as picture and design it
Interpret Abstract Art and
identify consistent conceptual
elements of the artwork.
Interpret Representational Art
and identify consistent
conceptual elements of the
artwork.
•
Create a work of art to be interpreted based on color,
shape, and space that demonstrates an understanding
of Abstract art.
•
Create a work of art to be interpreted based on color,
shape, and space that demonstrates an understanding
of Representational art.
•
I.e. Single Object Still Life.
Selected Artworks:
-Coat-of-Arms of the Cervantes Family, Unknown, c1802.
District Lending Library, Davis Online Digital Images.
-Beaded High Heel Shoe, Great Lakes Girl, Teri Greeves, 2008.
District Lending Library, Davis Online Digital Images.
Abstract Art
Selected Artworks:
-The Slave Ship, Joseph William Turner, 1840.
District Lending Library, Davis Online Digital Images.
-Number 10, Mark Rothko, 1950.
District Lending Library, Davis Online Digital Images.
-Bop, Elizabeth Murray, 2002-2003.
District Lending Library, Davis Online Digital Images.
Representational Art
Selected Artworks:
-Still Life with Pitcher, Roy Lichtenstein, 1975
District Lending Library, Davis Online Digital Images.
-Leonardo’s Lady, Audrey Flack, 1975.
District Lending Library, Davis Online Digital Images.
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
2 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Visual Literacy
Demonstrate ability to interpret
works of art through interpreting
art for audience and content (s)
through Common Core
Standards that are applicable to
visual art.
CCSS.ELA-Literacy.RH.6-8.7:
Integrate visual information
(e.g., in charts, graphs,
photographs, videos or maps)
with other information in print
and digital texts.
CCSS.ELA-Literacy.CCRA.R.7:
Integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in
words.
CCSS.ELA-Literacy.CCRA.R.6:
Assess how point of view or
purpose shapes the content
and style of a text.
CCSS.ELALiteracy.CCRA.SL.1: Prepare
for and participate effectively in
a range of conversations and
collaborations with diverse
partners, building on others’
ideas and expressing their own
clearly and persuasively.
•
Analyze and interpret works of art by validating
persuasion and or stance through evidence of color
choices, subject matter, and supporting detail.
•
On their own students will discuss, create, and argue
conceptual evidence that demonstrates visual literacy.
I.e. Advertisements, cartoons, collages, and
storyboards.
Selected Artworks:
-Drowning Girl, Roy Lichtenstein, 1963.
District Lending Library, Davis Online Digital Images.
-Roll of Bills, Andy Warhol, 1962.
District Lending Library, Davis Online Digital Images.
-The Rising Sun Stove Polish, Donaldson Brothers, 1872-1971
District Lending Library, Davis Online Digital Images.
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
3 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
Literature
Recognize connections
between Visual Art and
literature through storyboards,
still life, landscapes, and
portraits.
•
Demonstrate knowledge of connection by drawing the
scene that corresponds with a selection of literature.
•
Demonstrate knowledge of connection by gridding a
picture and replicating the process on paper. I.e. cup,
saucer, vase, flower, fruit.
Selected Artworks:
-Avenue of Theater, A comedy of Sighs, 1894, Aubrey
Beardsley
District Lending Library, Davis Online Digital Images.
-Poster for the Chap Book: Irish and American, rue Royal, Henri
Toulouse-Lautrec, 1895
District Lending Library, Davis Online Digital Images.
The Grid Method Technique
http://www.art-is-fun.com/grid-method.html
https://www.youtube.com/watch?v=CNFIuVws5EA&noredirect=1
QUARTER 2
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions
Elements of Art
Line
Identify a variety of descriptive
lines including outlines and
contour lines.
Interpret how artists use line
quality to express emotion.
Perceive how lines are used in
our natural environment.
•
Demonstrate expressive qualities of line variation
through the use of:
•
Line direction and type (i.e. vertical, horizontal,
diagonal, curved, zigzag).
•
Line characteristics (i.e. length, width/weight, texture,
direction, degree of curve).
Line movement (i.e. static/inactive, active, and
unstable/tension.
-Contour Line Investigation
Identify lines in our environment and interpret their
purpose within their environment.
-Student Photography Investigation & Magazine collage
•
Gestural Lines
Selected Artworks:
-Death Seizing a Woman, Kathe Kollwitz. 1934
District Lending Library, Davis Online Digital Images.
Line Movement and Directional Line
Selected Artworks:
-N Watercolor 1. (The Heart Goes from Sugar to Coffee), Kurt
Schwitters. 1919
-Elbert Jackson L.A.M.F. Part II
District Lending Library, Davis Online Digital Images.
Linear Movement in our Environment
www.franklloydwright.org
Bruno Mohring (i.e. architecture of Art Nouveau)
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
4 of 10
Instructional Map
Knowledge and Skills
Shape & Form
Introduction to Fine Arts
Activities/Outcomes
Identify 2D objects and 3D
objects while designing both
geometric/ organic shape and
forms.
Assessments
•
Demonstrate the difference between organic &
geometric shapes.
•
Render trivial 3D objects to demonstrate depth (i.e.
cup, box, apple).
•
Demonstrate knowledge of shape to form by drawing
basic geometric objects (i.e. sphere, cylinder, cone).
Resources
Geometric Shape
Selected Artworks:
-Vie No. 1, Auguste Herbin.1950
District Lending Library, Davis Online Digital Images.
-Sanctuary of the Four Directions, Charmion Von Wiegand.
1959.
District Lending Library, Davis Online Digital Images.
-B/ WX, Al Held. 1968
District Lending Library, Davis Online Digital Images.
Organic Shape
Selected Artworks:
-The Mirror, Beatriz Milhazes. 2000
-Day of the God, Paul Gaughin.1894.
District Lending Library, Davis Online Digital Images.
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Simplified Representational
Compositions and or NonRepresentational
Compositions
Compose basic compositions
within a picture plane that
organizes the Elements of Art
through the utilization of
principles (i.e. contrast,
balance, movement, repetition)
Demonstrate knowledge by:
•
Dynamic lines that create pattern and shape
Analyzing directional line within a work of art and
simplifying composition down to shapes, lines, and
colors.
Surreal Hand Drawing with linear details, pattern, and
movement
•
Selected Artworks:
-Camouflage, portfolio, Andy Warhol, 1987.
District Lending Library, Davis Online Digital Images.
-With Lines II, Willie Baumeister, 1938
District Lending Library, Davis Online Digital Images.
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Art Criticism & Analysis
Identify and explain how artist
used lines in their work to be
expressive.
Demonstrate Knowledge by:
Comparing & contrasting works of art that differ in their line
quality and expression of line. Interpret how the differences
lend themselves to meaning and interpretation. (I.e. Piet
Mondrian “Composition with Red, Yellow, and Blue
compared to Willem De Kooning or Vasily Kandinsky.
Selected Artworks:
-Abstraction, Willem De Kooning, c1945.
District Lending Library, Davis Online Digital Images.
-Small Worlds, Kandinsky, 1922.
District Lending Library, Davis Online Digital Images.
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
5 of 10
Instructional Map
Knowledge and Skills
Critiquing Methods for
Compositional Drawings
Introduction to Fine Arts
Activities/Outcomes
Critique an artwork by
analyzing, describing,
interpreting, and evaluating its
shape and form.
Interpret an artwork by
analyzing, describing,
interpreting, and evaluating
their use of color.
Assessments
Demonstrate Knowledge by:
•
Rendering a linear drawing composed of only lines
to music or a climax of a story. Following, students
critique peer works of art and evaluate their use of
expressive line as it relates to the music or
selected text.
Resources
Selected Artworks:
-Untitled No. 629, Kandinsky, 1936
District Lending Library, Davis Online Digital Images
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
Marketing
Analyze and develop values in
art.
Differentiate between
decorative art and fine art and
evaluate value.
Determine how art may be
created for purpose and an
audience.
Demonstrate knowledge by:
•
Creating a work of art for decorative purposes and
analyzes the differences.
•
Research a work of fine art by an artist and
determine what aspects impacted the sale and
demand of the art.
www.artbusiness.com
Top 10 Art Auction Sales
http://www.forbes.com/sites/calebmelby/2012/05/03/the-top-10art-auction-sales-ever-including-record-120-million-for-munchsthe-scream/
The Art Wolf. Com
http://www.theartwolf.com/10_expensive.htm
QUARTER 3
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions
Color & Value
Understand how colors relate to
each other on the color wheel &
identify color harmonies
(monochromatic,
complementary, warm/cool,
and tertiary). Demonstrate color
is a property of light with light to
dark values.
Demonstrate how value can be used to demonstrate light
and depth (i.e. adding value and light sources to geometric
forms).
Selected Artworks:
-Bridge Over the Riou, Andre Derain. 1906
District Lending Library, Davis Online Digital Images
-The Boating Party, Mary Cassatt. 1893
District Lending Library, Davis Online Digital Images
-Leonardo’s Lady, Audrey Flack. 1975
District Lending Library, Davis Online Digital Images
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
6 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Color & Value
Demonstrate knowledge of:
-Primary Colors
-Secondary Colors
-Tint/Shade
•
Demonstrate how value can be used to
demonstrate light and depth.
•
Evaluate the use of color in an artwork and have
students reinterpret the work using the same
colors as the original artwork.
Selected Artworks:
-Bridge Over the Riou, Andre Derain. 1906
District Lending Library, Davis Online Digital Images
-The Boating Party, Mary Cassatt. 1893
District Lending Library, Davis Online Digital Images
-Leonardo’s Lady, Audrey Flack. 1975
District Lending Library, Davis Online Digital Images
Space
Identify the differences between
positive and negative space in
art.
Understand the relationships of
space within artwork
•
Foreground
•
Mid-ground
•
Background
•
Figure/ ground
relationships
Overlapping
Techniques
Understand and explain how
architects use space and
design around space in the
environment of their artwork
•
Demonstrate knowledge by designing a symbol
and reversing the figure/ground relationship (s).
•
Demonstrate knowledge by composing art based
on the negative spaces of objects or still life.
•
Demonstrate knowledge by collaging a landscape.
•
Demonstrate One-Point Perspective with basic
geometric forms.
•
Identify objects within picture plane according to
the spatial placement.
•
Demonstrate knowledge of relationships in space
by taking a photograph followed by class critique.
•
Selected Artworks:
-Bird in Space, Constantin Brancusi. 1928
District Lending Library, Davis Online Digital Images
-Flutter, Eva Hild. 2004-2005
District Lending Library, Davis Online Digital Images
-Americans in Paris, Guy Pene du Bois.1927
District Lending Library, Davis Online Digital Images
-Rainy Day: Paris Street, Gustave Caillebotte. 1877
District Lending Library, Davis Online Digital Images
-Persistence of Memory, Salvador Dali. 1931
District Lending Library, Davis Online Digital Images
-Pont d’Europe, Gustave Caillebotte. 1876
District Lending Library, Davis Online Digital Images
Perspective and Space
-School of Athens, Raphael.
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
7 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Art Critique
Effectively evaluate and
address how color and value
can enhance a work of art
through conscience decisions
and choice making.
Evaluate the use of color in an artwork by having students
write a critique that addresses the conscience decisions the
artist used to create the art and the impact that the
strategies have on the art.
Selected Artworks:
-The crucifixion of Saint Andrew, Caravaggio, 1609-1610.
District Lending Library, Davis Online Digital Images
Evaluate the use of color in an artwork and have students
reinterpret the work using the same colors as the original
artwork.
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
Science
Psychology
Recognize connections
between Visual art and science
through the Color Spectrum
and aspects of color theory.
Demonstrate use of color in
creating art that implies
emotion (s) and or mood.
Identify how artists manipulate
color within compositions to
create emotion (s) and or
mood.
Recognize how modern culture
uses color concepts for design,
marketing, and or construction.
Demonstrate the knowledge of connection creating a Color
wheel and mixing primary and secondary colors.
The Science of Color Mixing
http://www.eetimes.com/document.asp?doc_id=1279680
Create a color mixing wheel:
The Spangle Experiment
http://www.stevespanglerscience.com/lab/experiments/colormixing-wheel-sick-science
Selected Artworks:
-Evening Star III, Georgia O’Keeffe, 1917
District Lending Library, Davis Online Digital Images.
•
•
•
Create a poster that addresses a social
theme/topic in popular culture and take either a
positive/negative stance towards it. Demonstrate
understanding of emotions and or mood through
the use of color. (May use appropriation of a muse
artwork)
Evaluate a work of art by interpreting and
analyzing the arts conveyed emotion and or mood,
through the use of color.
Compare and contrast media, restaurants,
fashion, magazine layouts, etc., to understand the
impact of the psychology of color in our
environment.
Protest Art Ideas
http://en.wikipedia.org/wiki/File: WarProtestSign.jpg
http://www.artcriesout.com/history.html
Artists:
-Keith Haring
http://www.haring.com/
Art & Emotions
http://www.colour-affects.co.uk/psychological-properties-ofcolours
http://blog.kissmetrics.com/color-psychology/
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
8 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
QUARTER 4
PERFORM: Standard 1 Students will understand and apply media, techniques, and processes.
Standard 2 Students will use knowledge of structures and functions
Art Elements: Line
Shape to Form
Create a contour line drawing
that demonstrates
understanding of overlap and
space.
Render a single object still life
using basic shapes.
Demonstrate expressive qualities of line variation through
the use of:
•
Line types (i.e. vertical, horizontal, diagonal,
curved, zigzag)
•
Line characteristics (i.e. length, width/weight,
texture, direction, degree of curve)
•
Line movement (i.e. static/inactive, active,
unstable/tension
Website:
Alexander Calder video of his wire circus:
http://www.nga.gov/education/classroom/counti
ng_on_art/popups/pop_calder_1.htm
Line in Art
http://www.studiocodex.com/lines01.html
Selected Artworks:
-Hamburger, Claes Oldenburg, 1962
District Lending Library, Davis Online Digital Images
-Tulips and Etruscan Vase, Charles Sheeler, 1922.
District Lending Library, Davis Online Digital Images
Illustrate shape-to-form and shapes-within- shapes
understandings including:
Artists/Artworks:
George Seurat - charcoal drawings
Relationship of 2D geometric shapes to the illusion of 3D
geometric forms
Selected Artworks:
-The Pink Candle, Henri-Julien-Félix Rousseau, 1905-1908
District Lending Library, Davis Online Digital Images
Implied Texture
Produce a value drawing/chart.
Illustrate an understanding of the use of various techniques
of shading and value changes including:
•
Consistent light source
•
4-6 value changes
•
Tonal (i.e. blending/stippling/hatching/crosshatching)
Artists:
John James Audubon
http://www.audubonart.com/
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
9 of 10
Instructional Map
Knowledge and Skills
Introduction to Fine Arts
Activities/Outcomes
Assessments
Resources
CREATE: Standard 3 Students will choose and evaluate a range of subject matter, symbols, and ideas.
Still Life
Thinking Strategies for NonObjective Composition
Draw a still life composition
using the illusion of depth with
grouped object.
Draw a contour of an object
and manipulate the size,
orientations, and or values.
Demonstrate use of spatial relationships including:
•
Overlapping
•
Size variation
•
Page positioning
•
Value and color
Defend the decision process for:
Book:
Exploring Visual Design (Davis) nonlinear perspective
Artists:
Laurie Breen
http://www.lauriebreen.com
Selected Artworks:
•
Organization of shapes
-B/ WX, Al Held, 1968
•
Analyzation of shape proportions
District Lending Library, Davis Online Digital Images
•
Types, characteristics, and movement of lines
used
RESPOND: Standard 4 Students will understand the visual arts in relation to history and cultures.
Standard 5 The student will reflect upon and assess the characteristics and merits of their work and the work of others.
Critique
Critique personal and/or peer
work using:
•
Oral or written form
•
Appropriate
vocabulary
•
Observed vs.
judgmental
information
Critique compositional drawings including:
•
Shading techniques (Value)
•
Compositional style
•
Line/shape/form
Book:
Exploring Visual Design (Davis) nonlinear perspective
Teaching Student to Critique:
http://artsedge.kennedy-center.org/educators/howto/tipsheets/student-critique.aspx
CONNECT: Standard 6 Students will make connections between visual arts and other disciplines.
CCSS.Math.Practice.MP2
Reason abstractly and
quantitatively.
CCSS.Math.Practice.MP4
Model with mathematics.
Correlate proportional parts to
whole object.
Demonstrate and correlate proportions by axis lines division.
Website:
http://www.realcolorwheel.com/human.htm
Correlate shape-to-form
relationships to Mathematics
[parts to whole].
Demonstrate the correlation of 2D shapes to 3D forms.
Book:
Art Talk (4th edition): Rosalind Ragans (Chapter 5: pp. 97-121)
This guide provides resources and strategies for expectations towards State Standards. Autonomy to exceed pacing and content is assumed provided
student performance indicators are met.
10 of 10