HACKETTSTOWN PUBLIC SCHOOLS
HACKETTSTOWN, NEW JERSEY
INTRODUCTION TO STUDIO ART
GRADES 9 - 12
CURRICULUM GUIDE
FINAL DRAFT
August 2012
Mr. David Mango, Superintendent
Mrs. Nadia Inskeep, Director for Curriculum & Instruction
Developed by:
Ms. Megan Houck
This curriculum may be modified through varying techniques,
strategies and materials, as per an individual student’s
Individualized Education Plan (IEP).
Approved by the Hackettstown Board of Education
At the regular meeting held on
And
Aligned with the New Jersey Core Curriculum Content Standards 2009
1
TABLE OF CONTENTS
Philosophy and Rationale
3
New Jersey Core Curriculum Content Standards
For Visual and Performing Arts
4–7
Course Proficiencies
8 – 10
Student Proficiencies
11
Methods of Evaluation
12
Course Outline
13 – 52
Concepts and Organization
13 – 20
Drawing
21 – 28
Painting
29 – 36
Sculpture
37 – 44
Graphic Design
45 – 52
Teacher Resources and Materials
53 – 61
Resources
53 – 56
Internet Resources
57 - 59
Websites on Special Topics of Interest
60
Reading List
61
2
PHILOSOPHY/RATIONALE
Art is a universal language that encompasses all forms of communication to express a variety of
viewpoints and ideas. Success in the age of information requires that students make informed choices to
communicate ideas. Students sharpen their skills in observation and critical thinking, while cultivating visual
literacy and developing a repertoire for self-expression.
The discipline of art requires the use of design, problem solving, and invention. The elements of art,
principles of design, and sensory and expressive features are the building blocks that cohesively organize a
work of art. All students should know and apply a variety of methods and strategies to solve visual art
problems. Students increase their knowledge as they evaluate works of art and judge the effective use of these
components.
The exploration and application of materials, techniques, and processes are essential to the visual arts.
Student experiences with materials, techniques, and technology, in combination with concepts and ideas, result
in works of art. The safe and responsible use of materials and tools is essential for environmental and personal
safety.
Art is a powerful force in the everyday lives of people around the world. It is one of humankind's most
notable contributions throughout history and within all cultures. When students examine works of art of other
people, places, and times, they understand the influence of the visual arts in creating cultures and building
civilizations. The exploration of art, history, and culture teaches students to understand their own expression in
relation to the expressions of others.
The study of art develops citizens who make informed critical judgments. Through thoughtful
observations, descriptions, and analysis, students gain knowledge about visual communications. Critical
analysis and aesthetic inquiry teach students to define differences among works of art. Students learn to respect
their own thinking, working and expression, and those of others.
3
NEW JERSEY CORE CURRICULUM CONTENT STANDARDS for
VISUAL AND PERFORMING ARTS
Content
Area
Standard
Strand
By the
end of
grade12
Standard
Strand
By the
end of
grade12
Visual and Performing Arts
1.1 The Creative Process: All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music, theatre, and visual art.
D. Visual Art
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of
specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Common themes exist in artwork
Distinguish innovative applications of the
from a variety of cultures across
elements of art and principles of design in visual
time and are communicated
1.1.12.D.1
artworks from diverse cultural perspectives and
through metaphor, symbolism,
identify specific cross-cultural themes.
and allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and dance
artworks can come from many
compositions by using them as
1.1.12.D.2
places, including other arts
stimulus/inspiration for corresponding visual
disciplines.
artworks.
1.2 History of the Arts and Culture: All students will understand the role, development, and
influence of the arts throughout history and across cultures.
A. History of the Arts and Culture
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content
knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or
VISUAL ART.
Cultural and historical events
Determine how dance, music, theatre, and visual
impact art-making as well as how 1.2.12.A.1
art have influenced world cultures throughout
audiences respond to works of art.
history.
Access to the arts has a positive
influence on the quality of an
Justify the impact of innovations in the arts (e.g.,
individual’s lifelong learning,
1.2.12.A.2 the availability of music online) on societal norms
personal expression, and
and habits of mind in various historical eras.
contributions to community and
global citizenship.
4
Standard
Strand
By the
end of
grade12
1.3 Performance: All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and
visual art.
D. Visual Art
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of
specialization demonstrate PROFICIENCY in the following content knowledge and skills.
How individuals manipulate the
Synthesize the elements of art and principles of
elements of art and principles of
design in an original portfolio of two- and threedesign results in original
1.3.12.D.1 dimensional artworks that reflects personal style
portfolios that reflect choice and
and a high degree of technical proficiency and
personal stylistic nuance.
expressivity.
Culturally and historically diverse
Produce an original body of artwork in one or
art media, art mediums,
more art mediums that demonstrates mastery of
techniques, and styles impact
1.3.12.D.2
visual literacy, methods, techniques, and cultural
originality and interpretation of
understanding.
the artistic statement.
The artist’s understanding of the
relationships among art media,
methodology, and visual
statement allows the artist to use
Organize an exhibit of personal works of visual
expressionism, abstractionism
art that convey a high level of understanding of
1.3.12.D.3
(nonobjective art),
how the expression of ideas relates to the art
realism/naturalism,
media, art mediums, and techniques used.
impressionism, and other genre
styles to convey ideas to an
audience.
Analyze the syntax and compositional and
Artists interpret/render themes
stylistic principles of two- and three-dimensional
using traditional art media and
1.3.12.D.4
artworks in multiple art media (including
methodologies as well as new art
computer-assisted artwork), and interpret themes
media and methodologies.
and symbols suggested by the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes used in
culturally specific by using the
the creation of culturally and historically diverse
tools, techniques, styles,
1.3.12.D.5
two- and three-dimensional artworks, and emulate
materials, and methodologies that
those styles by creating an original body of work.
are germane to a particular
cultural style.
5
Standard
Strand
By the
end of
grade12
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre,
and visual art.
A. Aesthetic Responses
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content
knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or
VISUAL ART.
Recognition of fundamental
elements within various arts
Use contextual clues to differentiate between
disciplines (dance, music, theatre,
unique and common properties and to discern the
and visual art) is dependent on the 1.4.12.A.1
cultural implications of works of dance, music,
ability to decipher cultural
theatre, and visual art.
implications embedded in
artworks.
Contextual clues within artworks
Speculate on the artist’s intent, using disciplineoften reveal artistic intent,
1.4.12.A.2
specific arts terminology and citing embedded
enabling the viewer to
clues to substantiate the hypothesis.
hypothesize the artist’s concept.
Develop informed personal responses to an
Artistic styles, trends,
assortment of artworks across the four arts
movements, and historical
disciplines (dance, music, theatre, and visual art),
1.4.12.A.3
responses to various genres of art
using historical significance, craftsmanship,
evolve over time.
cultural context, and originality as criteria for
assigning value to the works.
Criteria for assessing the
historical significance,
craftsmanship, cultural context,
Evaluate how exposure to various cultures
and originality of art are often
1.4.12.A.4 influences individual, emotional, intellectual, and
expressed in qualitative,
kinesthetic responses to artwork.
discipline-specific arts
terminology.
6
Standard
Strand
By the
end of
grade12
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre,
and visual art.
B. Critique Methodologies
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content
knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or
VISUAL ART.
Formulate criteria for arts evaluation using the
Archetypal subject matter exists
principles of positive critique and observation of
in all cultures and is embodied in
the elements of art and principles of design, and
1.4.12.B.1
the formal and informal aspects
use the criteria to evaluate works of dance, music,
of art.
theatre, visual, and multimedia artwork from
diverse cultural contexts and historical eras.
The cohesiveness of a work of art
and its ability to communicate a
Evaluate how an artist’s technical proficiency may
theme or narrative can be directly
affect the creation or presentation of a work of art,
affected by the artist’s technical 1.4.12.B.2
as well as how the context in which a work is
proficiency as well as by the
performed or shown may impact perceptions of its
manner and physical context in
significance/meaning.
which it is performed or shown.
Determine the role of art and art-making in a
Art and art-making reflect and
global society by analyzing the influence of
affect the role of technology in a 1.4.12.B.3
technology on the visual, performing, and
global society.
multimedia arts for consumers, creators, and
performers around the world.
7
COURSE PROFICIENCIES
By the end of the course this curriculum aims to instruct students on:
1. How to gather materials and resources from other academic areas.
2. Conducting independent internet research.
3. Organizational and outline skills.
4. High school art department guidelines for note-taking and information gathering procedures.
5. How to write a self-critique and peer-critique.
6. How to articulately speak about aesthetics and concepts in oral critique.
7. How to write an artist statement
8. Critical art vocabulary and methods/media.
9. The application of the principles of design and composition.
10. How to create a balanced symmetrical composition (small thumbnail sketch).
11. How to create a balanced asymmetrical composition (small thumbnail sketch).
12. Creating “balanced” compositions through the manipulation of color, size, form, etc.
13. Multicultural artwork in multiple formats (poster, PowerPoint, etc.).
14. The use and application of methods and materials.
15. Processes to create preliminary sketches.
16. Presentation methods of professional and museum quality.
17. How elements of composition are utilized in quality presentations.
18. Designing a portfolio/sketchbook/folder.
19. Maintenance of folder contents.
20. Review and practice proper essay format (introduction, body, conclusion).
21. Introduction to basic art terms.
22. The history and elements of the still life.
23. How to create successful still life works.
24. Critiquing successful still life works in terms of principles of art and design.
25. Creating a still-life project from life with a specific light source.
26. The use of negative space within a still life.
27. The use of contour lines within a still life.
28. Creating a contour drawing practice.
29. Creating a negative space drawing practice.
30. Creating a light-on-form shading practice.
31. Creating a ten step value scale in charcoal and/or pencil.
32. Discussion about master drawings.
33. Analyzing the use of chiaroscuro techniques and linear perspective in master drawings.
34. Navigating the internet to do research about drawing.
35. How to create one and two point perspective.
36. One and two point perspective practice using simples forms.
37. One point perspective terminology (vanishing point, horizon line, orthogonal).
38. Visuals of towns and streets taken/drawn in one/two point perspective.
39. Perspective drawing techniques with the use of textbook examples and explanations.
40. The elements and terms associated with a perspective drawing.
41. How to create believable perspective for a street scene or interior room in one or two point perspective.
42. How to utilize the graph method of drawing.
43. How to utilize ratios to enlarge their original image.
44. How drawing to scale can be valuable to enhance the product.
45. The use of three-dimensional forms as drawing components.
46. Shading and light sources on white forms.
8
47. Commercial and graphic arts and their relationship to drawing skills.
48. The art of illustration and its connection to popular culture.
49. The color wheel through visuals and demonstrations.
50. Color relationships (primary, secondary, and tertiary colors).
51. Basic color terms: shade, hue, tint.
52. How to create shades & tints of a color.
53. The color value scale.
54. How complimentary colors can be mixed to “gray” a hue.
55. The use of complimentary colors to bring vitality to a painting.
56. The use of an analogous color scheme for the creation of a subdued or static painting.
57. The basic aspects of color harmony such as complimentary color, warm and cool, color contrast, and
color interaction.
58. The relationship of color and emotion.
59. Basic color theory and practice as it has been used by various artist/art movements.
60. The separation of color used to create Impressionist works (Van Gogh’s brush strokes, Cezanne’s
“cubism,” Seurat’s pointillism).
61. The correlation between mood and color in painting.
62. Famous styles of painting through various aids and textbooks.
63. The styles of paintings, especially in regard to color use.
64. How to begin a student painting in a particular style (Impressionist, Expressionist, Fauvist, etc.).
65. How to write research paper on a famous master painting.
66. How to discuss works of art that has strong emotional qualities using art based lexicon.
67. How to write about, analyze, and discuss famous paintings, student works and personal works.
68. The use of aerial perspective in painting to give the illusion of depth.
69. Clay methods using photographs or nature as inspiration.
70. The hand building technique of slab construction.
71. The hand building technique of coil construction.
72. Tools and techniques used in ceramics.
73. How to properly score & slip to attach partitions of clay.
74. Multiple hand wedging techniques (pounding, ram’s head, spiral/cone)
75. How to create varied textural surfaces.
76. The use of space and design principles to create successful sculptures.
77. Specific sculptural movements.
78. Writing about sculpture.
79. The movement associated with “found material” sculpture.
80. Ways to recycle and up cycle to create art.
81. Eco-friendly alternatives to art production.
82. An introduction to conceptual sculpture.
83. The use of adhesives, nailing, and other methods of attachment as demonstrated by the teacher.
84. Surface preparation, such as paint and collage, as demonstrated by teacher.
85. Observe and discuss famous relief sculptures from art history.
86. How to properly research on relief sculpture.
87. Small relief sculpture and its relationship to many cultures/societies throughout history.
88. The use of type or lettering style in a comic strip.
89. A variety of comics/cartoon characters.
90. The qualities of a good comic strip.
91. The use of onomatopoeia in cartoon strips.
92. The use of a planning sheet for comic panels.
93. Props and landscapes frequently used in comic strips.
94. Various careers in graphic design.
9
95. Reading and observing cartoon strips (sequential art).
96. Developing a cartoon character or characters.
97. Working in groups to “brainstorm” for the development of original cartoon characters.
98. Mandela, tessellations, fabric design, and wallpaper design.
99. Repeated design in printmaking.
100.
The proper format to paper on a famous architect and his/her style.
101.
The principles of design by analyzing a given graphic artwork.
102.
Creating a cartoon strip centered on a given theme.
103.
Using a computer program to select appropriate lettering for a comic.
104.
Creating a repeat design (Mandela, tessellation, fabric design, and wallpaper design).
105.
Observing/discussing visuals of multi-cultural Mandela.
106.
Observing/discussing visuals of geometric art drawn from both western and nonwestern cultures.
107.
The implementation of repeated/geometric design (i.e., mirror writing, design reflection or
reversal).
108.
Creating a repeated design using a soft-block print.
109.
How to observe, analyze and write about a famous architect.
110.
Writing a page on a given artwork analyzing the elements of design applied in the given
composition.
111.
Defining, understanding, analyzing, and applying the principles of design within a given
composition
10
STUDENT PROFICIENCIES
Knowledge and skill proficiencies are indicated on the individual units found within this curriculum guide.
Students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Create a cross-curricular project by illustrating a particular period in history.
Write a critique that employs both critical thinking and at least two elements of design.
Take notes within art department guidelines.
Incorporate a wide variety of sources/media to render a work of art.
Take clear, organized notes during lectures, presentations, demonstrations and critiques.
Develop and use the vocabulary of basic art elements and principles in discussion, analysis and critique.
Develop a quality presentation that addresses the principles and elements of art and design.
Maintain an organized folder for all two dimensional works, paper and notes.
Write a reflective paper on the process and product of select works with both aesthetic qualities and
personal meaning/insights in mind.
10. Create a finished still life drawing applying proper use of value scale, contour drawing, and
negative/positive space.
11. Observe the works of specific masters and identify the use of specific drawing techniques.
12. Render a one point and two point perspective drawing.
13. Identify the use of perspective in various drawings.
14. Create an enlargement, reduction or copy of a thumbnail sketch, photograph or master drawing, using
the graph method of drawing.
15. Identify and list the uses of drawing in the commercial and graphic arts.
16. Render an illustration for a commercial arts project.
17. Design and color a complete color wheel.
18. Create a value scale of the three primary colors.
19. Identify at least four major art movements.
20. Mix paints to match colors from nature or printed materials.
21. Paint a still-life, landscape or figure.
22. Create a finished painting in a particular style from art history such as impressionism, expressionism,
etc.
23. Identify moods or feelings expressed in famous paintings.
24. Critique famous works of art, the work of peers, and their own work using the elements and principles of
art.
25. Sculpt a small object or figure in a clay-like material and/or create a relief sculpture in clay or Mache
material.
26. Compare and contrast works of sculpture and painting within a given art movement.
27. Identify several famous sculptors.
28. Observe, analyze and critique a famous sculpture.
29. Create a cartoon strip of three to six panels using an original character.
30. List and define various careers in graphic design
31. Identify and use lettering styles suited to a comic theme.
32. Create a finished repeated design.
33. Identify and describe the qualities of decorative design.
11
METHODS OF EVALUATION
Based upon grade level and specific objectives, the students will be evaluated in a number of ways, which
include but are not limited to the following methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products- Ex. All About Me Movie Poster- Students will create a movie poster that relates to an
aspect of their lives, personality, or interests. Taking what they have learned about composition and the
elements and principles, students will design a visually appealing poster.
 Finished products- Ex. Name Design in One or Two Point Perspective- Students can use one or two
point perspective to make a three dimensional representation of their names.
 Finished products- Pointillism Painting- Students will create a painting in which they will use paint to
“stipple” to create an image of their choice. Students will practice what they have learned about color
theory to trick the eye into perceiving different colors and illusions.
 Finished products- African Masks- Students will create an African inspired mask through the use of
recycled and up cycled materials. Student will create the base for their masks out of recycled materials
and then paper Mache over them to add more detail and a smooth surface in which to add acrylic paint.
 Finished products – Comic Strip- Students will create an original comic strip in which they will design
the characters, the text, lettering, and layout.
12
Hackettstown School District
Hackettstown High School
Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and
aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate,
students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level
of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students
bring what they have learned in, about, and through the arts to their adult lives.
Stage 1: Desired Results
Topic: Concepts and Organization
Core Content Curriculum Number & Strands
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Common themes exist in
Distinguish innovative applications of the
artwork from a variety of
elements of art and principles of design in
cultures across time and are
1.1.12.D.1
visual artworks from diverse cultural
communicated through
perspectives and identify specific crossmetaphor, symbolism, and
cultural themes.
allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and
artworks can come from
dance compositions by using them as
1.1.12.D.2
many places, including other
stimulus/inspiration for corresponding
arts disciplines.
visual artworks.
Core Content Curriculum Number & Strands
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the
arts throughout history and across cultures.
Strand
A. History of the Arts and Culture
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Cultural and historical
Determine how dance, music, theatre, and
events impact art-making as
1.2.12.A.1
visual art have influenced world cultures
well as how audiences
throughout history.
respond to works of art.
Access to the arts has a
positive influence on the
Justify the impact of innovations in the arts
quality of an individual’s
(e.g., the availability of music online) on
lifelong learning, personal
1.2.12.A.2
societal norms and habits of mind in various
expression, and
historical eras.
contributions to community
and global citizenship.
13
Core Content Curriculum Number & Strands
1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
How individuals manipulate
Synthesize the elements of art and
the elements of art and
principles of design in an original portfolio
principles of design results
1.3.12.D.1
of two- and three-dimensional artworks that
in original portfolios that
reflects personal style and a high degree of
reflect choice and personal
technical proficiency and expressivity.
stylistic nuance.
Culturally and historically
diverse art media, art
Produce an original body of artwork in one
mediums, techniques, and
or more art mediums that demonstrates
1.3.12.D.2
styles impact originality and
mastery of visual literacy, methods,
interpretation of the artistic
techniques, and cultural understanding.
statement.
The artist’s understanding of
the relationships among art
media, methodology, and
Organize an exhibit of personal works of
visual statement allows the
visual art that convey a high level of
artist to use expressionism,
1.3.12.D.3
understanding of how the expression of
abstractionism (nonobjective
ideas relates to the art media, art mediums,
art), realism/naturalism,
and techniques used.
impressionism, and other
genre styles to convey ideas
to an audience.
Analyze the syntax and compositional and
Artists interpret/render
stylistic principles of two- and threethemes using traditional art
dimensional artworks in multiple art media
media and methodologies as
1.3.12.D.4
(including computer-assisted artwork), and
well as new art media and
interpret themes and symbols suggested by
methodologies.
the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes
culturally specific by using
used in the creation of culturally and
the tools, techniques, styles,
1.3.12.D.5
historically diverse two- and threematerials, and
dimensional artworks, and emulate those
methodologies that are
styles by creating an original body of work.
germane to a particular
cultural style.
14
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
A. Aesthetic Responses
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Recognition of fundamental
elements within various arts
disciplines (dance, music,
Use contextual clues to differentiate
theatre, and visual art) is
between unique and common properties and
1.4.12.A.1
dependent on the ability to
to discern the cultural implications of works
decipher cultural
of dance, music, theatre, and visual art.
implications embedded in
artworks.
Contextual clues within
Speculate on the artist’s intent, using
artworks often reveal artistic
discipline-specific arts terminology and
intent, enabling the viewer to
1.4.12.A.2
citing embedded clues to substantiate the
hypothesize the artist’s
hypothesis.
concept.
Develop informed personal responses to an
assortment of artworks across the four arts
Artistic styles, trends,
disciplines (dance, music, theatre, and
movements, and historical
1.4.12.A.3
visual art), using historical significance,
responses to various genres
craftsmanship, cultural context, and
of art evolve over time.
originality as criteria for assigning value to
the works.
Criteria for assessing the
1.4.12.A.4
Evaluate how exposure to various cultures
historical significance,
influences individual, emotional,
craftsmanship, cultural
intellectual, and kinesthetic responses to
context, and originality of art
artwork.
are often expressed in
qualitative, disciplinespecific arts terminology.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
B. Critique Methodologies
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Formulate criteria for arts evaluation using
the principles of positive critique and
Archetypal subject matter
observation of the elements of art and
exists in all cultures and is
1.4.12.B.1
principles of design, and use the criteria to
embodied in the formal and
evaluate works of dance, music, theatre,
informal aspects of art.
visual, and multimedia artwork from
diverse cultural contexts and historical eras.
15
The cohesiveness of a work
of art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s
technical proficiency as well
as by the manner and
physical context in which it
is performed or shown.
1.4.12.B.2
Evaluate how an artist’s technical
proficiency may affect the creation or
presentation of a work of art, as well as how
the context in which a work is performed or
shown may impact perceptions of its
significance/meaning.
Determine the role of art and art-making in
a global society by analyzing the influence
1.4.12.B.3
of technology on the visual, performing,
and multimedia arts for consumers,
creators, and performers around the world.
Essential Questions
Enduring Understandings
1. How will organized notes on given information Students will understand that:
help students in the arts and academics?
1. Organized notes and the recording of ideas
2. How will connections, creative and cultural,
help to cement learning in the arts and the
help to develop a better understanding of the
academics.
arts?
2. Connections between art and the academics
3. What will developing a basic art vocabulary do
enrich the learning experience.
for a student’s art experience?
3. Using the principles of composition, and basic
4. Why is presentation important?
art elements enriches creative endeavors.
5. How will maintaining a folder or portfolio
4. Presentation of artworks is one of the most
affect the quality of a student’s art experience?
important aspects of the finished products.
6. How will writing about artwork affect a
5. Storing artworks in an organized manner helps
student’s knowledge of the arts?
to raise the quality of a body of work.
6. Reflective writing will help students to
establish an individual focus.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. How to gather materials and resources from other academic areas.
2. Conducting independent internet research.
3. Organizational and outline skills.
4. High school art department guidelines for note-taking and information gathering procedures.
5. How to write a self-critique and peer-critique.
6. How to articulately speak about aesthetics and concepts in oral critique.
7. How to write an artist statement
8. Critical art vocabulary and methods/media.
9. The application of the principles of design and composition.
10. How to create a balanced symmetrical composition (small thumbnail sketch).
11. How to create a balanced asymmetrical composition (small thumbnail sketch).
12. Creating “balanced” compositions through the manipulation of color, size, form, etc.
13. Multicultural artwork in multiple formats (poster, PowerPoint, etc.).
14. The use and application of methods and materials.
15. Processes to create preliminary sketches.
16. Presentation methods of professional and museum quality.
17. How elements of composition are utilized in quality presentations.
Art and art-making reflect
and affect the role of
technology in a global
society.
16
18. Designing a portfolio/sketchbook/folder.
19. Maintenance of folder contents.
20. Review and practice proper essay format (introduction, body, conclusion).
21. Introduction to basic art terms.
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
 Access and Evaluate Information
 Adapt to varied roles, jobs responsibilities,
 Access information efficiently (time) and
schedules and context
effectively (sources)
 Work effectively in a climate of ambiguity and
 Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
 Incorporate feedback effectively
 Use information accurately and creatively for
 Deal positively with praise, setbacks and
the issue or problem at hand
criticism
 Manage the flow of information from a wide
 Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
 Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
 Set goals with tangible and intangible success
Analyze Media
criteria
 Understand both how and why media messages
 Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
 Examine how individuals interpret messages
 Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
 Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
 Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
 Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
 Understand and utilize the most appropriate
 Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
 Demonstrate commitment to learning as a
 Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
 Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
Interact Effectively with Others
 Use technology as a tool to research, organize,
 Know when it is appropriate to listen and when
evaluate and communicate information
to speak
 Use digital technologies (computers, PDAs,
 Conduct themselves in a respectable,
media players, GPS, etc.),
professional manner
communication/networking tools and social
Work Effectively in Diverse Teams
networks appropriately to access, manage,
 Respect cultural differences and work
integrate, evaluate and create information to
effectively with people from a range of social
successfully function in a knowledge economy
and cultural backgrounds
17

Respond open-mindedly to different ideas and
 Apply a fundamental understanding of the
values
ethical/legal issues surrounding the access and
 Leverage social and cultural differences to
use of information technologies
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of
obstacles and competing pressure
 Prioritize, plan and manage work to achieve
the intended result
Produce Results
 Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving skills to
influence and guide others toward a goal
 Leverage strengths of others to accomplish a
common goal
 Inspire others to reach their very best via
example and selflessness
 Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Create a cross-curricular project by illustrating a particular period in history.
2. Write a critique that employs both critical thinking and at least two elements of design.
3. Take notes within art department guidelines.
4. Incorporate a wide variety of sources/media to render a work of art.
5. Take clear, organized notes during lectures, presentations, demonstrations and critiques.
6. Develop and use the vocabulary of basic art elements and principles in discussion, analysis and critique.
18
7. Develop a quality presentation that addresses the principles and elements of art and design.
8. Maintain an organized folder for all two dimensional works, paper and notes.
9. Write a reflective paper on the process and product of select works with both aesthetic qualities and
personal meaning/insights in mind.
Assessment Methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products- Ex. All About Me Movie Poster- Students will create a movie poster that relates to an
aspect of their lives, personality, or interests. Taking what they have learned about composition and the
elements and principles, students will design a visually appealing poster.
Other Evidence and Student Self-Assessment:
 Student Self-Assessment
o Peer-to-Peer Critiquing
o Self Critique
o Artist Statement
 Interdisciplinary
o Science/Biology Department- Working in tandem with the Science/Biology department would
give the students the opportunity to learn about the link between the left/right hemispheres of the
brain and their effects on art production.
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
 Display a poster or digital image, preferably a nonobjective piece. Ask students the following:
How can you describe the picture? Is it dynamic or static? Is there a point of emphasis, a place
your eye is immediately drawn to? Is there a beat or rhythm to the picture?
A
 What techniques do you observe in the picture? Write a short paragraph about the painting. Try
to describe techniques used by the painter as best you can.
 The students will read a critique of a known painting by an expert in the field. What words do
you encounter that are specific to works of art and the techniques used?
Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
B
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
Students will reflect, rethink, revise, and refine by:
 Listening to a lecture and writing notes that define the principles of composition (balance,
rhythm, unity, pattern, emphasis, and contrast).
 Viewing a video reinforcing the principles discussed above.
C
 Watching a demonstration of the different types of balance (radial, symmetrical, asymmetrical)
and taking notes.
 Observing slides/posters/PowerPoints, and participate in a discussion of the application of the
principles of composition in varied works of art.
 Manipulating collage pieces to practice creating different compositional elements.
19
Resources:
Books:
Drawing on the Right Side of the Brain by Betty Edwards
Drawing on the Artist Within: An Inspirational and Practical Guide to Increasing Your Creative Power by
Betty Edwards
A Whole New Mind: Why Right-Brainers Will Rule the Future by Dan Pink
Websites:
http://www.projectarticulate.org/principles.php
http://www.artsconnected.org/toolkit/index.html
http://www.princetonol.com/groups/iad/files/elements.htm
http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_test.htm
Student Materials: Paper, ebony or shading pencil, ruler, eraser, blending stumps, viewfinders
Technology: Destination Computer, Computer, PowerPoints
Teaching Materials: Lesson plans, PowerPoints, Hand-outs, Still-life materials
Teaching Resources: PowerPoints, Videos, Slides
20
Hackettstown School District
Hackettstown High School
Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and
aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate,
students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level
of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students
bring what they have learned in, about, and through the arts to their adult lives.
Stage 1: Desired Results
Topic: Drawing
Core Content Curriculum Number & Strands
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Common themes exist in
Distinguish innovative applications of the
artwork from a variety of
elements of art and principles of design in
cultures across time and are
1.1.12.D.1
visual artworks from diverse cultural
communicated through
perspectives and identify specific crossmetaphor, symbolism, and
cultural themes.
allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and
artworks can come from
dance compositions by using them as
1.1.12.D.2
many places, including other
stimulus/inspiration for corresponding
arts disciplines.
visual artworks.
Core Content Curriculum Number & Strands
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the
arts throughout history and across cultures.
Strand
A. History of the Arts and Culture
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Cultural and historical
Determine how dance, music, theatre, and
events impact art-making as
1.2.12.A.1
visual art have influenced world cultures
well as how audiences
throughout history.
respond to works of art.
Access to the arts has a
positive influence on the
Justify the impact of innovations in the arts
quality of an individual’s
(e.g., the availability of music online) on
lifelong learning, personal
1.2.12.A.2
societal norms and habits of mind in various
expression, and
historical eras.
contributions to community
and global citizenship.
21
Core Content Curriculum Number & Strands
1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
How individuals manipulate
Synthesize the elements of art and
the elements of art and
principles of design in an original portfolio
principles of design results
1.3.12.D.1
of two- and three-dimensional artworks that
in original portfolios that
reflects personal style and a high degree of
reflect choice and personal
technical proficiency and expressivity.
stylistic nuance.
Culturally and historically
diverse art media, art
Produce an original body of artwork in one
mediums, techniques, and
or more art mediums that demonstrates
1.3.12.D.2
styles impact originality and
mastery of visual literacy, methods,
interpretation of the artistic
techniques, and cultural understanding.
statement.
The artist’s understanding of
the relationships among art
media, methodology, and
Organize an exhibit of personal works of
visual statement allows the
visual art that convey a high level of
artist to use expressionism,
1.3.12.D.3
understanding of how the expression of
abstractionism (nonobjective
ideas relates to the art media, art mediums,
art), realism/naturalism,
and techniques used.
impressionism, and other
genre styles to convey ideas
to an audience.
Analyze the syntax and compositional and
Artists interpret/render
stylistic principles of two- and threethemes using traditional art
dimensional artworks in multiple art media
media and methodologies as
1.3.12.D.4
(including computer-assisted artwork), and
well as new art media and
interpret themes and symbols suggested by
methodologies.
the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes
culturally specific by using
used in the creation of culturally and
the tools, techniques, styles,
1.3.12.D.5
historically diverse two- and threematerials, and
dimensional artworks, and emulate those
methodologies that are
styles by creating an original body of work.
germane to a particular
cultural style.
22
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
A. Aesthetic Responses
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Recognition of fundamental
elements within various arts
disciplines (dance, music,
Use contextual clues to differentiate
theatre, and visual art) is
between unique and common properties and
1.4.12.A.1
dependent on the ability to
to discern the cultural implications of works
decipher cultural
of dance, music, theatre, and visual art.
implications embedded in
artworks.
Contextual clues within
Speculate on the artist’s intent, using
artworks often reveal artistic
discipline-specific arts terminology and
intent, enabling the viewer to
1.4.12.A.2
citing embedded clues to substantiate the
hypothesize the artist’s
hypothesis.
concept.
Develop informed personal responses to an
assortment of artworks across the four arts
Artistic styles, trends,
disciplines (dance, music, theatre, and
movements, and historical
1.4.12.A.3
visual art), using historical significance,
responses to various genres
craftsmanship, cultural context, and
of art evolve over time.
originality as criteria for assigning value to
the works.
Criteria for assessing the
historical significance,
Evaluate how exposure to various cultures
craftsmanship, cultural
influences individual, emotional,
context, and originality of art
1.4.12.A.4
intellectual, and kinesthetic responses to
are often expressed in
artwork.
qualitative, disciplinespecific arts terminology.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
B. Critique Methodologies
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Formulate criteria for arts evaluation using
the principles of positive critique and
Archetypal subject matter
observation of the elements of art and
exists in all cultures and is
1.4.12.B.1
principles of design, and use the criteria to
embodied in the formal and
evaluate works of dance, music, theatre,
informal aspects of art.
visual, and multimedia artwork from
diverse cultural contexts and historical eras.
23
The cohesiveness of a work
of art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s
technical proficiency as well
as by the manner and
physical context in which it
is performed or shown.
1.4.12.B.2
Evaluate how an artist’s technical
proficiency may affect the creation or
presentation of a work of art, as well as how
the context in which a work is performed or
shown may impact perceptions of its
significance/meaning.
Determine the role of art and art-making in
a global society by analyzing the influence
1.4.12.B.3
of technology on the visual, performing,
and multimedia arts for consumers,
creators, and performers around the world.
Essential Questions
Enduring Understandings
1. How will drawing contribute to a student’s Students will understand that:
experience as a young artist and as a student in 1. Drawing is a means of planning and setting the
general?
stage for all visual arts endeavors as well as being
2. How will drawing serve to increase a student’s
a finished product.
skills in other areas of the visual arts?
2. Drawing is a tool for non-verbal communication.
3. How can speaking and writing about drawing 3. Drawings tell us about the emotions, attributes,
provide a richer understanding of the human
descriptions, and imaginative qualities of the
condition and other cultures?
human condition and cultures of the world.
4. What can the drawings of the masters and 4. Drawings can express meanings, which lead to
drawings of students’ peers communicate to
discussion, writing, and the creative use of
the student?
language.
5. How can a student gain insight into him/her 5. Drawings tell a story.
through drawing?
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The history and elements of the still life.
2. How to create successful still life works.
3. Critiquing successful still life works in terms of principles of art and design.
4. Creating a still-life project from life with a specific light source.
5. The use of negative space within a still life.
6. The use of contour lines within a still life.
7. Creating a contour drawing practice.
8. Creating a negative space drawing practice.
9. Creating a light-on-form shading practice.
10. Creating a ten step value scale in charcoal and/or pencil.
11. Discussion about master drawings.
12. Analyzing the use of chiaroscuro techniques and linear perspective in master drawings.
13. Navigating the internet to do research about drawing.
14. How to create one and two point perspective.
15. One and two point perspective practice using simples forms.
16. One point perspective terminology (vanishing point, horizon line, orthogonal).
17. Visuals of towns and streets taken/drawn in one/two point perspective.
18. Perspective drawing techniques with the use of textbook examples and explanations.
Art and art-making reflect
and affect the role of
technology in a global
society.
24
19. The elements and terms associated with a perspective drawing.
20. How to create believable perspective for a street scene or interior room in one or two point perspective.
21. How to utilize the graph method of drawing.
22. How to utilize ratios to enlarge their original image.
23. How drawing to scale can be valuable to enhance the product.
24. The use of three-dimensional forms as drawing components.
25. Shading and light sources on white forms.
26. Commercial and graphic arts and their relationship to drawing skills.
27. The art of illustration and its connection to popular culture.
Learning Expectations/Objectives
st
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
 Access and Evaluate Information
 Adapt to varied roles, jobs responsibilities,
 Access information efficiently (time) and
schedules and context
effectively (sources)
 Work effectively in a climate of ambiguity and
 Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
 Incorporate feedback effectively
 Use information accurately and creatively for
 Deal positively with praise, setbacks and
the issue or problem at hand
criticism
 Manage the flow of information from a wide
 Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
 Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
 Set goals with tangible and intangible success
Analyze Media
criteria
 Understand both how and why media messages
 Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
 Examine how individuals interpret messages
 Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
 Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
 Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
 Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
 Understand and utilize the most appropriate
 Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
 Demonstrate commitment to learning as a
 Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
 Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
Interact Effectively with Others
 Use technology as a tool to research, organize,
 Know when it is appropriate to listen and when
evaluate and communicate information
to speak
 Conduct themselves in a respectable,
professional manner
25

Work Effectively in Diverse Teams
 Respect cultural differences and work
effectively with people from a range of social
and cultural backgrounds
 Respond open-mindedly to different ideas and
values
 Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of
obstacles and competing pressure
 Prioritize, plan and manage work to achieve
the intended result
Produce Results
 Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving skills to
influence and guide others toward a goal
 Leverage strengths of others to accomplish a
common goal
 Inspire others to reach their very best via
example and selflessness
 Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger
community in mind

26
Use digital technologies (computers, PDAs,
media players, GPS, etc.),
communication/networking tools and social
networks appropriately to access, manage,
integrate, evaluate and create information to
successfully function in a knowledge economy
Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information technologies
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Create a finished still life drawing applying proper use of value scale, contour drawing, and
negative/positive space.
2. Observe the works of specific masters and identify the use of specific drawing techniques.
3. Render a one point and two point perspective drawing.
4. Identify the use of perspective in various drawings.
5. Create an enlargement, reduction or copy of a thumbnail sketch, photograph or master drawing, using
the graph method of drawing.
6. Identify and list the uses of drawing in the commercial and graphic arts.
7. Render an illustration for a commercial arts project.
Assessment Methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products- Ex. Name Design in One or Two Point Perspective- Students can use one or two
point perspective to make a three dimensional representation of their names.
Other Evidence and Student Self-Assessment:
 Student Self-Assessment
o Peer-to-Peer Critiquing
o Self Critique
o Artist Statement
 Interdisciplinary
o History Department- Working with the history department will allow the students to learn about
the “Masters of Illusion” from the Renaissance. The illusion of perspective was mastered in the
Renaissance by the likes of Leonardo Da Vinci and Filippo Brunelleschi. Learning about the life
and times that said artist were working in will give the students a basis for understanding what a
breakthrough perspective was for its time and how nothing before its discovery had truly
believable depth.
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
 Analyze a painting/drawing for its use of one, two or three point perspective.
 Demonstrate how to apply one and two point perspective to create the illusion of space.
 Complete practice sketches using one and two point perspective to create “boxes”.
A
 Demonstrate the use of shading techniques in a Renaissance drawing to create the illusion of
form.
 Demonstrate how to create the illusion of form through the use of a ten tone value scale on
basic shapes.
 Complete a drawing of a cityscape using two point perspectives.
27
Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
B
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
Students will reflect, rethink, revise, and refine by:
 Writing a critique that analyzes the use of traditional drawing techniques in a given Renaissance
drawing.
C
 Evaluating their own use of the value scale to create three dimensional forms.
 Adjusting their use of the value scale to improve the illusion of three dimensional forms.
 Studying the use of light on form as used in a master drawing.
Resources:
Student Materials: paper, ebony or shading pencil, ruler, eraser
Technology: PowerPoints, Digital Images, Smart Boards
Teaching Materials: Renaissance Prints, Master Drawings
Teaching Resources:
Video:
Masters of Illusion
DaVinci Biography
Books:
Perspective Drawing Handbook by Joseph D’Amelio
The Art of Perspective: The Ultimate Guide for Artists in Every Medium by Phil Metzger
Eyewitness DK: Perspective: Discover the theory and techniques of perspective, from the Renaissance to Pop
Art by
Websites:
http://www.artyfactory.com/portraits/drawing_techniques/pencil_shading.htm
http://www.artyfactory.com/perspective_drawing/perspective_index.htm
http://www.renaissanceconnection.org/lessonplans.html
http://www.princetonol.com/groups/iad/lessons/middle/perspective.htm
http://www.alifetimeofcolor.com/main.taf?p=1,33
http://www.alifetimeofcolor.com/play/leonardo/
28
Hackettstown School District
Hackettstown High School
Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and
aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate,
students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level
of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students
bring what they have learned in, about, and through the arts to their adult lives.
Stage 1: Desired Results
Topic: Painting
Core Content Curriculum Number & Strands
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Common themes exist in
Distinguish innovative applications of the
artwork from a variety of
elements of art and principles of design in
cultures across time and are
1.1.12.D.1
visual artworks from diverse cultural
communicated through
perspectives and identify specific crossmetaphor, symbolism, and
cultural themes.
allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and
artworks can come from
dance compositions by using them as
1.1.12.D.2
many places, including other
stimulus/inspiration for corresponding
arts disciplines.
visual artworks.
Core Content Curriculum Number & Strands
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the
arts throughout history and across cultures.
Strand
A. History of the Arts and Culture
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Cultural and historical
Determine how dance, music, theatre, and
events impact art-making as
1.2.12.A.1
visual art have influenced world cultures
well as how audiences
throughout history.
respond to works of art.
Access to the arts has a
positive influence on the
Justify the impact of innovations in the arts
quality of an individual’s
(e.g., the availability of music online) on
lifelong learning, personal
1.2.12.A.2
societal norms and habits of mind in various
expression, and
historical eras.
contributions to community
and global citizenship.
Core Content Curriculum Number & Strands
1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
29
grade 12
How individuals manipulate
the elements of art and
principles of design results
in original portfolios that
reflect choice and personal
stylistic nuance.
Culturally and historically
diverse art media, art
mediums, techniques, and
styles impact originality and
interpretation of the artistic
statement.
The artist’s understanding of
the relationships among art
media, methodology, and
visual statement allows the
artist to use expressionism,
abstractionism (nonobjective
art), realism/naturalism,
impressionism, and other
genre styles to convey ideas
to an audience.
Artists interpret/render
themes using traditional art
media and methodologies as
well as new art media and
methodologies.
1.3.12.D.1
Synthesize the elements of art and
principles of design in an original portfolio
of two- and three-dimensional artworks that
reflects personal style and a high degree of
technical proficiency and expressivity.
1.3.12.D.2
Produce an original body of artwork in one
or more art mediums that demonstrates
mastery of visual literacy, methods,
techniques, and cultural understanding.
1.3.12.D.3
Organize an exhibit of personal works of
visual art that convey a high level of
understanding of how the expression of
ideas relates to the art media, art mediums,
and techniques used.
1.3.12.D.4
Analyze the syntax and compositional and
stylistic principles of two- and threedimensional artworks in multiple art media
(including computer-assisted artwork), and
interpret themes and symbols suggested by
the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes
culturally specific by using
used in the creation of culturally and
the tools, techniques, styles,
1.3.12.D.5
historically diverse two- and threematerials, and
dimensional artworks, and emulate those
methodologies that are
styles by creating an original body of work.
germane to a particular
cultural style.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
A. Aesthetic Responses
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Recognition of fundamental
Use contextual clues to differentiate
elements within various arts
between unique and common properties and
disciplines (dance, music,
1.4.12.A.1
to discern the cultural implications of works
theatre, and visual art) is
of dance, music, theatre, and visual art.
dependent on the ability to
30
decipher cultural
implications embedded in
artworks.
Contextual clues within
artworks often reveal artistic
intent, enabling the viewer to
hypothesize the artist’s
concept.
Artistic styles, trends,
movements, and historical
responses to various genres
of art evolve over time.
1.4.12.A.2
Speculate on the artist’s intent, using
discipline-specific arts terminology and
citing embedded clues to substantiate the
hypothesis.
1.4.12.A.3
Develop informed personal responses to an
assortment of artworks across the four arts
disciplines (dance, music, theatre, and
visual art), using historical significance,
craftsmanship, cultural context, and
originality as criteria for assigning value to
the works.
Criteria for assessing the
historical significance,
Evaluate how exposure to various cultures
craftsmanship, cultural
influences individual, emotional,
context, and originality of art
1.4.12.A.4
intellectual, and kinesthetic responses to
are often expressed in
artwork.
qualitative, disciplinespecific arts terminology.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
B. Critique Methodologies
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Formulate criteria for arts evaluation using
the principles of positive critique and
Archetypal subject matter
observation of the elements of art and
exists in all cultures and is
1.4.12.B.1
principles of design, and use the criteria to
embodied in the formal and
evaluate works of dance, music, theatre,
informal aspects of art.
visual, and multimedia artwork from
diverse cultural contexts and historical eras.
The cohesiveness of a work
of art and its ability to
Evaluate how an artist’s technical
communicate a theme or
proficiency may affect the creation or
narrative can be directly
presentation of a work of art, as well as how
affected by the artist’s
1.4.12.B.2
the context in which a work is performed or
technical proficiency as well
shown may impact perceptions of its
as by the manner and
significance/meaning.
physical context in which it
is performed or shown.
Art and art-making reflect
Determine the role of art and art-making in
and affect the role of
a global society by analyzing the influence
1.4.12.B.3
technology in a global
of technology on the visual, performing,
society.
and multimedia arts for consumers,
31
creators, and performers around the world.
Essential Questions
Enduring Understandings
1. How will painting contribute to a student’s
Students will understand that:
experience as a young artist and as a student in
1. Painting
is
a
tool
for
nonverbal
general?
communication.
2. How will painting serve to increase student
2. Painting introduces the student to the
skills in the workplace and the studio?
exploration of color and value.
3. What can paintings of the masters and the
3. Paintings tell us about the emotions, attributes,
drawings of peers communicate to the student?
descriptions and imaginative qualities of the
4. How can a student gain insight and a deeper
human condition and cultures of the world.
understanding of him/her through painting?
4. Paintings can express meanings that lead to
5. Can studying the masters’ help a student to
discussion, writing, and the creative use of
understand, interpret, analyze, and appreciate
language.
painting?
5. Paintings tell a story.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The color wheel through visuals and demonstrations.
2. Color relationships (primary, secondary, and tertiary colors).
3. Basic color terms: shade, hue, tint.
4. How to create shades & tints of a color.
5. The color value scale.
6. How complimentary colors can be mixed to “gray” a hue.
7. The use of complimentary colors to bring vitality to a painting.
8. The use of an analogous color scheme for the creation of a subdued or static painting.
9. The basic aspects of color harmony such as complimentary color, warm and cool, color contrast, and
color interaction.
10. The relationship of color and emotion.
11. Basic color theory and practice as it has been used by various artist/art movements.
12. The separation of color used to create Impressionist works (Van Gogh’s brush strokes, Cezanne’s
“cubism,” Seurat’s pointillism).
13. The correlation between mood and color in painting.
14. Famous styles of painting through various aids and textbooks.
15. The styles of paintings, especially in regard to color use.
16. How to begin a student painting in a particular style (Impressionist, Expressionist, Fauvist, etc.).
17. How to write research paper on a famous master painting.
18. How to discuss works of art that has strong emotional qualities using art based lexicon.
19. How to write about, analyze, and discuss famous paintings, student works and personal works.
20. The use of aerial perspective in painting to give the illusion of depth.
Learning Expectations/Objectives
st
Integration of 21 Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
 Access and Evaluate Information
 Adapt to varied roles, jobs responsibilities,
 Access information efficiently (time) and
schedules and context
effectively (sources)
 Work effectively in a climate of ambiguity and
 Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
 Incorporate feedback effectively
 Use information accurately and creatively for
 Deal positively with praise, setbacks and
the issue or problem at hand
32
criticism
Understand, negotiate and balance diverse
views and beliefs to reach workable solutions,
particularly in multi-cultural environments
INITIATIVE AND SELF-DIRECTION
Manage Goals and Time
 Set goals with tangible and intangible success
criteria
 Balance tactical (short-term) and strategic
(long-term) goals
 Utilize time and manage workload efficiently
Work Independently
 Monitor, define, prioritize and complete tasks
without direct oversight
Be Self-directed Learners
 Go beyond basic mastery of skills and/or
curriculum to explore and expand one’s own
learning and opportunities to gain expertise
 Demonstrate initiative to advance skill levels
towards a professional level
 Demonstrate commitment to learning as a
lifelong process
 Reflect critically on past experiences in order
to inform future progress
SOCIAL AND CROSS-CULTURAL SKILLS
Interact Effectively with Others
 Know when it is appropriate to listen and when
to speak
 Conduct themselves in a respectable,
professional manner
Work Effectively in Diverse Teams
 Respect cultural differences and work
effectively with people from a range of social
and cultural backgrounds
 Respond open-mindedly to different ideas and
values
 Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of
obstacles and competing pressure
 Prioritize, plan and manage work to achieve
the intended result
Produce Results
 Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically


Manage the flow of information from a wide
variety of sources
 Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information
Media Literacy
Analyze Media
 Understand both how and why media messages
are constructed, and for what purposes
 Examine how individuals interpret messages
differently, how values and points of view are
included or excluded, and how media can
influence beliefs and behaviors
 Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of media
Create Media Products
 Understand and utilize the most appropriate
media creation tools, characteristics and
conventions
 Understand and effectively utilize the most
appropriate expressions and interpretations in
diverse, multi-cultural environments
ICT Literacy
Apply Technology Effectively
 Use technology as a tool to research, organize,
evaluate and communicate information
 Use digital technologies (computers, PDAs,
media players, GPS, etc.),
communication/networking tools and social
networks appropriately to access, manage,
integrate, evaluate and create information to
successfully function in a knowledge economy
 Apply a fundamental understanding of the
ethical/legal issues surrounding the access and
use of information technologies
33
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving skills to
influence and guide others toward a goal
 Leverage strengths of others to accomplish a
common goal
 Inspire others to reach their very best via
example and selflessness
 Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Design and color a complete color wheel.
2. Create a value scale of the three primary colors.
3. Identify at least four major art movements.
4. Mix paints to match colors from nature or printed materials.
5. Paint a still-life, landscape or figure.
6. Create a finished painting in a particular style from art history such as impressionism, expressionism,
etc.
7. Identify moods or feelings expressed in famous paintings.
8. Critique famous works of art, the work of peers, and their own work using the elements and principles of
art.
Assessment Methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products- Pointillism Painting- Students will create a painting in which they will use paint to
“stipple” to create an image of their choice. Students will practice what they have learned about color
theory to trick the eye into perceiving different colors and illusions.
Other Evidence and Student Self-Assessment:
34


Student Self-Assessment
o Peer-to-Peer Critiquing
o Self Critique
o Artist Statement
Interdisciplinary
o Language Department- Students would benefit from working with a French instructor at the
school to learn about the Impressionism Movement in Paris. Students would gain background
information on the culture and time period in which the radical impressionists were working and
why their art was considered wildly dissimilar from what had come before it. Students could also
learn some art terms in the French language that artists from that time may have used.
35
A
B
C
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
 Display posters/digital images characteristic of Pop Art
 Describe the characteristics of Pop Art
 Print an article describing Pop Art and write a response
 Have students complete an internet search to find a Pop Art painting and then critique the
painting using both the elements of design
 Demonstrate the use of primary colors in creating secondary colors
 Describe the simplified color scheme characteristic of Pop Art
 Present a PowerPoint that shows the work of Roy Lichtenstein
 Have students complete an internet search to choose a comic character they would like to
incorporate into a Pop Art , Lichtenstein-style painting
 Demonstrate the grid method for copying/enlarging a drawing
Instructor will provide differentiated instruction through any and all of the following strategies:
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
Students will reflect, rethink, revise, and refine by:
 Drawing a plan to incorporate their comic character into a composition.
 Critiquing their own compositional plan with help from teacher/peers.
Student Materials: paper, ebony or shading pencil, ruler, eraser, acrylic paint, watercolor palettes, brushes,
poster paper
Technology: Adobe Creative Suite, PowerPoint
Teaching Materials: magazines, posters, digital images, color wheel
Teaching Resources:
Books:
Impressionism: 50 Paintings You Should Know by Ines Janet Engelmann
Color by Betty Edwards: A Course in Mastering the Art of Mixing Colors by Betty Edwards
Pop Art (Taschen 25th Anniversary) by Tilman Osterwold
Websites:
http://www.hsv.k12.al.us/schools/art/dixon/american.htm#Andy%20Warhol/Pop%20Art
http://www.artchive.com/artchive/pop_art.html
http://www.warhol.org/
http://www.popartists.com/
Videos:
Warhol (Library)
Lichtenstein (Library)
The Impressionists
36
Hackettstown School District
Hackettstown High School
Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and
aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate,
students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level
of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students
bring what they have learned in, about, and through the arts to their adult lives.
Stage 1: Desired Results
Topic: Sculpture
Core Content Curriculum Number & Strands
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Common themes exist in
Distinguish innovative applications of the
artwork from a variety of
elements of art and principles of design in
cultures across time and are
1.1.12.D.1
visual artworks from diverse cultural
communicated through
perspectives and identify specific crossmetaphor, symbolism, and
cultural themes.
allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and
artworks can come from
dance compositions by using them as
1.1.12.D.2
many places, including other
stimulus/inspiration for corresponding
arts disciplines.
visual artworks.
Core Content Curriculum Number & Strands
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the
arts throughout history and across cultures.
Strand
A. History of the Arts and Culture
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Cultural and historical
Determine how dance, music, theatre, and
events impact art-making as
1.2.12.A.1
visual art have influenced world cultures
well as how audiences
throughout history.
respond to works of art.
Access to the arts has a
positive influence on the
Justify the impact of innovations in the arts
quality of an individual’s
(e.g., the availability of music online) on
lifelong learning, personal
1.2.12.A.2
societal norms and habits of mind in various
expression, and
historical eras.
contributions to community
and global citizenship.
37
Core Content Curriculum Number & Strands
1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
How individuals manipulate
Synthesize the elements of art and
the elements of art and
principles of design in an original portfolio
principles of design results
1.3.12.D.1
of two- and three-dimensional artworks that
in original portfolios that
reflects personal style and a high degree of
reflect choice and personal
technical proficiency and expressivity.
stylistic nuance.
Culturally and historically
diverse art media, art
Produce an original body of artwork in one
mediums, techniques, and
or more art mediums that demonstrates
1.3.12.D.2
styles impact originality and
mastery of visual literacy, methods,
interpretation of the artistic
techniques, and cultural understanding.
statement.
The artist’s understanding of
the relationships among art
media, methodology, and
Organize an exhibit of personal works of
visual statement allows the
visual art that convey a high level of
artist to use expressionism,
1.3.12.D.3
understanding of how the expression of
abstractionism (nonobjective
ideas relates to the art media, art mediums,
art), realism/naturalism,
and techniques used.
impressionism, and other
genre styles to convey ideas
to an audience.
Analyze the syntax and compositional and
Artists interpret/render
stylistic principles of two- and threethemes using traditional art
dimensional artworks in multiple art media
media and methodologies as
1.3.12.D.4
(including computer-assisted artwork), and
well as new art media and
interpret themes and symbols suggested by
methodologies.
the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes
culturally specific by using
used in the creation of culturally and
the tools, techniques, styles,
1.3.12.D.5
historically diverse two- and threematerials, and
dimensional artworks, and emulate those
methodologies that are
styles by creating an original body of work.
germane to a particular
cultural style.
38
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
A. Aesthetic Responses
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Recognition of fundamental
elements within various arts
disciplines (dance, music,
Use contextual clues to differentiate
theatre, and visual art) is
between unique and common properties and
1.4.12.A.1
dependent on the ability to
to discern the cultural implications of works
decipher cultural
of dance, music, theatre, and visual art.
implications embedded in
artworks.
Contextual clues within
Speculate on the artist’s intent, using
artworks often reveal artistic
discipline-specific arts terminology and
intent, enabling the viewer to
1.4.12.A.2
citing embedded clues to substantiate the
hypothesize the artist’s
hypothesis.
concept.
Develop informed personal responses to an
assortment of artworks across the four arts
Artistic styles, trends,
disciplines (dance, music, theatre, and
movements, and historical
1.4.12.A.3
visual art), using historical significance,
responses to various genres
craftsmanship, cultural context, and
of art evolve over time.
originality as criteria for assigning value to
the works.
Criteria for assessing the
historical significance,
Evaluate how exposure to various cultures
craftsmanship, cultural
influences individual, emotional,
context, and originality of art
1.4.12.A.4
intellectual, and kinesthetic responses to
are often expressed in
artwork.
qualitative, disciplinespecific arts terminology.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
B. Critique Methodologies
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Formulate criteria for arts evaluation using
the principles of positive critique and
Archetypal subject matter
observation of the elements of art and
exists in all cultures and is
1.4.12.B.1
principles of design, and use the criteria to
embodied in the formal and
evaluate works of dance, music, theatre,
informal aspects of art.
visual, and multimedia artwork from
diverse cultural contexts and historical eras.
39
The cohesiveness of a work of
art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s technical
proficiency as well as by the
manner and physical context in
which it is performed or shown.
Art and art-making reflect and
affect the role of technology in
a global society.
1.4.12.B.2
Evaluate how an artist’s technical
proficiency may affect the creation or
presentation of a work of art, as well as
how the context in which a work is
performed or shown may impact
perceptions of its significance/meaning.
Determine the role of art and art-making
in a global society by analyzing the
influence of technology on the visual,
1.4.12.B.3
performing, and multimedia arts for
consumers, creators, and performers
around the world.
Enduring Understandings
Students will understand that:
1. Sculpture gives a view of the artist’s world in three
dimensions.
2. Sculpture is a tool for non-verbal communication.
3. Sculpture tells us about the emotions and
imaginative qualities of the human condition and
the world.
4. Sculpture expresses meaning in three dimensions.
5. Sculpture tells a story.
Essential Questions
1. How will sculpture contribute to a student’s
view of the world?
2. Will sculpture give students a better
understanding of the visual world? How?
3. Will the study of sculpture throughout
history give students a richer understanding
of the human condition and other cultures?
How?
4. How can students gain insight into others
and a deeper understanding of themselves
through sculpture?
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. Clay methods using photographs or nature as inspiration.
2. The hand building technique of slab construction.
3. The hand building technique of coil construction.
4. Tools and techniques used in ceramics.
5. How to properly score & slip to attach partitions of clay.
6. Multiple hand wedging techniques (pounding, ram’s head, spiral/cone)
7. How to create varied textural surfaces.
8. The use of space and design principles to create successful sculptures.
9. Specific sculptural movements.
10. Writing about sculpture.
11. The movement associated with “found material” sculpture.
12. Ways to recycle and up cycle to create art.
13. Eco-friendly alternatives to art production.
14. An introduction to conceptual sculpture.
15. The use of adhesives, nailing, and other methods of attachment as demonstrated by the teacher.
16. Surface preparation, such as paint and collage, as demonstrated by teacher.
17. Observe and discuss famous relief sculptures from art history.
18. How to properly research on relief sculpture.
19. Small relief sculpture and its relationship to many cultures/societies throughout history.
40
Learning Expectations/Objectives
Integration of
Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
 Access and Evaluate Information
 Adapt to varied roles, jobs responsibilities,
 Access information efficiently (time) and
schedules and context
effectively (sources)
 Work effectively in a climate of ambiguity
 Evaluate information critically and competently
and changing priorities
Use and Manage Information
Be Flexible
 Use information accurately and creatively for the
 Incorporate feedback effectively
issue or problem at hand
 Deal positively with praise, setbacks and
 Manage the flow of information from a wide
criticism
variety of sources
 Understand, negotiate and balance diverse
 Apply a fundamental understanding of the
views and beliefs to reach workable
ethical/legal issues surrounding the access and use
solutions, particularly in multi-cultural
of information
environments
Media Literacy
INITIATIVE AND SELF-DIRECTION
Analyze Media
Manage Goals and Time
 Understand both how and why media messages are
 Set goals with tangible and intangible
constructed, and for what purposes
success criteria
 Examine how individuals interpret messages
 Balance tactical (short-term) and strategic
differently, how values and points of view are
(long-term) goals
included or excluded, and how media can
 Utilize time and manage workload
influence beliefs and behaviors
efficiently
 Apply a fundamental understanding of the
Work Independently
ethical/legal issues surrounding the access and use
 Monitor, define, prioritize and complete
of media
tasks without direct oversight
Create Media Products
Be Self-directed Learners
 Understand and utilize the most appropriate media
 Go beyond basic mastery of skills and/or
creation tools, characteristics and conventions
curriculum to explore and expand one’s
 Understand and effectively utilize the most
own learning and opportunities to gain
appropriate expressions and interpretations in
expertise
diverse, multi-cultural environments
 Demonstrate initiative to advance skill
ICT Literacy
levels towards a professional level
Apply Technology Effectively
 Demonstrate commitment to learning as a
 Use technology as a tool to research, organize,
lifelong process
evaluate and communicate information
 Reflect critically on past experiences in
 Use digital technologies (computers, PDAs, media
order to inform future progress
players, GPS, etc.), communication/networking
SOCIAL AND CROSS-CULTURAL SKILLS
tools and social networks appropriately to access,
Interact Effectively with Others
manage, integrate, evaluate and create information
 Know when it is appropriate to listen and
to successfully function in a knowledge economy
when to speak
 Apply a fundamental understanding of the
 Conduct themselves in a respectable,
ethical/legal issues surrounding the access and use
professional manner
of information technologies
Work Effectively in Diverse Teams
 Respect cultural differences and work
effectively with people from a range of
social and cultural backgrounds
21st
41

Respond open-mindedly to different ideas
and values
 Leverage social and cultural differences to
create new ideas and increase both
innovation and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of
obstacles and competing pressure
 Prioritize, plan and manage work to
achieve the intended result
Produce Results
 Demonstrate additional attributes
associated with producing high quality
products including the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally
and with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving
skills to influence and guide others toward
a goal
 Leverage strengths of others to accomplish
a common goal
 Inspire others to reach their very best via
example and selflessness
 Demonstrate integrity and ethical behavior
in using influence and power
Be Responsible to Others
 Act responsibly with the interests of the
larger community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Sculpt a small object or figure in a clay-like material and/or create a relief sculpture in clay or Mache
material.
2. Compare and contrast works of sculpture and painting within a given art movement.
3. Identify several famous sculptors.
4. Observe, analyze and critique a famous sculpture.
42
Assessment Methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products- African Masks- Students will create an African inspired mask through the use of
recycled and up cycled materials. Student will create the base for their masks out of recycled materials
and then paper Mache over them to add more detail and a smooth surface in which to add acrylic paint.
Other Evidence and Student Self-Assessment:
 Student Self-Assessment
o Peer-to-Peer Critiquing
o Self Critique
o Artist Statement
 Interdisciplinary
o Technology- Students would benefit from working in tandem with the school’s woodshop
teacher to learn alternative ways to sculpt. Students would be able to learn how to construct with
sturdier material such as wood to create larger and more stable sculptures. Students would also
learn how to use some of the basic tools within the woodshop.
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
 Complete an Internet research project describing the use of masks in non-western cultures.
 Show a PowerPoint that illustrates masks used for different ceremonies throughout a variety of
non-western cultures.
 Illustrate methods for shaping self-hardening clay.
 Describe/demonstrate the use of clay tools.
 Assign a research project; students will work in groups to create a PowerPoint presentation that
describes the creation and use of masks in various non-western cultures.
 Students practice shaping clay into a variety of “faces”.
 Students list the symbolism they wish to delineate with their own mask.
 Students sketch ideas for their masks.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
Students
will reflect, rethink, revise, and refine by:
C
 Reshaping their masks until they have reached their desired product.
 Choosing the best of their sketches to use as a template for their masks.
 Editing PowerPoint slides for presentation as a group.
43
Resources:
Student Materials: red or other self-hardening clay, tools, paper, pencil, recycles containers, glazes, glaze
brushes, hot glue, craft glue, Elmer’s glue, masking tape, substrates, cardboard,
Technology: Internet research, PowerPoints
Teaching Materials: kiln, Power Points, sculptural examples
Teaching Resources:
Books:
1000 Ideas for Creative Reuse: Remake, Restyle, Recycle, Renew by Garth Johnson
Pottery Basics: Everything You Need to Know to Start Making Beautiful Ceramics by Jacqui Atkin
Websites:
http://www.uwosh.edu/faculty_staff/leung/African_Clay_Masks.html
http://www.cln.org/themes/masks.html
http://edsitement.neh.gov/view_lesson_plan.asp?ID=314
http://www.ket.org/artonair/artists/alexanderguide.htm
http://www.princetonol.com/groups/iad/lessons/middle/masks.htm
44
Hackettstown School District
Hackettstown High School
Mission Statement: Visual Arts education inspires students to perceive and shape the visual, spatial, and
aesthetic characteristics of the world around them. Using a variety of ways to explore, learn and communicate,
students develop their capacity for imaginative and reflective thinking. Whatever their previous training or level
of expertise in the arts, adolescents search for ways to communicate personal and original ideas. These students
bring what they have learned in, about, and through the arts to their adult lives.
Stage 1: Desired Results
Topic: Graphic Design
Core Content Curriculum Number & Strands
1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that
govern the creation of works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Common themes exist in
Distinguish innovative applications of the
artwork from a variety of
elements of art and principles of design in
cultures across time and are
1.1.12.D.1
visual artworks from diverse cultural
communicated through
perspectives and identify specific crossmetaphor, symbolism, and
cultural themes.
allegory.
Stimuli for the creation of
Translate literary, musical, theatrical, and
artworks can come from
dance compositions by using them as
1.1.12.D.2
many places, including other
stimulus/inspiration for corresponding
arts disciplines.
visual artworks.
Core Content Curriculum Number & Strands
1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the
arts throughout history and across cultures.
Strand
A. History of the Arts and Culture
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Cultural and historical
Determine how dance, music, theatre, and
events impact art-making as
1.2.12.A.1
visual art have influenced world cultures
well as how audiences
throughout history.
respond to works of art.
Access to the arts has a
positive influence on the
Justify the impact of innovations in the arts
quality of an individual’s
(e.g., the availability of music online) on
lifelong learning, personal
1.2.12.A.2
societal norms and habits of mind in various
expression, and
historical eras.
contributions to community
and global citizenship.
45
Core Content Curriculum Number & Strands
1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to
creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand
D. Visual Art
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
How individuals manipulate
Synthesize the elements of art and
the elements of art and
principles of design in an original portfolio
principles of design results
1.3.12.D.1
of two- and three-dimensional artworks that
in original portfolios that
reflects personal style and a high degree of
reflect choice and personal
technical proficiency and expressivity.
stylistic nuance.
Culturally and historically
diverse art media, art
Produce an original body of artwork in one
mediums, techniques, and
or more art mediums that demonstrates
1.3.12.D.2
styles impact originality and
mastery of visual literacy, methods,
interpretation of the artistic
techniques, and cultural understanding.
statement.
The artist’s understanding of
the relationships among art
media, methodology, and
Organize an exhibit of personal works of
visual statement allows the
visual art that convey a high level of
artist to use expressionism,
1.3.12.D.3
understanding of how the expression of
abstractionism (nonobjective
ideas relates to the art media, art mediums,
art), realism/naturalism,
and techniques used.
impressionism, and other
genre styles to convey ideas
to an audience.
Analyze the syntax and compositional and
Artists interpret/render
stylistic principles of two- and threethemes using traditional art
dimensional artworks in multiple art media
media and methodologies as
1.3.12.D.4
(including computer-assisted artwork), and
well as new art media and
interpret themes and symbols suggested by
methodologies.
the artworks.
Two- and three-dimensional
artworks can be rendered
Identify the styles and artistic processes
culturally specific by using
used in the creation of culturally and
the tools, techniques, styles,
1.3.12.D.5
historically diverse two- and threematerials, and
dimensional artworks, and emulate those
methodologies that are
styles by creating an original body of work.
germane to a particular
cultural style.
46
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
A. Aesthetic Responses
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Recognition of fundamental
elements within various arts
disciplines (dance, music,
Use contextual clues to differentiate
theatre, and visual art) is
between unique and common properties and
1.4.12.A.1
dependent on the ability to
to discern the cultural implications of works
decipher cultural
of dance, music, theatre, and visual art.
implications embedded in
artworks.
Contextual clues within
Speculate on the artist’s intent, using
artworks often reveal artistic
discipline-specific arts terminology and
intent, enabling the viewer to
1.4.12.A.2
citing embedded clues to substantiate the
hypothesize the artist’s
hypothesis.
concept.
Develop informed personal responses to an
assortment of artworks across the four arts
Artistic styles, trends,
disciplines (dance, music, theatre, and
movements, and historical
1.4.12.A.3
visual art), using historical significance,
responses to various genres
craftsmanship, cultural context, and
of art evolve over time.
originality as criteria for assigning value to
the works.
Criteria for assessing the
historical significance,
Evaluate how exposure to various cultures
craftsmanship, cultural
influences individual, emotional,
context, and originality of art
1.4.12.A.4
intellectual, and kinesthetic responses to
are often expressed in
artwork.
qualitative, disciplinespecific arts terminology.
Core Content Curriculum Number & Strands
1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an
understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual
art.
Strand
B. Critique Methodologies
By the end of
Content Statement
CPI#
Cumulative Progress Indicator (CPI)
grade 12
Formulate criteria for arts evaluation using
the principles of positive critique and
Archetypal subject matter
observation of the elements of art and
exists in all cultures and is
1.4.12.B.1
principles of design, and use the criteria to
embodied in the formal and
evaluate works of dance, music, theatre,
informal aspects of art.
visual, and multimedia artwork from
diverse cultural contexts and historical eras.
47
The cohesiveness of a work
of art and its ability to
communicate a theme or
narrative can be directly
affected by the artist’s
technical proficiency as well
as by the manner and
physical context in which it
is performed or shown.
1.4.12.B.2
Evaluate how an artist’s technical
proficiency may affect the creation or
presentation of a work of art, as well as how
the context in which a work is performed or
shown may impact perceptions of its
significance/meaning.
Determine the role of art and art-making in
a global society by analyzing the influence
1.4.12.B.3
of technology on the visual, performing,
and multimedia arts for consumers,
creators, and performers around the world.
Essential Questions
Enduring Understandings
1. How will graphic design affect the way Students will understand that:
students see the arts in general?
1. Graphic design is the most visual art form in
2. How will graphic design give students an
our present day world.
awareness of art careers?
2. Graphic design is a major career choice for
3. What skills can students gain in graphic arts?
artists.
4. What methods and materials will students use
3. Graphic design advertises, expresses, and
in graphic arts and of what value are they?
creates images in multiple ways.
4. Graphic design and technology go hand in
hand in creating an exciting, visual world.
Knowledge and Skills: (Focus of Instruction)
Students will be instructed on:
1. The use of type or lettering style in a comic strip.
2. A variety of comics/cartoon characters.
3. The qualities of a good comic strip.
4. The use of onomatopoeia in cartoon strips.
5. The use of a planning sheet for comic panels.
6. Props and landscapes frequently used in comic strips.
7. Various careers in graphic design.
8. Reading and observing cartoon strips (sequential art).
9. Developing a cartoon character or characters.
10. Working in groups to “brainstorm” for the development of original cartoon characters.
11. Mandela, tessellations, fabric design, and wallpaper design.
12. Repeated design in printmaking.
13. The proper format to paper on a famous architect and his/her style.
14. The principles of design by analyzing a given graphic artwork.
15. Creating a cartoon strip centered on a given theme.
16. Using a computer program to select appropriate lettering for a comic.
17. Creating a repeat design (Mandela, tessellation, fabric design, and wallpaper design).
18. Observing/discussing visuals of multi-cultural Mandela.
19. Observing/discussing visuals of geometric art drawn from both western and nonwestern cultures.
20. The implementation of repeated/geometric design (i.e., mirror writing, design reflection or reversal).
21. Creating a repeated design using a soft-block print.
22. How to observe, analyze and write about a famous architect.
Art and art-making reflect
and affect the role of
technology in a global
society.
48
23. Writing a page on a given artwork analyzing the elements of design applied in the given composition.
24. Defining, understanding, analyzing, and applying the principles of design within a given composition.
Learning Expectations/Objectives
Integration of 21st Century Skills
Integration of 21st Century Learning
FLEXIBILITY AND ADAPTABILITY
Information Literacy
Adapt to Change
 Access and Evaluate Information
 Adapt to varied roles, jobs responsibilities,
 Access information efficiently (time) and
schedules and context
effectively (sources)
 Work effectively in a climate of ambiguity and
 Evaluate information critically and
changing priorities
competently
Be Flexible
Use and Manage Information
 Incorporate feedback effectively
 Use information accurately and creatively for
 Deal positively with praise, setbacks and
the issue or problem at hand
criticism
 Manage the flow of information from a wide
 Understand, negotiate and balance diverse
variety of sources
views and beliefs to reach workable solutions,
 Apply a fundamental understanding of the
particularly in multi-cultural environments
ethical/legal issues surrounding the access and
INITIATIVE AND SELF-DIRECTION
use of information
Manage Goals and Time
Media Literacy
 Set goals with tangible and intangible success
Analyze Media
criteria
 Understand both how and why media messages
 Balance tactical (short-term) and strategic
are constructed, and for what purposes
(long-term) goals
 Examine how individuals interpret messages
 Utilize time and manage workload efficiently
differently, how values and points of view are
Work Independently
included or excluded, and how media can
 Monitor, define, prioritize and complete tasks
influence beliefs and behaviors
without direct oversight
 Apply a fundamental understanding of the
Be Self-directed Learners
ethical/legal issues surrounding the access and
 Go beyond basic mastery of skills and/or
use of media
curriculum to explore and expand one’s own
Create Media Products
learning and opportunities to gain expertise
 Understand and utilize the most appropriate
 Demonstrate initiative to advance skill levels
media creation tools, characteristics and
towards a professional level
conventions
 Demonstrate commitment to learning as a
 Understand and effectively utilize the most
lifelong process
appropriate expressions and interpretations in
 Reflect critically on past experiences in order
diverse, multi-cultural environments
to inform future progress
ICT Literacy
SOCIAL AND CROSS-CULTURAL SKILLS
Apply Technology Effectively
Interact Effectively with Others
 Use technology as a tool to research, organize,
 Know when it is appropriate to listen and when
evaluate and communicate information
to speak
 Use digital technologies (computers, PDAs,
 Conduct themselves in a respectable,
media players, GPS, etc.),
professional manner
communication/networking tools and social
Work Effectively in Diverse Teams
networks appropriately to access, manage,
 Respect cultural differences and work
integrate, evaluate and create information to
effectively with people from a range of social
successfully function in a knowledge economy
and cultural backgrounds
 Apply a fundamental understanding of the
 Respond open-mindedly to different ideas and
ethical/legal issues surrounding the access and
values
use of information technologies
49

Leverage social and cultural differences to
create new ideas and increase both innovation
and quality of work
PRODUCTIVITY AND ACCOUNTABILITY
Manage Projects
 Set and meet goals, even in the face of
obstacles and competing pressure
 Prioritize, plan and manage work to achieve
the intended result
Produce Results
 Demonstrate additional attributes associated
with producing high quality products including
the abilities to:
- Work positively and ethically
- Manage time and projects
effectively
- Multi-task
- Participate actively, as well as be
reliable and punctual
- Present oneself professionally and
with proper etiquette
- Collaborate and cooperate
effectively with teams
- Respect and appreciate team
diversity
- Be accountable for results
LEADERSHIP AND RESPONSIBILITY
Guide and Lead Others
 Use interpersonal and problem-solving skills to
influence and guide others toward a goal
 Leverage strengths of others to accomplish a
common goal
 Inspire others to reach their very best via
example and selflessness
 Demonstrate integrity and ethical behavior in
using influence and power
Be Responsible to Others
 Act responsibly with the interests of the larger
community in mind
Stage 2: Evidence of Understanding
Hackettstown Benchmarks: (Do or Say)
Students will be able to:
1. Create a cartoon strip of three to six panels using an original character.
2. List and define various careers in graphic design
3. Identify and use lettering styles suited to a comic theme.
4. Create a finished repeated design.
5. Identify and describe the qualities of decorative design.
50
Assessment Methods:
Formative: (On-going)
 Teacher and peer written critique
 Sketching and planning
 Finished products
 Written critiques, tests
Summative: (Culminating)
 Finished products – Comic Strip- Students will create an original comic strip in which they will design
the characters, the text, lettering, and layout.
Other Evidence and Student Self-Assessment:
 Student Self-Assessment
o Peer-to-Peer Critiquing
o Self Critique
o Artist Statement
 Interdisciplinary
o Technology Department- Students would be able to work with the technology department to use
Adobe Creative Suite to learn how to create layouts, add text, and create imagery through the use
of the computer.
o English Department- Students would be able to learn the subtleties of creating a body of text for
a comic strip. Students would benefit from learning the proper way construct and edit a short
story without compromising on content.
Stage 3: Learning Plan
To show evidence students may complete the following assessment:
A
 View a video with an invented superhero or comic/cartoon character and analyze the qualities
the writer used to make the character interesting, exiting, appealing.
 Analyze, by watching a comic/superhero video or reading a comic, the characteristics of a
comic story.
 Look at step-by-step cartoon illustrations and practice drawing the cartoon characters.
 Sketch a variety of cartoon characters.
 Take notes on terms used by graphic artists to design comics: storyboard, panel, prop,
landscape.
 Discuss the use of dialogue and onomatopoeia.
 Draw a variety of comic landscapes/props.
 Do an Internet research to investigate the work of a favorite comic/cartoon artist.
Instructor will provide differentiated instruction through any and all of the following strategies:
B
 Readiness/ability
 Adjusting questions
 Compacting Curriculum
 Tiered Assignments
 Acceleration/Deceleration
 Peer teaching
Students will reflect, rethink, revise, and refine by:
C
 Working in groups of two or three to invent a comic character.
 Comparing sketches of their chosen character.
 Choosing (from their sketches) the most effective panel designs.
 Working together to edit/embellish comic dialogue.
51
Resources:
Student Materials: paper, ebony or shading pencil, ruler, eraser, Prismacolors, design markers, printed how-tocreate cartoons worksheets, printed examples of props/landscapes frequently used in comics, large strips of
paper, illustration pens, tracing paper, Sharpies
Technology: : Internet research, digital images, Adobe Creative Suite
Teaching Materials: comics, digital images of comics/cartoons/superhero, any superhero, comic video
Teaching Resources:
Websites:
http://www.princetonol.com/groups/iad/lessons/middle/Jennie-cartoon.htm
http://www.readwritethink.org/lessons/lesson_view.asp?id=188
Books:
How to Draw Comics the Marvel Way by Stan Lee
Making Comics: Storytelling Secrets of Comics, Manga, and Graphic Novels by Scott McCloud
Manga for Beginners: Everything you Need to Start Drawing Right Away! By Christopher Hart
The Mandela Book: Patterns of the Universe by Lori Bailey Cunningham
52
RESOURCES
ANCILLARY TEXTS
1. Andrews, Jack. Edge of the Anvil. Chester Book Co.
2. Bawden, Juliet. The Hat Book
3. Branfman, Steve. Raku, A Practical Approach. Chilton Book Co., 1991.
4. Carter, Patricia. Illuminated Calligraphy. Search Press, 1990.
5. Chambers, Anne. Marbling on Paper Using Oil Paints. Search Press, 1992.
6. Ford, Steven & Dierks, Leslie. Creating With Polymer Clay. Japan Publishing, Inc., 1973.
7. Green, Angie; Wood, Kim; Miller, Liz. Friendly Plastics 11 - Easy Jewelry. Suzanne McNeill
Design Originals, 1990.
8. Hilliard, Elizabeth. Designing With Tiles.
9. Kasahara, Kunihilco. Origami Made Easy. Japan Publishing, Inc., 1973.
10. Levy, Mervyn, editor. The Pocket Dictionary of Art Terms. New York Graphic Society, 1961.
11. Matthews, Glenice Lesley. Enamels, Enameling, Enamelists. Chilton Book Co., 1984.
12. Messet, Jan. Designing With Pattern.
13. Miller, Liz. Fashion Fantasy. Pat Depke Books, 1990.
14. Readers Digest. Crafts and Hobbies. The Reader's Digest Association, Inc., 1979.
15. Rufener, Shirley. Fancy Fimo Jewelry. Hot Off The Press, Inc., 1992.
16. Wild, Anne. Animal Mobiles. 1987.
17. Janson, H. W. History of Art. Harry N. Abrams, Inc., 1995. With slides produced by Universal
Color Slides Company.
18. Funk, Victoria. Step By Step Artists’ Techniques. Chartwell Books, Inc., 1980.
19. Levy, Mervyn, editor. The Pocket Dictionary of Art Terms. New York Graphic Society, 196l.
53
VIDEOS
1. Batik As Fine Art, with Helen Carhen. (Video Textbooks)
2. Beginners Stained Glass (Spectrum Glass)
3. Careers in Art: Graphic Design. (Crystal Video)
4. Ceramics: Handbuilding. Artist, Ro Mead. Part 1 and 2. (Crystal Video)
5. Good Enough to Eat/Tasty Ceramics. (Double Diamend Corp.)
6. Loomless Weaving. (RMI Media Prod.)
7. Raku Ceramics with Jim Romberg. (Ashland Video Prod.)
8. The Arts of the East: China, Japan, India, Tibet. (Double Diamend Corp.)
9. Using Your Creative Brain. (Crystal Productions)
10. Broomer, Gerald. Creating Abstract Art. (Crystal)
11. Broomer, Gerald. Principles of Design. (Crystal)
12. Paschal, Robert. Airbrush Techniques 11. (Demovision)
13. Portrait of an Artist: Magritte. (Vol. 11, Home Vision)
14. Quiller, Stephen. Composition. (Crystal)
EDUCATIONAL KITS
1. How To Do: The Creative Potter. (Educational Dimensions Group)
2. How to Tie and Dye. (Clearview, Inc.)
MAGAZINES
1. Flash Art
2. Communication Arts
3. Flash Art
4. American Artist
5. Art in America
6. Air Brush Action Magazine.
54
7. Scholastic Art.
8. American Artist
9. Art in America
SOFTWARE
1. Adobe Photoshop
2. Adobe Illustrator
3. Adobe Golive
4. Adobe Indesign
5. Microsoft Office Suite
HARDWARE
1. Computers
2. Laser Printers
3. Inkjet Printers
4. Dye Sublimation Printer
5. Scanners
6. Digital Cameras
BOOKS, SLIDES and MUSIC
1. Art History Slides From Museums Worldwide.
2. Barker, Phyllis Clausen. Short Lessons in Art History. J. Weston Walch, Pub., 1987.
3. Baroque Art and Music. Education Audio-Visual, Inc., 1974.
4. Curtis, Seng-Gye Tombs & Hunt, Christopher. The Airbrush Book. Van Nostrand Reinhold Co.,
1980.
5. Fuller, Norman. Airbrush Painting. Davis Publications, 1983.
6. Maurello, Ralph S. The Complete Airbrush Book. Leon Amiel Publisher, Inc., 1980.
7. McGraw-Hill Dictionary of Art, Volumes 1-5, Mayflower Books Inc., 1979.
55
a.
b.
c.
d.
e.
f.
g.
Bugler, Caroline. Dutch Painting
Jacobs, Michael. Mythological Painting
Jeffries, Bo. Landscape Painting.
Landon, Helen. Everyday Life Painting.
Stirton, Paul. Renaissance Painting.
Warner, Malcolm. Portrait Painting.
Wright, Christopher. French Painting.
8. The Color Slide Books of the World’s Art. McGraw Hill Book Co., Inc.
a. Borea, Evelina. The High Renaissance.
b. Gomez-Moreno, Carmen. Spanish Painting, The Golden Century
c. Meijer, Emil R. Dutch Painting, 17th Century.
d. Pearce, John. American Painting 1560-1913.
e. Previtali, Giovanni. Early Italian Painting.
f. Van Schaack, Eric. Baroque Art in Italy.
g. Werner, Alfred. German Painting, The Old Masters.
9. The Center for Humanities, Inc. The Metropolitan Seminars in Art: Expressionism, Abstraction.
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INTERNET RESOURCES
1. @rt Room: Art Sparklers - ideas for art projects.
2. Artrageous' Thinking: Learn what it means to "think like an artist." Art gallery - view art work created by
kids from all over the world. Artifacts - historical facts and trivia from the world of art. Art library- reviews
of books written for kids about art and artists. Art links- visit other art web sites. Artist birthdays. See
Stages of Artistic Development. Check out Mr. Roland's "Stepping Out" site for more links on the web.
Notice: @rt Room will only be online for a short time. Please visit Art Junction.
3. Artcyclopedia: Search by artist, art style or movement, medium, and subject. Quality site with links to other
sites on the Web about your selected topic.
4. Art Junction: A collaborative art space for teachers and students. Site by Dr. Craig Roland, University of
Florida. See Artist Trading Cards (ATCs in the Classroom).
5. Young in Art: A Developmental Look at Child Art: Art Sparkers
6. ArtLex online art dictionary: Definitions of more than 3,300 terms , along with thousands of images,
pronunciation notes, great quotations, and links to other resources on the Web. Site by Michael Delahunt.
7. ArtsEdge - Kennedy Center: Curriculum materials, student friendly links to cultures, people, themes, times
and seasons. Quality lesson plans; Great How To's; Art Quotes.
8. ArtsConnectEd Minneapolis Institute of the Arts: Walker Art Center. Classroom materials, art gallery, fun
interactive activities; Minneapolis Institutes of Art Postcards.
9. Devices of Wonder: Exhibition explores how optical devices and technologies have shaped our perception
of the world, and teaches us about our social, scientific, and visual histories. Play with the games, scientific
instruments, and optical devices in the exhibition.
10. Getty Resources for Teachers: See Guide to Building Visual Arts Lessons - Lesson Plans.
TeacherArtExchange List Serve; Explore Art - On line Video Gallery.
11. AE Connect: The art educators' virtual drop in center. Site from Massachusetts College of Art - has
extensive art education resources including Choice-Based Art Teaching. Lesson plans,
tutorials, art + technology articles and more.
12. FugleFlicks - Art Related Videos: Educational short videos created by Tricia Fuglestad and her students to
teach art related concepts.
13. Incredible Art Department: Links, cartoons, lesson plans and more!
14. It's the Thought that Counts: Teach for meaning, teach the BIG ideas. Pdf file from Craig Roland; Includes
extensive resources.
15. Knowledge Network Classroom Internet Library: K-12 Visual Art Resources. This is a site from New
Hampshire....gives you links for many artists/art history/cultures etc. - plus has links to images on the web
for each artist. It does have many artists sorted out by time period and nationality.
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16. Knowledge Loom -Teaching for Artistic Behavior: Choice-based teaching and learning delivers in-depth
curriculum in the context of student-centered work. More resources for TAB Choice.
17. What is Art? What is an Artist?: An exhibition exploring the perception of art and the identity of the artist
through history and in contemporary society; from Sweet Briar College.
18. Eyes on Art: Interactive site that allows students to critique works of art, select works for their own
"museum" and even take an on-line quiz. Quality site for middle school students and beyond. Eyes on Art
alternate site.
19. AccessArt: Collection on online activities for students and teacher - all ages. For teachers, educators and
artists; AccessArt provides easy access to contemporary issues in visual arts education and an exchange of
information and ideas. For pupils, pupils will find AccessArt a fun, creative and dynamic learning tool
across all key stages.
20. Art, Design, and Visual Thinking: An Online textbook; an introduction to visual arts and design that stresses
the components of visual thinking and visual language underlying design and the fine arts. Gives an
overview of different art media with examples to illustrate (scroll in left frame to see what all is available on
this site). By Charlotte Jirousek, New York State College of Human Ecology Cornell University.
21. Art Partners: Promoting equity, diversity and access to art experiences for all children -- a collaborative
fieldwork program involving faculty and students from Buffalo State College (BSC), Buffalo, NY, with
teachers and students in Buffalo Public Schools. Art Partners focuses on urban students attending inner city
schools who have special learning needs. Quality lesson plans/units! Comprehensive Arts Links page for
music, dance and drama. Interdisciplinary units, too.
22. Learning to Think Artistically: A growing online book of ideas, innovation, and inspiration for teachers and
parents by Marvin Bartel. See "Encouraging Creative Thinking with Awareness Questions" (see more links
for creative thinking).
23. Hartcourt Art Express: Lots of fun activities listed for grade 1 through 5 - but suitable for older students,
too. Instructional Strategies PlasmaLink Web Services provides the Glossary of Instructional Strategies as a
resource for all educators.
24. Model Schools: Art Education Resources. Art Advocacy, Lesson Plans, School links, Museum links and
more.
25. Web Exhibits.org: Causes of Color - Pigments through the ages; links for hundreds of art sites.
26. Ohio Partnership for the Visual Arts: Free Internet Resources for the visual Arts; art, history, music and
photography.
27. Ohio Department of Education- Proficiency Tests: Ohio Department of Education Standards Based Lessons.
National Art Education Association (NAEA) Publications for professional development. NAEA
Convention news NAEA promotes art education through Professional Development, Service, Advancement
of Knowledge, and Leadership. NAEA is a non-profit, educational organization.
28. North Texas Institute for Educators on the Visual Arts: This site uses museum resources to help art teachers
in; Art Education and Museum Links.
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29. Art Studio Safety Information (Marvin Bartel, Goshen College)
30. Health and Safety in the Arts: A searchable data base provided by City of Tucson's Environmental
Management Division. Also see UniSA Library Internet Resources for Art Hazards:
Pollution Prevention for Arts Education.
31. True Art - Artist Materials Information See Art Hazards section. Web site is offered by Steven Saitzyk
Consulting.
32. Teachers First: Contains high quality web resources for the classroom, sorted by subject and grade level
Visual Culture Workshop curriculum materials complied by Victoria Franklin-Dillon. Visual Culture
includes the study of contemporary art forms, traditional art forms, media, magazines, film, popular music
and culture as well as photography and advertising.
33. Visual Understanding in Education: (VUE) conducts educational research focused on the cognitive
development that results from interaction with art. VUE develops programs for schools and museums,
principally Visual Thinking Strategies (VTS).
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WEBSITES ON SPECIAL TOPICS OF INTEREST
Art History Timelines:
1. American Cultural History - The 20th Century: Through the decades; from Kingwood College
Library (90's were blank when last checked)
2. North Carolina Museum of Art: Click on Teacher's Resources --then click on Timeline; complete
with pictures from their collection.
3. The Arts in the Western Tradition from North Park University.
4. Art History Timeline from Sanford: Kid friendly adventure!
5. Timeline of Art History: Metropolitan Museum of Art - NOW up to 2000 AD. Check Special
Topics.
6. Modern Art Timeline from The-Artist.org. Click on movement to get suggested artists. Of course
many movements overlap.
7. Web Museum - Painting Timeline: Gothic through the 1960's; Plus Japanese art and architecture.
8. Brief Timeline of American Literature and Events: Excellent correlation from pre-1620 to 1920.
9. Music Timeline: 19th and 20th Century Art/History Timeline; world events and literature; from
Duke University.
Art History Resources:
1. AP Art History Lesson Plans: Excellent pacing guide using the book Art History by Marilyn
Stokstad. Lessons by Eric Wolarsky.
2. A Teacher's Guide to American Art - Information about twenty-four objects that represent American
art from colonial times to the Civil War period. The descriptive information about the artworks is
accompanied by lesson plans.
3. Art History on the Web - Sweet Briar College
4. Art History Links page From Community Learning Network. Links to information about Art
History.
5. University of Michigan- Art History: (known as Mother of All Art History Links ); if you can not
find it on my site--go ask "Mother".
6. World Wide Web - History of Art Virtual Library : Collection of links relating to Art History and
computer applications in Art History; Sponsored by CHArt.
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READING LIST
1. Arkus, Leon, Three Self-Taught Artists: Hicks, Pipkins, and Kane, Museum of Art, Carnegie Institute of
Pittsburgh, October 21-December 1966
2. Chapman, Laura H., Approaches to Art in Education, Harcourt Brace Jovanovich, Publishers, San Diago,
New York, Chicago, Washington, D.C. 1978
3. Carhart, Mary, Watercolor, See for Yourself, Grumbacher Inc., New York, New York
4. Carroll, Colleen, How the Artists See the Elements Earth Air Fire Water, Abbyeville Kids A Division of
Abbeyville Publishing Group New York, London, Paris 1992
5. Demarest, David P., The River Ran Red, Homestead 1892. University of Pittsburgh Press, Pittsburgh, PA
15260 1992
6. Emil, Jane, All About Rivers: The Question & Answer Book, Troll Associates, Mahwah, New Jersey 1984
7. Lorant, Stefan, Pittsburgh: The Story of an American City, Lenox: Authors Edition. 1988
8. Gifted and Talented in Art Education, Stanley S Madeja, Editor, National Art Education Association, 1916
Association Drive, Reston, Virginia 22091 1983
9. Museum of Art. Carnegie Institute Collection Handbook (Museum of Art, Carnegie Institute, 1985)
10. Peppin, Anteo, Nature in Art: Millbrook Arts, Library Meilon Publishing Company Ltd., 1991
11. Pollard, Jeanne, Building Toothpick Bridges, Dale Seymour Publications, Palo Alto, CA 94303, 1985 IBSN
0-86651-266-7
12. Reynolds, Nancy, Walkup Art Lessons for the Middle School, A DBAE Curriculum, J. Weston Walch
Publisher Portland, Maine, 1992
13. Williams, Helen Broomer, Gerald.
a. Creating Abstract Art. (Crystal)
b. Principles of Design. (Crystal)
14. Paschal, Robert. Airbrush Techniques 11. (Demovision)
15. Portrait of an Artist: Magritte. (Vol. 11, Home Vision)
16. Quiller, Stephen. Composition. (Crystal)
17. Stories in Art, Millbrook Arts Library, the Millbrook Press, Brookfield, New Jersey, 1992
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