Microsoft Word OVERVIEW.docx

Transcript

1 CRANSTON PUBLIC SCHOOLS VISUAL ARTS PRE-K-12 Jill Cyr Program Supervisor Art Department Faculty Curriculium Committee -Krsulic Kristine Blake Valerie Bruzzi Valerie Bruzzi -Krsulic Gloria Budz Gloria Budz Jean Carmody Paul Carpentier Jean Carmody Heidi Copeman Paul Carpentier Cathy Cox Heidi Copeman Janice Devitt Cathy Cox Alicia Hawkins Janice Devitt Marisa Iacavone Lisa Erb Kirsten Sorensen Alice Gebhart Barbara Vocc -Gallo ola Mary Greim Christine Underbaggage Alicia Hawkins Lisa Erb Marisa Iacavone Jodi Manca Christina Merrill Marty Russell Mary Ann Schulteis Christine Smith Kirsten Sorensen Claudia Venditto Barbara Voccola Christine Underbaggage Curriculum Advisory Board (date) _________________ Adopted: Cranston School Committee (date) _________________ 1

2 Table of Contents Acknowledgements... ...3 Connections...4 Cranston Public Schools – Visio n & Guiding Beliefs...5 Mission & Strategic Goals... ...6 Statement of Expectations... ...6 -­‐7 Distric t Academic Expectations... ..8 Visual Arts Department Philosophy... .9 Curriculum Maps ... ...11 -­‐37 Scope and Sequence... ..38 -­‐97 -­‐12... ...98 -­‐167 Course Descriptions, 9 Curriculum Overview/Content PreK-­‐ -­‐206 12...168 Appendices... ...207 -­‐ A. Visua National Standards ... 207-­‐ 229 l Art and Design GSE’s State & i. DOK Levels st ii. 21 Century Skills iii. st Century Skills Arts Education Standard s and 21 B. Pre K -­‐220 -­‐12 Visual Art and Design GSE charts...212 isual Arts Terms... C. Glossary of V ...230-­‐ 240 D. Instructional Strategies... 241-­‐ 270 1. Assessments and Rubrics...241 -­‐260 th a. 7 grade Common Task b. Advanced Sculpture and Ceramics Common Task c. Common Task Table d. Comprehensive Course Assessment table 2. Sample Lessons -­‐270 ...261 a. Elementary school lesson, Paul Carpentier b. Middle school l esson, Alicia Hawkins c. High school lesson, Jill Cyr E. District Wide Art Rubrics... 271-­‐ 276 F. Resources/ Digital e-book licenses/ T extb ooks ... ...277 -­‐282 283-­‐ 284 G. Technology Standards/ ISTE... 2

3 Acknowledgements The concepts and ess ential vocabulary for this cur riculum are based on the previous Visual Arts Curriculum. The visuals arts faculty members developed the skills, assessments, rubrics, and . sample lesson plans Materials for the appendices were drawn from the developed by the curriculum committee, visual arts faculty members. This document would not have been completed so quickly without their efforts. Special thanks to the Visual Arts Curriculum Committee, Dr. Nancy Sullivan, Curriculum Advisory Board for their and the Jill Cyr, Program Supervisor, review and recommendations. 3

4 Curriculum Development & Design Process Cranston Public Connections Schools By Dr. Nancy Sullivan _____________ Student Needs st curricula, as all curricula in the Cranston Public Schools, must The visual arts Century For 21 ssion and Academic demonstrate connections to the system wide Mi Success ↑↓ as well as Goals of the Ex pectations, Civic, and Social Expectations, National Strategic Plan. In addition, high school curricula must be connected to the Standards high schools’ Mission Statements and the academic and social expectations as ↑↓ stated in current School Improvem ent Plans. State Standards ↑↓ Mission of The philosophical base for curriculum has moved from a traditional academic Cranston essentialist vision of teaching and learning to a more constructivist teaching Public Schools and learning mode which undergirds standards driven (i.e. GSE driven and ↑↓ Strategic Plan of learned society driven) curriculum and instruction. Active learning about District who we are as a nation, within the context of our global connections, is vital. ↑↓ In depth understanding, and retention of a sometimes quite complex Academic mance assessments. knowledge set requires active learning and perfor Expectations Defined by Cranston School The visual arts department’s philosophy informs how this department strives Committee s visual arts to create a learning environment. The state’ framework standards ↑↓ tent (knowledge and skills) as (GSE’s) inform the goals for each area of con Mission and The department is moving toward greater e seen in the curriculum maps. can b Goals Of Respective use of performance assessments with use of district , while -wide rubrics Schools sustaining some of the traditional departmental assessments that provide Aligned to trive to maintain both horizontal and connections across the curriculum. We s District’s vertical articulation through the work that creates this curriculum guide, its Mission and Goals implementation, and forms of evaluation. ↑↓ Department, The development of curriculum is a process that involves and acknowledges Academic Area, the links between the m ission and strategic goals of the school system and Vocational Area Curriculum Goals those of the schools and the department while the Rhode Island BEP drives ↑↓ curriculum design and delivery. Rhode Island Department of Education District CAB Regulations relative to student proficiencies drives rict’s t assessmen our dist (Curriculum s multiple measures of students’ retention of knowledge that provide system Advisory Board) ↑↓ and abilities to apply knowledge as well as develop skills informed by Current Research knowledge. However, the mission of the district, and the schools, is to design In respective and deliver a broader based curriculum (using the state’s GSE’s as a guide). academic field It is ultimately the delivered/taught /assessed curriculum, as designed by our ↑↓ Curriculum professional teachers, that promotes and drives student learning. Curriculum, Mapping Design are recognized as partners in student instruction, and assessment then, with four key learning. elements ↑↓ riculum Cur A curriculum guide, as this one, is a dynamic document not only because Committee For what is known is rapidly changing; but also because each teacher’s Development and is our knowledge set has both great similarities and some differences. It Design responsibility as educators to incorporate changes as they become known and ↑↓ to update our current knowledge base. It is each teacher’s responsibility to Academic Area/Department use this guide as a guide to his or her practice. ↑↓ Students Needs For st Century 21 Success F o 4 r 2 1

5 CRANSTON PUBLIC VISION SCHOOLS The Cranston Public Schools is an educational partnership , which promotes excellence through a standards -based curriculum. The success of this partnership derives from s. Our students effective communication and appreciation of the diversity of its member attain high standards, rich their individual potential, make a smooth transition to careers, and become contributing members of society. GUIDING BELIEFS • Every student is important • All students can reach high standards (achieve prof iciencies) • Children are naturally curious and want to learn • All students can reach their potential Students learn in a variety of ways • • Education is a partnership between and among students, parents, educators, and the community. • On -Going, comprehensive pro fessional development is an essential to a learning community. • Students learn best in a caring and nurturing environment. • All students and teachers deserve a safe and orderly environment. • All members of the educational par tnership deserve to be treated with dignity and respect within a setting that celebrates diversity. • All students need to acquire knowledge and skills needed for success in their futures in the real worl d • Members of the educational partnership are entitled to equitable resources to facilitate learning. Schools are responsive to societal trends affecting education. • 5

6 MISSION STATEMENT a partnership consist It is the mission of the Cranston Public Schools, ing of students, teachers, parents, and community members, to enable all students to high standards in preparation for a successful develop their potential and reach future. DISTRICT STRATEGIC GOALS STUDENT ACHIEVEMENT:  Goal #1: Alls students in Cranston Public Schools will either meet or exceed the standards according to state assessments and classroom evaluations.  Goal # 2: All students in Cranston Public Schools will meet the 2008 Annual Measurable Objec tives of 84.1% in English Langu age Arts (ELA) at the elementary school level; 78.6% at the middle school level; and 75.0% at the high school level; and/or show personal Adequate Yearly Progress.  Goal #3: All students in Cranston Public Schools will meet the 2008 Annual Measurable Objectives of 74.5% in Math at the elementary school level; 64.1% at the middle school level; and 63.2% at the high school level; and /or show personal Adequate Yearly Progress. PERSONALIZATION:  Goal #4: All students will benefit from data -driven, research -based programs that address their diverse physical, social, and emotional needs; support student -free, and more achievement; and create safe, drug professionalized learning environments. PROFESSIONAL DEVELOPMENT:  Goal # 5: Teachers will participate in high quality professional development that supports both individual school plans and the district strategic plan and this professional development will be curriculum focused, research based, and designed to improve the quality of instruction, student learning and achievement. 6

7 ASSET PROTECTION:  Goal #6: All facilities and physical environments will be safe, comfortable, and appropriate for the varied academic learning needs of students, as well as the instructional needs of all professional staff. COMMENTS ON STRATEGIC GO ALS Action Steps for successfully meeting the above strategic goals are presented • in the Strategic Plan document for 2004 -2009. • The skills and assessment sections of this curriculum guide and the inst ructional materials appendix strive to meet goals 1, 2, and 3. Achieve of goals 2 and 3 are part of the classroom implementation of this • curriculum. Use of common rubrics, analysis of department -wide assessments, including CT’s and CCA’s, and the NECAP examination provide the means to goal of developing a comprehensive system of accomplish a subsidiary reporting student progress. • Full implementation of these goals will also involve much that is outside the scope of this curriculum guide. STATEMENT OF EXPECTATIONS The Cranston High Schools community of fa culty, staff, students, parents, and residents believe that in order to fulfill its mission of excellence and equity in st education, we must embody the ideals of secondary education in the 21 Century. To that end, we will work together to create a safe, n urturing and stimulating learning environment. Students will become skillful learners and independent thinkers who contribute in many ways to our ever -changing world. We recognize the need for a variety of learning experiences that extend beyond the clas sroom and promote individual responsibility and respectful interaction. By achieving goals and overcoming adversity, students will be encouraged to reach their potential, achieve the district’s academic expectations, and be prepared to assume meaningful r oles in society. 7

8 CRANSTON HIGH SCHOOLS ACADEMIC EXPECTATIONS FOR STUDENT LEARNING The Cranston High School Graduate exhibits proficient communication 1. skills. Interactive Listening A. Oral Presentations B. Report Writing C. D. Procedural Writing Persuasive Writing E. Text-based Writing F. G. Reflective Writing H. Narrative Writing Poetry Writing I. J. Reading and Responding to Informational Text K. Reading and Responding to Literary Text 2. The Cranston High School Graduate exhibits proficient problem solving, research, and critical thi nking skills. A. Problem Solving B. Research Number and Operations C. D. Geometry and Measurement E. Functions and Algebra Data, Statistics, and Probability F. G. Think Sequentially H. Investigate, Analyze, and Interpret Information Resources, when applicable, to form and support opinions. Investigate through inquiry I. J. Understand Systems and Energy K. Relate Form to Function L. Apply Scientific Principles to Real-World Situations M. Patterns of Change 3. The Cranston High School Graduate will engage in and will be culturally sual arts, or performing arts, through performance, aware of music, vi creation, or response. Performance of Art Forms A. B. Creation of Art Forms C. Response to Art Forms 4. The Cranston High School Graduate exhibits proficiency in reflection, evaluation, and use of technology. A. Annually collect and maintain artifacts that evidence proficiencies in a “working portfolio. Create and present a graduation portfolio B. 8

9 Note on Expectations : Alignment of these expectations may be found in the curriculum maps section (within the curriculum maps), the assessments used in the course. These expectations are also aligned to the Rhode Island GSE’s. ART DEPARTMENT PHILOSOPHY The Art Education curriculum has been developed to provide all students with a visual arts through the study of art comprehensive sequential education in the production, art appreciation, art criticism and aesthetics. Through these experiences students will learn where ideas come from, and how ideas can be developed and transformed. Reflection, both ongoing and summative, will be an essential part of the creative process and will allow students to evaluate their own growth in their creative endeavors. Engagement in these experiences will enable them to recognize the role of art as integral to the continual pursuit of knowl edge and its application to everyday life. It is the belief of the Art Educators of Cranston Public Schools that quality visual arts education is a fundamental component to any complete elementary, middle and senior high education and has the potential t o:  Enhances cognitive, affective and psychomotor development.  Encourage individuality and divergent thinking through problem solving and risk taking. -verbal communication.  Expand creativity and effective non Foster and appreciation of cultural diversit y, heritage, history and disciplines.   Develop a respect for the uniqueness and creativity of themselves and others.  Provide a lasting appreciation of art forms experienced as an active participant and as an audience.  Provide a basic for personal growth.  Bring meaning of the role of the arts in cultures and societies, and in people’s daily lives.  Convey the important contributions of the arts and artists to societies and cultures, past and present.  Offer a foundation for the skills necessary to pursue one of the careers in the arts. Art educators work in concert to provide students with an equal opportunity for a substantive, comprehensive and sequential education in the visual arts. Through a variety of instructional strategies and assessment tools, all students learn how to make art, appreciate art, assess art and relate art to their everyday life. Not all students will become artist. However, a quality art ative education will provide every graduate with the knowledge, skills and values to become a cre worker and lifelong learner. 9

10 Overview This curriculum guide for visual arts is issued in response to the social studies frameworks issued by the Rhode Island Department of Elementary and Secondary Education in (date). The body of this course curriculum (or curriculum revision) is keyed to the learning standards and grade span expectations developed by the state. Since the last curriculu m revision in the Visual Arts Department, our School District Committee has rewritten our mission statement, developed academic and social expectations, and adopted district wide rubrics for learning across the high schools. These changes have been incorporated into this document, as well as supplemental material on multiple intelligences, instructional strategies, our new assessment system, web sites, museums, and interdisciplinary resources. These materials and resources enhance both the curriculum and the instructional strategies, as well as the assessment system (assessment of proficiencies) for graduation. 10

11 Visual Arts Pre- K-12 Curriculum Maps 11

12 - Grade: Pre K SUGGESTED SQUENCE & QUESTIONS 2 Department: VISUAL ARTS Standards/ Content Essential Resources Skills Assessments Sample GSEs/GLEs Instructional Questions Activities Artist Reproductions Line, Shape, Color, Rubrics, Teacher / Demonstration of The Elements and Grade 1 Qtr 1 2b – Student Conference Texture, Space Principles of Art and 2) - 1(K knowledge and Design Books and Critique application of Visual What is art? Art and Design Contour, Landscape, Grade 2 - (Pre K K) – 1 (K Portrait, Still Life Drawing 1a & b, concepts by - 2) Teacher/ Student 1 (K - 2) – 2b Samples identifying and How do artists use the exploring basic VAD 1a - Art Appreciation 3 (K - 2) elements of art? (1) - concepts: line, shape, 3 (K 2) 2a – form, texture, color, What are the tools COMMON CORE pattern and media that artists 1.SL.2, 2.SL.2, 1.L.6, use? (2) L.6, 2 2.MD.1, 2.MD.3 Rubrics, Teacher Grade 1 / Demonstration of Color Wheel, Color Theory Internet / Web Sites Qtr 2 2b 1 (K - knowledge and skill 2) Basic Color Schemes – Student Conference Painting Teacher Edition and Critique of media, tools, Where do you see the techniques, a nd Grade 2 Textbooks: Landscape, elements of art? processes of Visual Explorations in Art Mixed Media Portrait, 1a & b, – 1 (K - 2) (Pre K) - - Artist Inspired K Arts and Design by 1 (K - 2) - 2b 6 grade teacher Composition 1a - 2) – Art Appreciation demonstrating 3 (K What subjects do 2) – 2a knowledge of basic 3 (K - artists choose for art vocabulary their art? (1) COMMON CORE 1.SL.2, 2.SL.2, 1.L.6, What ideas do artists L.6, 2 2.MD.1, 2.MD.3 express? (2) 12

13 SUGGESTED SQUENCE & QUESTIONS Department: VISUAL ARTS - 2 Grade: Pre K Standards/ Resources Content Skills Essential Sample Assessments GSEs/GLEs Instructional Questions Activities Grade 1 print, - Mono Rubrics, Teacher / Printmaking Qtr 3 - – 2b Multicolor Prints 2) Student Conference 1 (K Graphic Design and Critique How does art tell Grade 2 Illustration, stories? (Pre K K) - 1 (K - 2) – Art Appreciation 1a & b, Product/Poster 2b 2) - 1 (K Design – eryday What ev 1a 3 (K - 2) – objects are designed? - – 2) 2a 3 (K (1) COMMON CORE part How are artist ’s 1.SL.2, 2.SL.2, of a community? (2) 1.L.6, 2 L.6, 2.MD.1, 2.MD.3 Architecture / Rubrics, Teacher Grade 1 Environmental Qtr 4 – 2) - 1 (K Additive / Subtractive 2b Design Student Conference Sculpture and Critique How do people use Sculpture Grade 2 Clay, Weaving art? (Pre K K) - 2) - 1 (K 1a & b, – 2) Craft / Folk Arts 2b 1 (K - – How does art look in 3 (K - 2) – 1a different parts of the 2a 3 (K - 2) – Art Appreciation world? (1) COMMON CORE How do people use 1.SL.2, 2.SL.2, 1.L.6, ar t in celebrations? 2 L.6, (2) 2.MD.1, 2.MD.3 13

14 ! Department: VISUAL ARTS Grade: 3-4 SUGGESTED SEQUENCE & QUESTIONS ! ! Content Skills ! Standards/ ! ! Assessments Essential Sample ! Resources ! GSEs/GLEs ! Questions Instructional ! Activities ! 3-5 Contour, Demonstration of Artist Reproductions The Elements and Grade Rubri cs, Teacher / Qtr 1 VAD /GSE Student Conference Principles of Art and knowledge and Thumbnail Sketches, application of Visual and Critique Books Sketches, Design Why do artists make 1 (3- 4) – 1a,b,c Art and Landscape, Design art? (3) 1 (3- 4) – 2a,b concepts by Drawing Portrait Teacher/ Student 4) 2 (3- – 1a identifying and Samples How does the 3 (3- – 1a,b 4) Color Wheel, Color Theory exploring basic VAD language of art help Intensity, concepts: line, shape, us to discuss / see art COMMON CORE form, texture, color, Warm / Cool, and Art Appreciation better? (4) 3.SL.2, 4.SL.2, 3.L.6, pattern Complementary 4.L.6, Colors 2.MD.1, 2.MD.3 Rubrics, Teacher / Landscape, 3-5 Grade Demonstration of Painting Internet / Web Sites Qtr 2 Student Conference Portrait, knowledge and skill VAD /GSE of media, tools, Mixed Media and Critique Teacher Edition ure Fig Why do artists make Artist Inspired Textbooks: techniques, and 1 (3- – 1a,b,c 4) art about different Composition processes of Visual Printmaking Explorations in Art 4) – 2a,b 1 (3- places? (3) Arts and Design by K-6 grade teacher 4) 2 (3- – 1a demonstrating Art Appreciation Cut Paper, 3 (3- – 1a,b 4) Why do artists show Collage, knowledge of basic people in different art vocabulary Crayon Resist COMMON CORE ways? (4) 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, Mono and Relief 2.MD.1, 2.MD.3 Print ! 14

15 Department: VISUAL ARTS Grade: 3-4 SUGGESTED SEQUENCE & QUESTIONS ! ! ! Essential ! Resources Content ! Skills ! Standards/ Sample ! Assessments ! GSEs/GLEs Instructional ! Questions Activities ! ! Grade Illustration, Rubrics, Teacher / 3-5 Graphic Design Qtr 3 VAD /GSE Poster/Logo Design, Student Conference Environmental and Critique What is a 1 (3- – 1a,b,c 4) Design Product Design, community? – 2a,b 1 (3- 4) Interior and Exterior 2 (3- – 1a 4) Art Appreciation Drawings, How are artists part 4) 3 (3- – 1a,b of the community? Community and COMMON CORE Regional Art and artists in our What do 3.SL.2, 4.SL.2, 3.L.6, Artist -4) community do? (3 4.L.6, 2.MD.1, 2.MD.3 3-5 Grade Additive / Subtractive Rubrics, Teacher / Sculpture Qtr 4 VAD /GSE Sculpture Student Conference Craft / Folk Arts and Critique How is art used in 1 (3- 4) – 1a,b,c Clay, Weaving, everyday life? (3) 1 (3- 4) – 2a,b Textile design Art Appreciation – 1a 2 (3- 4) Why do people 4) – 1a,b 3 (3- Bookmaking/Journal document people and their lives? (4) COMMON CORE 3.SL.2, 4.SL.2, 3.L.6, 4.L.6, 2.MD.1, 2.MD.3 ! 15

16 ! Department: VISUAL ARTS Grade: 5-6 SUGGESTED SEQUENCE & QUESTIONS ! ! ! ! Standards/ ! Assessments Skills Sample Content Essential Resources ! Instructional ! ! Questions GSEs/GLEs ! Activities ! Students demonstrate 3-5 Artist Reproductions Rubrics, Teacher / The Elements and Contour, Grade Qtr 1 VAD /GSE Student Conference Principals of Art and knowledge and Thumbnail Sketches, Landscape, Books application of Visual and Critique Design What are different – 1a,c 1 (5- 6) Portrait, Art and Design purposes for creating 6) – 2a 1 (5- One Point concepts by Drawing Teacher/ Student applying art? (5) 2 (5- 6) – 1a,b,e Samples Perspective, VAD concepts for – 1a 6) 3 (5- intended purposes Color Theory Value Study Why is art necessary? – 2b 6) 3 (5- and explaining the (6) 6) – 1a 4 (5- Art Appreciation Color Wheel, effects: line, shape, Intensity, form, texture, color, COMMON CORE Warm / Cool, pattern. 5.SL.2, 6.SL.2, 5.L.6, Monochromatic and 6.L.6, Complementary Using observation to 2.MD.1, 2.MD.3 Colors develop a visual representation of a variety of shapes with some accuracy. Painting Rubrics, Teacher / Students 3-5 Internet / Web Sites Grade Landscape, Qtr 2 VAD /GSE Portrait, demonstration of Student Conference Mixed Media knowledge and skill Figure and Critique Teacher Edition How do artists make – 1a,c 1 (5- 6) of media, tools, Textbooks: Artist Inspired choices about their 6) – 2a 1 (5- Explorations in Ar Printmaking techniques, and Composition t work? (5) K-6 grade teacher 2 (5- 6) – 1a,b,e processes of Visual text 3 (5- 6) – 1a Cut Paper, Art Appreciation Arts and Design by How do people 3 (5- – 2b 6) explaining purposes Collage, express themselves – 1a 6) 4 (5- Crayon Resist for using different through art today? media, tools, (6) COMMON CORE techniques, and Mono and Relief 5.SL.2, 6.SL.2, 5.L.6, ith basic processes w Print 6.L.6, Stamping skill, while creating 2.MD.1, 2.MD.3 Blockprinting 2-Dimentional and 3- Dimensional works of art and design. ! 16

17 ! ! Grade: 5-6 SUGGESTED SEQUENCE & QUESTIONS Department: VISUAL ARTS ! ! Skills ! Resources Essential Assessments ! Sample Content ! Standards/ ! Instructional ! GSEs/GLEs Questions ! Activities ! 3-5 Grade Illustration, Rubrics, Teacher / Students demonstrate Graphic Design Qtr 3 VAD /GSE knowledge and Student Conference Logo, Environmental tique and Cri understanding of the How does art reflect – 1a,c 6) 1 (5- Design role of Visual Art and Product Design, culture? (5) 1 (5- – 2a 6) Interior and Exterior personal, Design in 6) 2 (5- – 1a,b,e Drawings, Art Appreciation cultural, and Do the arts reflect or – 1a 6) 3 (5- historical contexts shape culture? (6) 3 (5- 6) – 2b Art & Artist: comparing a variety Community – 1a 4 (5- 6) of purposes for Regional making Visual Art COMMON CORE and Design. 5.SL.2, 6.SL.2, 5.L.6, 6.L.6, Analyzing the 2.MD.1, 2.MD.3 connections between Visual Arts and Design and other disciplines. Identifying specific qualities about the Visual Arts and Design in at least two cultures and time periods. Additive / Subtractive Rubrics, Teacher / Students demonstrate - Sculpture/ 3 Qtr 4 Grade 3-5 Sculpture the ability to dimensional arts & Student Conference VAD /GSE communicate in the and Critiq crafts ue What can we learn 1 (5- 6) – 1a,c Clay, Textile Design language of Visual about a culture 1 (5- 6) – 2a Art and Design by Craft / Folk Arts through its art forms? – 1a,b,e 6) 2 (5- selecting and (5) – 1a 6) 3 (5- applying media, 3 (5- 6) – 2b techniques, processes, How do I use my 4 (5- 6) – 1a and Visual Arts and Art Appreciation knowledge or art COMMON CORE pts to Design conce skills and vocabulary 5.SL.2, 6.SL.2, 5.L.6, convey feelings, to create art? (6) 6.L.6, ideas, or meanings ! 17

18 ! ! Grade: 7 SUGGESTED SEQUENCE & QUESTIONS Department: VISUAL ARTS ! ! Skills ! Resources Essential Assessments ! Sample Content ! Standards/ ! Instructional ! GSEs/GLEs Questions ! Activities ! Rubrics, Common Task: 7-8 The Elements and Grade Artist Reproductions Students demonstrate Qtr 1 & 3 VAD /GSE knowledge and skill Observation Drawing Principles of Art and of media, tools, with Value Design Teacher / Student Books How is art used 1 (7- – 1a,b,c 8) Conference techniques, and everyday life? 8) – 2a,b 1 (7- Still Drawing/Desi gn processes of Visual Powerpoint -life, 8) – 1a, 2 (7- Vocabulary review Arts and Design Landscape, How do I use my – 1a,b 8) 3 (7- Figure, Internet/Websites and reflective writing Color Theory / knowledge of art 3 (7- 8) – 2a Painting Students demonstrate Portrait skills and vocabulary – 1a,b,d,f 8) 4 (7- DVD/VHS movies knowledge and Proficient Common Mixed Media to create art? Task application of Visual Common Task COMMON CORE Teacher/ Student Art and Design How does art connect 7.SL.2, 7.L.6, ng Pop Art Samples Art History concepts by applyi Critique to other learning? 2.MD.1, 2.MD.3 Impressionism VAD concepts. Expressionism How does art connect Students demonstrate with other cultures? the ability to extract meaning from works of art interpreting subject matter, symbols and ideas in works of art or design Teacher Edition 7-8 Line, Shape, Student Rubrics, Grade The Elements and Qtr 2 & 4 VAD /GSE demonstration of Color/Value, Form, Textbooks: Principals of Art and Design knowledge and skill Texture, Space Vocabulary review How is art used in 8) 1 (7- – 1a,b,c and reflective writing of media, tools, everyday life? 1 (7- 8) – 2a,b Drawing tec hniques, and -life, Still – 1a, 2 (7- 8) processes of Visual Teacher / Student Landscape, How do I use my 8) – 1a,b 3 (7- Conference Environmental Figure, Arts and Design. knowledge of art – 2a 3 (7- 8) Portrait Design ocabulary skills and v 4 (7- – 1a,b,d,f 8) Critique Students reflect upon, to create art? Games, Sculpture analyze and evaluate Interiors, the work of self and How does art connect Exteriors, others describing Art History ! 18

19 ! Department: VISUAL ARTS Grade: 7 SUGGESTED SEQUENCE & QUESTIONS ! ! ! Standards/ Content ! Skills Essential Resources Sample ! Assessments ! ! GSEs/GLEs Instructional ! Questions Activities ! ! Product Design COMMON CORE subject matter, media, to other learning? 7.SL.2, 7.L.6, Painting techniques, process, 2.MD.1, 2.MD.3 craftsmanship, and Additive or Subtractive Sculpture Art History basic visual arts concepts seen in a work of art or design. ! 19

20 Grade: 8 SUGGESTED SEQUENCE & QUESTIONS Department: VISUAL ARTS ! ! ! Content ! Skills ! Standards/ ! Resources Essential ! Sample Assessments Instructional ! GSEs/GLEs ! Questions Activities ! ! Grade -life, Still roductions Artist Rep Rubrics, 7-8 The Elements and Students demonstrate Qtr 1 & 3 VAD /GSE Principles of Art and knowledge and skill Landscape, Design of media, tools, Books Teacher / Student Figure, What skills and 1 (7- 8) – 1a,b,c techniques, and Conference Portrait vocabulary do I need – 2a,b 8) 1 (7- Drawing/Design Powerpoint processes of Visual to appreciate visual – 1a, 2 (7- 8) Collage Arts and Design Vocabulary review art? – 1a,b 3 (7- 8) Internet / Web Sites and reflective writing Printmaking 8) – 2a 3 (7- Additive and Students demonstrate How do I use my – 1a,b,d,f 8) 4 (7- DVD/VHS movies Art History application of Visual Subtractive relief, Critique knowledge of art Art and Design Mono or skills and vocabulary COMMON CORE concepts by applying Teacher/ Student Multicolor Prints to create art? 8.SL.2, 8.L.6, VAD concepts. Samples 2.MD.1 , 2.MD.3 Modern Art How does art Students demonstrate Surrealism demonstrate Abstract the ability to extract knowledge? meaning from works of art interpreting subject matter, symbols and ideas in works of art or design 7-8 Grade Teacher Edition The Elements and Rubrics, Common Task: Student Qtr 2 & 4 VAD /GSE Principals of Art and lor Theory demonstration of Textbooks: Co Teacher / Student Design knowledge and skill What skills and – 1a,b,c 8) 1 (7- of media, tools, Still Conference -life, vocabulary do I need 1 (7-8) – 2a,b Drawing techniques, and Landscape, to appreciate visual – 1a, 2 (7- 8) processes of Visual Vocabulary review Figure, art? 3 (7- – 1a,b 8) Environmental Portrait nd Design. and reflective writing Arts a 3 (7- – 2a 8) Design How do I use my – 1a,b,d,f 8) 4 (7- Students reflect upon, Games, Proficient Common knowledge of art Task analyze and evaluate Sculpture Interiors, skills and vocabulary the work of self and Exteriors, to create art? others describing Product Design Critique Painting subject matter, media, Additive or ! 20

21 Department: VISUAL ARTS Grade: 8 SUGGESTED SEQUENCE & QUESTIONS ! ! ! Essential ! Resources Content ! Skills ! Standards/ Sample ! Assessments ! GSEs/GLEs Instructional ! Questions Activities ! ! How does art COMMON CORE Subtractive Sculpture techniques, process, Art History 8.SL.2, 8.L.6, craftsmanship, and demonstrate 2.MD.1, 2.MD.3 basic visual arts Careers in Art knowledge? concepts seen in a Color Theory work of art or design. Mixed Media ! 21

22 Grade: BASIC ART (9-12)MINOR SUGGESTED SEQUENCE & QUESTIONS Department: VISUAL ARTS ! ! ! ! Skills ! Standards/ ! Essential Assessments ! Sample Resources Content Instructional GSEs/GLEs ! Questions ! ! Activities ! PORTFOLIO PORTFOLIO DIS TICT Students demonstrate Artist Reproductions Qtr 1 DEVELOPMENT REQUIREMENTS ACADEMIC knowledge and EXPECTATIONS Elements and application of Visual PowerPoint How do people One proficient 7, 25 Art and Design Principles of Art express themselves common tasks with Pretest and Review of Books g concepts by applyin through art today? all artwork in Terms VAD/ GSE Introduction to VAD concepts addition to artifacts applying a variety of amples Teacher S Drawing – 1a, b 1(9- 12) Basic Forms, assigned by instructor selected VAD 12) – 2a 1(9- with the accompanied Student Samples concepts for two and Art Appreciation / 2(9- 12) – 1e Sketching, reflection and a Criticism – dimensional three 3(9- – 1a,d 12) comprehensive Problem Solving works of art and Internet / Web Sites 3(9- 12) – 2a course assessment Flat Shading interpreting and (CCA) Textbooks evaluating the effects. COMMON CORE Generating, applying, The Visual , Experience 9.SL.2, 10.SL.2, revising, and Publ: Davis 9.L.6, 10.L.6, evaluating strategies 2.MD.1, 2.MD.3 and techniques to address artistic problems. Grading is a balance Common Task: Students demonstrate Qtr 2 Color Theory Painting bet ween the creative knowledge and skill of media, tools, ideas, planning What role does Color Mixing, techniques, and process, the design Graphic Design graphic design play in processes of Visual methods employed, consumers’ choices? Painting Techniques Art and Design and the craftsmanship Art Appreciation / and Skills, selecting and of the finished Criticism Problem Solving evaluating a variety product. Method may of media, tools, include self, peer or Poster, teacher evaluation, techniques, and Computer Art etc... processes in creating critiques, tests, - -and three two quizzes and Common dimensional works of Course Assessment art and design. ! 22

23 Department: VISUAL ARTS ! ! Grade: BASIC ART (9-12)MINOR SUGGESTED SEQUENCE & QUESTIONS ! ! Resources Content ! Skills ! Standards/ Essential Sample Assessments ! ! Instructional ! Questions GSEs/GLEs Activities ! ! Students demonstrate Relief Prints Printmaking Qtr 3 (Multicolor and the ability to Do the arts reflect or Collage Registration) the communicate in shape culture? language of Visual Art and Design by Cut Paper with the Art Appreciation / Addition of Criticism / evaluating and Collage, Aesthetics applying media techniques, processes, Drawing, Problem Solving and visual art and design concepts to Painting, etc... convey specific feelings, ideas, or meanings Additive and nts demonstrate Sculpture Stude Qtr 4 Subtractive Sculpture the ability to extract meaning from works Art Careers / How do I use my Vocations of art researching and Comprehensive knowledge of art Course Assessment evaluating subject skills and vocabulary matter, symbols and (CCA): Art Appreciation / to create art? Criticism / ideas in a work of art or design. Aesthetics Objective: Problem Solving Performance: Comprehensive Course Assessment (CCA) ! 23

24 ! ! Grade: BASIC SCULPTURE (9-12) MINOR SUGGESTED SEQUENCE & QUESTIONS Department: VISUAL ARTS ! ! Skills ! Resources Essential Assessments ! Sample Content ! Standards/ ! Instructional ! GSEs/GLEs Questions ! Activities ! PORTFOLIO Students demonstrate PORTFOLIO Artist Reproductions DISTRICT Qtr 1 ACADEMIC REQUIREMENTS DEVELOPMENT Elements and knowledge and EXECPECTATIONS Principles of Art PowerPoint application of Visual How do people One proficient 7,25 Art and Design express themselves Pretest common tasks with Books concepts by applying Introduction to through art today? all artwork in VAD/ GSE Sculpture VAD concepts Additive addition to artifacts applying a variety of Teacher Samples 12) – 2a 1(9- assigned by i nstructor Art Appreciation / selected VAD – 2a 12) 3(9- with the accompanied Student Samples concepts for two and 3-Dimensional reflection and a – dimensional three Design / COMMON CORE comprehensive Problem Solving Internet / Web Sites works of art and 9.SL.2, 10.SL.2, course assessment interpreting and 9.L.6, 10.L.6, (CCA) evaluating the effects. Textbooks 2.MD.1, 2.MD.3 Generating, applying, The Visual Experie nce , revising, and Davis Publ: evaluating strategies and techniques to address artistic problems. Common Task: Grading is a balance Students demonstrate Qtr 2 knowledge and skill Relief Sculpture Introduction to between the creative ideas, media, tools, planning Sculpture of What role does process, the design techniques, and Sculpture play in Subtractive processes of Visual Introduction to methods employed, consumers’ choices? and the craftsmanship Ceramics Art and Design of the finished Vocabul ary, selecting and evaluating a variety product. Method may Graphic Design of media, tools, include self, peer or Techniques, teacher evaluation, Art Appreciation / techniques, and 3-Dimensional Tools and Safety, processes in creating critiques, tests, Design / two -and three quizzes and Common - Glaze Application Course Assessment dimensional works of Problem Solving art and design. ! 24

25 Department: VISUAL ARTS ! Grade: BASIC SCULPTURE (9-12) MINOR SUGGESTED SEQUENCE & QUESTIONS ! ! Assessments ! Skills ! Essential Content ! Sample Standards/ Resources ! Instructional Questions GSEs/GLEs ! ! ! Activities ! Slab and Coil Students demonstrate Ceramics Qtr 3 the ability to Construction, Do the arts reflect or communic ate in the Introduction to the shape culture? Clay Sculpture, Potter’s Wheel language of Visual Art and Design by Centering, Art Appreciation / evaluating and applying media 3-Dimensional techniques, processes, Throwing Design / Problem Solving and visual art and Tec hniques, design concepts to convey specific Vessels: Cylinder and Bowl, feelings, ideas, or meanings Furniture Design, Students demonstrate Environmental Qtr 4 the ability to extract Design meaning from works Architectural How do I use my of art researching and Art Careers / Sculpture knowledge of art Vocations evaluating subject skills and vocabulary matter, symbols and Comprehensive to create art? Course Assessment Art Appreciation / ideas in a work of art (CCA): or design. 3-Dimensional Design / ective: Obj Problem Solving Comprehensive Performance: t Course Assessmen (CCA) ! 25

26 Department: VISUAL ARTS ! ! Grade: FOUNDATIONS ART (9-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! ! Content ! Skills ! Standards/ Resources Essential Assessments ! Sample Instructional GSEs/GLEs ! Questions ! Activities ! ! PORTFOLIO Artist Reproductions PORTFOLIO DISTRICT Students demonstrate Qtr 1 DEVELOPMENT ACADEMIC REQUIREMENTS Pretest knowledge and EXECPECTATIONS PowerPoint application of Visual What is art? Three proficient Common Task: 7,25 Introduction to Art and Design common tasks with concepts by applying Drawing Books Observational all artwork in VAD/ GSE VAD concepts Drawing addition to artifacts applying a variety of Art Appreciation / Teacher Samples – 2a,b 1(9- 12) assigned by instructor Concentration on selected VAD Criticism / 2(9- – 1c 12) Value with the accompanied r two and concepts fo Problem Solving Student Samples 3(9- 12) – 1a reflection and a three – dimensional 12) – 2a 3(9- comprehensive Elements and Internet / Web Sites works of art and – 1a 4(9- 12) Principles of Art course assessment interpreting and (CCA) evaluating the effects. Textbooks COMMON CORE Contour Drawing of The Visual Generating, applying, Experience , Basic Forms, revising, and 9.SL.2, 10.SL.2, Publ: Davis Observational evaluating strategies 9.L.6, 10.L.6, Drawing, and techniques to 2.MD.1, 2.MD.3 Value Study, address artistic Sketching, problems. Flat Shading Common Task: ding is a balance Gra Students demonstrate Qtr 2 knowledge and skill Color Theory between the creative Linear Perspective ideas, planning of media, tools, Why do we create techniques, and process, the design Painting art? processes of Visual One and Two Point methods employed, Perspective, Art and Design and the craftsmanship Art Appreciation / Criticism / selecting and of the finished product. Method may evaluating a variety Problem Solving Color Mixing, of media, tools, Analogous, Warm include self, peer or and Cool, Primary, techniques, and teacher evaluation, Secondary and critiques, tests, processes in creating -and three quizzes and Common - two Intermediate ! 26

27 Department: VISUAL ARTS Grade: FOUNDATIONS ART (9-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! ! ! Essential ! Resources Content ! Skills ! Standards/ Sample ! Assessments ! ! Questions Instructional GSEs/GLEs Activities ! ! dimensional works of Course Assessment art and design. Media: Painting or Color Pencil Common Task: Students demonstrate Qtr 3 the ability to Graphic Design Painting with a communicate in the What do artists need language of Visual Concentration in Impressionism: to know to create art? th Century Art and Design by Late 19 Color Theory evaluating and Art Appreciation / applying media Poster, Criticism / Computer Art, etc... techniques, processes, Aesthetics / and visual art and Problem Solving design concepts to American and convey specific European Art feelings, ideas, or meanings Written or Oral Component Media: Painting, Chalk or Oil Pastel, Color Pencil Additive / Subtractive Students demonstrate Sculpture Qtr 4 the ability to extract Sculpture Printmaking meaning from works What are the of art researching and -print and Mono possibilities for Art Appreciation / evaluating subject Multicolor Relief creating art? Criticism / matter, symbols and Comprehensive Aesthetics / ideas in a work of art or design. Course Assessment Comprehensive (CCA): Course Assessment Objective: (CCA) Performance: ! 27

28 Department: VISUAL ARTS ! Grade: ADVANCED ART I (10-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! ! Sample ! Skills ! Standards/ Essential ! Assessments ! Content Resources Instructional ! Questions GSEs/GLEs ! Activities ! ! DISTRICT Artist Reproductions PORTFOLIO Students demonstrate Elements and PORTFOLIO Qtr 1 REQUIREMENTS ACADEMIC DEVELOPMENT Principles of Art knowledge and EXECPECTATIONS PowerPoint application of Visual What skills am I Three pr oficient Common Task: 7,25 n Introduction to Art and Desig practicing and - common tasks with Observational Still Books concepts by applying Drawing learning to create all artwork in life Drawing VAD/ GSE VAD concepts artwork? addition to artifacts Concentration on Art Appreciation / Teacher Samples applying a variety of – 1a,b,c 12) 1(9- assigned by instructor Value Criticism / selected VAD – 2a,b 12) 1(9- with the accompanied concepts for two and Student Samples Aesthetics / 2(9- – 1e 12) reflection and a Pretest Problem Solving three – dimensional 12) – 1b 3(9- comprehensive works of art and Internet / Web Sites 3(9- – 2a 12) course assessment Contour Drawing of interpreting and 4(9- 12) – 1a Basic Forms, (CCA) evaluating the effects. Textbooks Observational Generating, applying, The Visual Experience , COMMON CORE Drawing, revising, and 10.SL.2, 11.SL.2, Publ: Davis Value Study, evaluating strategies 10.L.6, 11.L.6, Sketching, and techniques to 12.SL.2, 2.MD.1, Flat Shading, rtistic address a 2.MD.3 Linear Perspective problems. Grading is a balance Common Task: Students demonstrate Color Theory Qtr 2 knowledge and skill between the creative Color Theory / Painting of media, tools, ideas, planning Why do we create niques, and Teacher Choice tech the design process, art? methods employed, processes of Visual Art Appreciation / and the craftsmanship Art and Design Color Mixing, Criticism / How is my work of the finished selecting and Aesthetics / Analogous, Warm different form product. Method may and Cool, Primary, evaluating a variety Problem Solving anything I have ever include self, peer or Secondary and of media, tools, done before? Intermediate teacher evaluation, techniques, and critiques, tests, processes in creating two quizzes and Common Media: Painting or -and three - ! 28

29 Department: VISUAL ARTS ! ! Grade: ADVANCED ART I (10-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! Assessments ! Content ! Skills ! Standards/ Essential Resources Sample ! Questions Instructional ! ! GSEs/GLEs Activities ! ! dimensional works of Color Pencil, Course Assessment art and design. Mono -print and Multicolor relief Students demonstrate Common Task: Qtr 3 Introduction to the the ability to communicate in the Proportions of the Portrait How do I show that I Face, language of Visual care about my work, th Century Art: 20 Art and Design by or that I do not care? American, evaluating and Modern Art European applying media Art Appreciation / techniques, processes, Written or Oral Criticism / and visual art and Component Aesthetics / design concepts to convey specif ic Problem Solving Media: Painting, feelings, ideas, or Chalk or Oil Pastel, meanings Color Pencil Additive / Subtractive Students demonstrate Sculpture Qtr 4 Sculpture, the ability to extract 3-Dimentional meaning from works Pri ntmaking What are some of the of art researching and Design, questions every artist Art Appreciation / evaluating subject should ask? Criticism / Design and Sculpture, matter, symbols and ideas in a work of ar Aesthetics / t -print and Mono Problem Solving or design. Multicolor Relief, Comprehensive Functional Design Course Assessment (CCA) Comprehensive Course Assessment (CCA) ! 29

30 ! Department: VISUAL ARTS Grade: ADVANCED ART 2 (11-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! ! Essential ! Skills ! Standards/ Content Assessments Sample ! ! Resources Instructional GSEs/GLEs ! Questions ! ! Activities ! Students demonstrate st Reproductions Arti PORTFOLIO DISTRICT PORTFOLIO Common Task: Qtr 1 LOPMENT ACADEMIC DEVE REQUIREMENTS DRAWING WITH knowledge and EXECPECTATIONS PowerPoint CONCENTRATION application of Visual What skills am I Common Task: Three proficient 7,25 ON PORTRAIT Art and Design using to create art? common tasks with Books concepts by applying Drawing with a all artwork in VAD/ GSE Elements and VAD concepts How does this work 1(9- – 1a,b,c,d 12) addition to artifacts Concentration on Teacher Samples Principles of Art applying a variety of of art relate to you? – 2a,b 1(9- 12) Portrait assigned by instructor selected VAD 2(9- 12) – 1a,b,c.d.e with the accompanied Student Samples Introduction to concepts for two and – 1a,b,c,d 12) 3(9- Pretest reflection and a Drawing three – dimensional – 2a 3(9- 12) comprehensive works of art and Internet / Web Sites Portrait Introduced, course assessment interpreting and Art Appreciation / COMMON CORE Proportions of the (CCA) evaluating the effects. Textbooks Criticism / 2, 11.SL.2, 12.SL. face, Aesthetics / , applying, The Visual Generating 10.L.6, 11.L.6, Experience , Media: Painting ving revising, and Problem Sol 12.L.6, 2.MD.1, Publ: Davis Chalk or Oil Pastel, evaluating strategies 2.MD.3 Color Pencil, and techniques to Observational address artistic Drawing, problems. Value Study, Sketching, Flat Shading, Linear Perspective Common Task: Grading is a balance Students demonstrate : Common Task Qtr 2 COLOR THEORY between the creative knowledge and skill ideas, planning of media, tools, Color Theory How does your Color Theory process, the design techniques, and artwork make you processes of Visual methods employed, Color Mixing, feel? and the craftsmanship Art and Design Analogous, Warm Painting, selecting and of the finished and Cool, Primary, Printmaking What did you see, product. Me thod may evaluating a variet y Secondary and hear, or sense that include self, peer or of media, tools, Art Appreciation / Intermediate ! 30

31 Department: VISUAL ARTS ! ! Grade: ADVANCED ART 2 (11-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! Assessments ! Content ! Skills ! Standards/ Essential Resources Sample ! Questions Instructional ! ! GSEs/GLEs Activities ! ! made you say that? Criticism / teacher evaluation, techniques, and processes in creating Media: Painting or Aesthetics / critiques, tests, quizzes and Common Color Pencil, Problem Solving two -and three - Course Assessment dimensional works of art and design. Mono -print and Multicolor relief Common Task: Common Task: Students demonstrate Qtr 3 the ability to WRITING A Writing a Critical communicate in the CRITICAL What is this work of ASSESSMENT language of Visual Assessment: - art about? RENASSISANCE Art and Design by Renaissance Art evaluating and ART Is there a message applying media College that goes beyond the Presentations, Exploration of Visual techniques, processes, subject matter? and visual art and Portfolio Arts Careers and Development, design concepts to Higher Education specific convey feelings, ideas, or European Renaissance A rt meanings Art Appreciation / Written or Oral Criticism / Component Aesthetics / Problem Solving Media: Painting, Chalk or Oil Pastel, Color Pencil ! 31

32 Department: VISUAL ARTS Grade: ADVANCED ART 2 (11-12) CP / H SUGGESTED SEQUENCE & QUESTIONS ! ! ! Essential Resources Sample Content ! Skills ! Standards/ ! Assessments ! ! GSEs/GLEs ! Instructional Questions Activities ! ! Common Task Additive / Subtractive Students demonstrate Qtr 4 Sculpture, the ability to extract 3-Dimentional meaning from works Design and Sculpture What i s the title of of art researching and Design, this artwork? evaluating subject ional Design Funct Art Appreciation / matter, symbols and Criticism / How does the artwork Aesthetics / ideas in a work of art Comprehensive relate to the title? Course Assessment Problem Solving or design. (CCA) If you rename the rehensive Comp artwork, what would Course Assessment it change your (CCA) feelings towards the work? ! 32

33 ! SUGGESTED S EQUENCE & QUESTIONS Department: VISUAL ARTS Grade: STUDIO Sculpture / Ceramics (12) CP/H ! ! ! Content ! Skills ! Standards/ Resources Sample Assessments Essential Questions ! Instructional ! GSEs/GLEs ! Activities ! PORTFOLIO PORTFOLIO Students demonstrate Artist Reproductions DISTRICT Qtr 1 REQUIREMENTS ACADEMIC DEVELOPMENT Elements and knowledge and What is art? EXECPECTATIONS PowerPoint Principles of Art applicat ion of Visual Common Thre e proficient 7,25 Art and Design Task: common tasks with Interpreting concepts by applying Explorations of Books personal artistic all artwork in VAD/ GSE VAD concepts Visual Arts Careers growth addition to artifacts Teacher Samples applying a variety of and Higher Education 1(9- 12) – 1a,b,c,d assigned by instructor selected VAD 12) – 2a,b 1(9- College Prese with the accompanied ntations Media Choices concepts for two and Student Samples 12) 2(9- – 1a,b,c,d,e reflection and a (Options Per three – dimensional – 1a,b,c,d 12) 3(9- Portfolio comprehensive Internet / Web Sites works of art and Individual) 3(9- 12) – 2a Development course assessment interpreting and (CCA) evaluating the effects. Textbooks Art Appreciation / COMMON CORE 2-Dimenional Design The Visual Generating, applying, Criticism / , 12.SL.2, 12.L.6, Experience revising, and Aesthetics / Publ: Davis 2.MD.1, 2.MD.3 3-Dimentional Problem Solving evaluating strategies Design and techniques to address artistic problems. Common Task: Grading is balanced Students demonstrate Qtr 2 Creating a between the creative Colo the ability to r Theory Personal Why do we create Art Philosophy communicate in the ideas, planning Exploration of Visual process, the design language of Visual art? methods employed, by Art and Design Analogous, Arts Career and Higher Education Warm & Cool, evaluating and ip and the craftsmansh of the finished applying media Primary, Secondary & Intermediate, techniques, processes, Media Choices product. Method may ional In a 2 include self, peer or (Options Per -Dimen and visual art and Design / 3 Individual) teacher evaluation, - design concepts to critiques, tests, Dimensional Design convey specific quizzes and Common Art Appreciation / feelings, ideas, or Course Assesment meanings. Criticism / Aesthetics / ! 33

34 Department: VISUAL ARTS ! Grade: SENIOR STUDIO (12) CP/H SUGGESTED SEQUENCE & QUESTIONS ! Resources ! Content ! Skills ! Essential Sample ! Assessments Standards/ ! GSEs/GLEs Instructional ! Questions Activities ! ! Problem Solving Collage Presentations Portfolio Development Artist Statement Common Task: Students demonstrate Writing a Legacy Qtr 3 the ability to Writing a Legacy Color Theory Proposal How can we explore communicate in the Proposal Exploration of Visual language of Visual an idea and then Art and Design by Arts Career and School’s Legacy create a thematic Project evaluating and Education Higher series of artwork applying media Studio Exhibition techniques, processes, Media Choices from it? and visual art and (Options Per Individual) Mixed Medium design concepts to convey specific Painting, Pastel, Color Pencil, feelings, ideas, or Art Appreciation / meanings Criticism / Pen and Ink, Aesthetics / Printmaking, Clay, Problem Solving Wood etc... 2-Dimensional / 3 - Dimensional 34

35 ! Department: VISUAL ARTS Grade: SENIOR STUDIO (12) CP/H SUGGESTED SEQUENCE & QUESTIONS ! Essential Content ! Skills ! Standards/ ! Resources Assessments ! Sample Instructional ! GSEs/GLEs ! Questions Activities ! ! Students demonstrate Qtr 4 School’s Legacy the ability to extract Portfolio Review What are the Project, meaning from works Individual of art researching and possiblities for Independent and (or) evaluating subject Works of art i n 2- creating art? - Dimensional / 3 Community Service matter, symbols and Dimensional ideas in a work of art Media Choices or design. Studio Exhibition (Options Per Layout and Design, Individual) Graphic Design: Art Appreciation / Promotional Criticism / Materials, Aesthetics / Labels, Signage, Comprehensive Personal Folder Course Assessment (CCA) Comprehensive Course Assessment (CCA) Objective: Personal Folder Performance: Studio Exhibition 35

36 ! SUGGESTED S EQUENCE & QUESTIONS Department: VISUAL ARTS Grade: STUDIO Sculpture / Ceramics (12) CP/H ! ! ! Content ! Skills ! Standards/ Resources Sample Assessments Essential Questions ! Instructional ! GSEs/GLEs ! Activities ! PORTFOLIO PORTFOLIO Students demonstrate Artist Reproductions DISTRICT Qtr 1 REQUIREMENTS ACADEMIC DEVELOPMENT Elements and knowledge and What is art? EXECPECTATIONS PowerPoint Principles of Art applicat ion of Visual Common Thre e proficient 7,25 Art and Design Task: common tasks with Interpreting concepts by applying Explorations of Books personal artistic all artwork in VAD/ GSE VAD concepts Visual Arts Careers growth addition to artifacts Teacher Samples applying a variety of and Higher Education 1(9- 12) – 1a,b,c,d assigned by instructor selected VAD 12) – 2a,b 1(9- College Prese with the accompanied ntations Media Choices concepts for two and Student Samples 12) 2(9- – 1a,b,c,d,e reflection and a (Options Per three – dimensional – 1a,b,c,d 12) 3(9- Portfolio comprehensive Internet / Web Sites works of art and Individual) 3(9- 12) – 2a Development course assessment interpreting and (CCA) evaluating the effects. Textbooks Art Appreciation / COMMON CORE 2-Dimenional Design The Visual Generating, applying, Criticism / , 12.SL.2, 12.L.6, Experience revising, and Aesthetics / Publ: Davis 2.MD.1, 2.MD.3 3-Dimentional Problem Solving evaluating strategies Design and techniques to address artistic problems. Common Task: Grading is balanced Students demonstrate Qtr 2 Creating a between the creative Colo the ability to r Theory Personal Why do we create Art Philosophy communicate in the ideas, planning Exploration of Visual process, the design language of Visual art? methods employed, by Art and Design Analogous, Arts Career and Higher Education Warm & Cool, evaluating and ip and the craftsmansh of the finished applying media Primary, Secondary & Intermediate, techniques, processes, Media Choices product. Method may ional In a 2 include self, peer or (Options Per -Dimen and visual art and Design / 3 Individual) teacher evaluation, - design concepts to critiques, tests, Dimensional Design convey specific quizzes and Common Art Appreciation / feelings, ideas, or Course Assesment meanings. Criticism / Aesthetics / ! 36

37 Department: VISUAL ARTS Grade: STUDIO Sculpture / Ceramics (12) CP/H SUGGESTED S EQUENCE & QUESTIONS ! ! Essential ! Resources Content ! Skills ! Standards/ Sample ! Assessments ! ! Questions Instructional GSEs/GLEs Activities ! ! Problem Solving Collage Presentations Portfolio Development Artist Statement Writing a Legacy Common Task: Students demonstrate Qtr 3 Proposal the ability to Writing a Legacy Color Theory How can we explore Proposal communicate in the Exploration of Visual language of Visual an idea and then School’s Legacy Art and Design by Arts Career and create a thematic Project ion Higher Educat evaluating and series of artwork applying media Studio Exhibition techniques, processes, Media Choices from it? (Options Per and visual art and Individual) Mixed Medium design concepts to convey specific Painting, Pastel, Color Pencil, feelings, ideas, or Art Appreciation / meanings Criticism / Pen and Ink, ing, Aesthetics / Printmak Clay, Problem Solving Wood etc... 2-Dimensional / 3 - Dimensional ! 37

38 ! Cranston Public Schools and the Visual Arts Department Scope & Sequence 38

39 ! !!!SCOPE!AND!SEQUENCE ! PRE!KINDERGARTEN ! 1!GRADE!2 ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! A.!!ELEMENTS!OF!ART! 1!We!think!of!the!elements!as!basic!visual! ! ! ! ! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything! ! visual!without!the!use!of!one!or!more!of!these!elements. ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! K! 1! 2! ! ! ! ! ! ! 1. !! Line ! a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,! B! B! E! E! wavy,!zigzag,!continuous,!broken). ! B! B! E! E! b.!!Explore!LINE!in!art!and!in!the!environment.! c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! B! B! B! B! d.!!Use!LINE!to!express!thoughts!and!emotions.! ! ! ! ! e.!!Recognize!LINE!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! 2. Color !! ! COLOR!in!art!and!in!the!environment.! E! B! a.!!Explore! E! B! ! ! ! B! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! c.!!Mix!PRIMARY!to!make!SECONDARY!COLORS.!! ! ! ! ! d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.! ! ! ! ! e.!!Name!and!identify!WARM!and!COOL!COLORS.! ! ! ! B! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! ! ! ! ! ! ! ! ! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. ! ! ! ! ! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE!&!INTENSITY.! ! i.!!Recognize!COLOR!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! 3.!!Value a.!!Explore!VALUE!in!art!and!in!the!environment.! ! ! ! ! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! ! ! ! ! ! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color! ! ! ! ! ! ! d.!!Recognize!VALUE!as!being!and!element!of!art.! ! ! ! ! ! 39

40 ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! K! 1! 2! ! ! ! ! ! ! ! 4.!!Shape B! E! E! a.!!Explore!SHAPE!in!art!and!in!the!environment.! B! b.!!Recognize!SHAPE!as!being!a!twoTdimensional!flat!space!enclosed!by!actual!or! ! ! ! ! implied!lines.! c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC!SHAPE!in!works!of!art.! ! ! ! ! d.!!Use!SHAPE!to!create!pattern!and!texture.! ! B! B! ! e.!!Recognize!SHAPE!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! ! 5.!!Texture a.!!Explore!TEXTURE!in!art!and!in!the!environment.! ! ! ! ! b.!!Recognize!TEXTURE!as!the!look!and!(or)!feeling!of!a!surface. ! ! ! B! B! B! B E! c.!!Identify!and!apply!different!types!of!TEXTURE!(e.g.,!shiny,!dull,!rough,!smooth,! B! ! silky,!pebbly). !! ! ! B! d.!Recognize!TEXTURE!as!being!an!element!of!art.! ! ! ! ! ! ! 6.!!Form ! a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and! B! ! ! ! depth.! ! ! ! ! b.!!Explore!FORM!in!art!and!in!the!environment.! c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!FORMS!in!work!of!art.! ! ! ! ! ! ! ! d.!!Recognize!FORM!as!being!and!element!of!art.! ! ! ! ! ! ! 7.!!Space ! B! a.!!Recognize!that!SPACE!is!art!and!in!the!environment.! ! ! ! ! B! b.!!Explore!SPACE!in!art!and!the!environment.! ! ! c.!!Identify!and!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art! ! ! ! ! d.!!Recognize!SPACE!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! ! ! ! 40

41 ! ! ! ! –!We!think!of!the!principles!as!ways!to!work! B.!!Principles!of!Design! ! with!and!arrange!the!elements ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient ! ! Pre1K! K! 1! 2! ! ! ! ! ! ! Unity 1. !! a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles! ! ! ! ! ! of!design. !in!the!environm ent.! ! ! ! ! b.!!Explore!UNITY!in!art!and ! c.!!Recognize!UNITY!as!being!a!principle!of!design. ! ! ! ! ! ! ! ! ! Variety ! 2. !! ! ! ! B! a.!!Explore!VARIETY!in!art!and!in!the!environment.! b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity! ! ! ! B! and!change!of!the!elements!of!design. ! c.!!Recognize!the!use!of!VARIETY!as!being!a!principle!of!design.! ! ! ! ! ! ! ! ! ! ! 3.!!Emphasis a.!!Explore!EMPHASIS!in!art!and!in!the!environment.! ! ! ! ! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!gives!attention!or!focus!to!some! ! ! ! ! feature!of!de sign.! ! c.!!Recognize!EMPHASIS!as!a!principle!of!design.! ! ! ! ! ! ! ! ! 4.!!Balance ! the!environment.! B! B! B! a.!!Explore!BALANCE!in!art!and!in! ! b.!!Recognize!that!BALANCE!is!a!way!of!arranging!the!principles!of!design!to! ! ! ! ! create!stability!in!a!work!of!art. ! c.!!Identify!symmetrical!(formal)!BALANCE!in!a!work!of!art.! B! B! B! ! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.! ! ! ! ! e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.! ! ! ! B! f.!!Recognize!BALANCE!as!a!principle!of!art.! ! ! ! ! ! ! ! ! 41

42 ART!MEDIA!AND!MATERIALS ! PRE!KINDERGARTEN ! 1!GRADE!2 ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre 1K! 1! 2! K! ! ! ! ! ! ! !! Architectural!and!Environmental!Design ! 1. ! elements'and'principles'of'design Through!the!use!of!the! ! ! ! ,!the!student!will!be!able! to:! a.!!Use!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!to!express!individual! ! ! B! B! ideas,!thoughts,!and!feelings. ! b.!!Explore!a!variety!of!media!and!materials!in!constructing!an!ARCHITECTURAL!/! ! B! B! ! ENVIRONMENTAL!DESIGN! ! B! ! c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a! B! ! variety!of!styles!and!techniques. d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!through!other! ! ! B! B! cultures,!their !history!and!meaning.! e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective.! ! ! ! ! B! B! ! ! f.!!Be!introduced!to!ARCHITECTURAL!AND!ENIVIRONMENTAL!WORKS!of!art!by! notable!historical,!contemporary,!and!ethnic!artist.!! ! B! ! ! ! g.!!Describe,!analyze,! interpret,!and!evaluate!their!work!as!well!as!that!of!others. B! B! B! ! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN! ! B! B! ! ! ! ! ! 2. !! Ceramics ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! ! ! to:! B! a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.! ! B! B! B! B! B! B! b.!!Explore!a!variety!of!tools!and!materials!in!constructing!a!CERAMIC!FORM.! c.!!Create!CERAMIC!FORMS!using!a!variety!of!styles!and!techniques!such!as:!!pinch,! ! B! B! B! Tform.! coil,!slab,!free ! ! B! B! d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.! e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!histor ical,!contemporary,! B! ! ! B! and!ethnic!artists. ! B! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! ! ! ! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! B! B! E! ! B! B! B! h.!!Explore!careers!related!to!CERAMIC!DESIGN.! ! ! ! ! 4 2

43 ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre 1K! K! 1! 2! ! ! ! ! ! ! ! 3.!!Computer!Art!(Optional) Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! ! ! to:! ! ! ! ! B! a.!!Use!COMPUTER!ART!to!express!individual!ideas,!thoughts,!and!feelings. b.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.! ! ! ! B! c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available! ! ! ! B! software,!such!as! Kid'Pix !etc...! ! ! ! ! d.!!Use!the!COMPUTER!as!a!resource!tool!for!gathering,!organizing!and!presenting! information!(i.e.!art!education!websites!and!museum!websites).! TGENERATED!works!of!art!by!notable!historical,! ! ! ! ! e.!!Be!introduced!to!COMPUTER contemporary,!and!ethnic!artists.! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others. ! ! ! ! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! B! B! ! ! ! ! h.!!Explore!careers!related!to!COMPUTER!ART!DESIGN.! ! ! ! ! ! 4. !! Crafts!(Jewelry,!Textile!and!Fiber!Design) ! ,!the!student!will!be!able! elements'and'principles'of'design Through!the!use!of!the! ! ! ! ! to:! a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! ! ! B! B! B! ! ! B! b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and! themes.! c.!!Develop!surface!pattern!both!in!two!and!three Tdimensional!design.! B! B! B! ! ! B! B! d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.! ! ting,! e.!!Explore!a!variety!of!techniques!such!as:!sewing,!weaving,!painting,!quil ! ! ! B! printmaking,! f.!!Create!a!decorative!or!practical!work!of!art!using!a!variety!of!styles!and! ! ! ! ! ! techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design. g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.! ! ! B! B! h.!!Be!introduced!to!CRAFTS!by!notable!historical,!contemporary!and!ethnic! ! ! ! ! ! artists. i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! ! ! ! B! ! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space. ! ! B! B! k.!!Explore!careers!related!to!CRAFT!DESIGN.! ! ! ! ! ! ! ! ! ! 5.!!Drawing ! Through!the!use!of!the! ,!the!student!will!be!able! ! ! ! ! elements'and'principles'of'design to:! a.!!Use!DRAWING!to!express!individual!ideas,!thoughts,!and!feelings.! ! B! B! E! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!DRAWING!(i.e.!pencils,! B! B! B! E! marker,!pastel,!charcoal,!craypas,!ink!etc.).! c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.! ! B! B! B! d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.! ! B! B! P! e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,! ! ! ! B! 43

44 stippling,!linear!perspective,!gesture!and!contour), ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! K! 1! 2! ! ! B! ! ! ! f.!!Be !introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic! ! artists. ! ! ! B! g.!Explore!DRAWING!design!through!other!cultures,!their!history!and!meaning.! ! h.!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! ! ! B! B! B! i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! ! B! B! j.!!Examine!careers!related!to!DRAWING,!ILLUSTRATION!AND!DESIGN.! ! ! ! ! ! 6.!!Graphic!Design ! Through!the!use!of!the! ent!will!be!able! ! ! ! ! ,!the!stud elements'and'principles'of'design to:! ! ! B! B! a.!!Use!GRAPHIC!DESIGN!to!express!individual!ideas,!thoughts,!and!feelings.! ! ! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.! ! B! B! B! B! c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:! ! ! ! B! posters,!logos,!CDs,!package!and!book!cover!designs.! ! Tdimensional!utilitarian!object!and!(or)!packaging!for!a! ! ! ! d.!!Design!a!two!or!three real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer! product.! ! plore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.! ! B! ! e.!!Ex f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and! ! ! ! B! ethnic!artists.! ! thers. ! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!o ! ! B! ! ! ! B! B! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! i.!!Explore!careers!related!to!GRAPHIC!DESIGN.! ! ! ! B! ! ! ! ! ! ! 7.!!Mixed!Media Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!ab le! ! ! ! ! to:! ! a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.! ! ! B! b.!!Create!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques! ! ! B! ! such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.! ! B! c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.! B! ! d.!!Explore!MIXED!MEDIA!design!through!other!cultures,!their!history!and! ! ! ! B! meaning.! e.!!Be!introduced!to!MIXED!MEDIA!design!by!notable!historical,!contemporary,! B! ! ! ! ! and!ethnic!artist. f.!!Describe,!analyz e,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! ! ! ! B! g.!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! ! B! h.!!Examine!careers!related!to!MIXED!MEDIA!design.! ! ! ! B! ! ! i.!!Create!a!collage,!mosaic,!or!MIXED!MEDIA!work!of!art!using!a!variety!of!styles! ! B! 44

45 ! and!techniques. ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! K! 1! 2! ! ! ! ! ! 8.!!Painting ! Through!the!use!of!the! ,!the!student!will!be!able! elements'and'principles'of'design ! ! ! ! to:! a.!!Use!PAINTING!to!express!individual!ideas,!thoughts,!and!feelings.! ! B! B! B! b.!!Explore!a!variety!of!PAINTING!tools!and!materials!such!as:!acrylic,!ink,! ! ! ! ! tempera,!and!watercolor.! c.!!Create!a!PAINTING!using!a!variety!of!painting!styles!and!techniques,!such!as;! B! ! ! ! TonTwet.! transparent,!opaque,!dry!brush,!wet ! ! B! B! d.!!Be!introduced!to!PAINTINGS!by!notable!historical,!contemporary,!and!ethnic! artists. ! e.!!Explore!PAINTING!design!through!other!cultures,!their!history!and!meanings.! ! ! ! B! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! B! ! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! ! B! h.!!Examine!careers!related!to!PAINTING!and!illustration!design! ! ! ! B! ! ! ! ! ! 9.!Printmaking ! he!use!of!the! elements'and'principles'of'design Through!t ! ! ! ! ,!the!student!will!be!able! to:! ! ! B! B! a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! B! ! b.!!Explore!a!variety!of!PRINTMAKING!tools!and!materials!such!as:!cardboard,! ! ! found!objects,!sponges,!styrofoam!and!vegetables!! ! ! ! c.!!Create!a!PRINT!using!a!variety!of!printmaking!styles!and!techniques,!such!as;! ! monoTprints,!relief,!stamping!and!stencil! d.!!Be!introduced!to!PRINTS!by!notable!historical,!contemporary,!and!ethnic! B! ! ! ! ! artists. e.!!Explore!PRINTMAKING!design!through!other!cultures,!their!history!and! ! ! ! ! meanings.! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! ! ! ! B! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! ! ! ! ! ! h.!!Examine!careers!related!to!PRINTMAKING.!! ! ! ! ! ! 10.!!Sculpture ! ! ! elements'and'principles'of'design ,!the!student!will!be!able! ! ! ! Through!the!use!of!the! to:! a.!!Use!SCULPTURE!to!express!individual!ideas,!thoughts,!and!feelings. ! ! ! B! B! ! ! b.!!Explore!a!variety!of!SCULPTURE!tools!and!materials!such!as:!clay,!found! B! B! 45

46 ! objects,!paper,!paper!mache,!wire,!both!additive!and!subtractive. ! B! ! c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques. ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre 1K! 2! 1! K! ! ! d.!!Be!introduced!to!SCULPTURES!by!notable!historical,!contemporary,!and!ethnic! ! B! ! artist. ! ! e.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! ! ! ! ! B! f.!!Practice!safe!and!responsible!us e!of!art!media,!equipment,!and!studio!space.! ! ! g.!!Become!familiar!with!careers!related!to!SCULPTURAL!DESIGN! ! ! ! ! ! ! ! ! ! 11.!!Video,!Film!and!Animation!(Optional) ! ! ! ! ! ,!the!student!will!be!able!to! elements'and'principles'of'design Through!the!use!of!the! ! use!traditional ! ! a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and! ! ! ! feelings. b.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various! ! ! ! ! forms!of!story!telling.! ! ! ! ! c.!!Explore!a!variety!of!materials!and!techniques!such!as:!program!editing,!digital! imaging,!illustration,!lighting!etc...! d.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,! ! ! ! ! set!design,!costuming.! ! B! ! ! e.!!Create!VIDEO,!FILM!AND!ANIMATION!using!a!variety!of! subject!matter!and! themes.! ! ! ! f.!Explore!VIDEO,!FILM!AND!ANIMATION!through!other!cultures,!their!history!and! ! meaning.! ! ! ! g.!!Be!introduced!to!VIDEO,!FILM!AND!ANIMATION!by!notable!historical,! ! contemporary,!and!ethnic!artist.! ! ! ! ! h.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others ! ! ! ! B! i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! j.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.! ! ! ! ! ! 46

47 ART!CAREERS!AND!CAREER!RELATED! SKILLS! 1!GRADE!2 PRE!KINDERGARTEN ! ! ! A.!!Presentation!and!Critique!in!Art!Making ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! 1! 2! K! ! Students!will!be!able!to:! ! ! ! ! ! 1.!!Use!simple!techniques!for!evaluating!their!artworks.! ! B! B! B! 2.!!Evaluate!their!artworks!using!established!criteria. ! ! ! B! ! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! ! ! ! ! originality!in!style.! ! ! ! B! 4.!!Maintain!a!portfolio!to!document,!observe,!and!evaluate!artistic!development.! B! ! ! ! 5.!!Describe!how!artists!use!materials,!tools,!images,!and!ideas!to!create!works!of! art.! ! ! 6.!!Describe!and!compare!difference!in!art!works!that!have!the!same!subject.! ! ! 7.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! ! ! ! ! B! B! B! 8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art. B! ! ! ! B.!!Art!Careers!and!Career!Related!Skills ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! 1K! ! K! Pre 1! 2! ! ! ! ! Students!will!be!able!to:! ! ! 1.!!Explore!careers!in!the!visua l!arts. ! ! B! B! B! B! 2.!!Explore!what!various!types!of!artist!do(e.g.,!architects,!product!designers,! B! B! ! graphic!artists,!illustrators) ! ! ! ! ! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! originality!in!style.! !!!!! ! ! ! ! 47

48 CLASSROOM!SAFTEY!AND! ! CURRICULUM!CONNECTIONS ! CROSS1 ! PRE!KINDERGARTEN 1!GRADE!2 ! ! ! A.!!Art!Safety!in!the!Classroom ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 1! 2! K! Pre1K! ! ! ! Students!will!be!able!to:! ! ! ! B! 1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,! B! B! ! studio!space,!and!technologies! B! B! B! ! 2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace! ! in!a!safe,!efficient,!and!effective!way. ! ! B! ! ! 3.!!Explore!innovative!ways!to!use!the!potential!of!materials ! ! ! ! ! ! ! B.!!Cross 1Curriculum!Connections ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 1! Pre1K! K! 2! ! Students!will!be!able!to:! ! ! ! ! ! 1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts! ! B! B! B! and!one!or!more!major!subject!areas.! 2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in! ! ! ! ! other!disciplines.! 48

49 ! SCOPE!AND!SEQUENCE GRADES!3 14! ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! A.!!ELEMENTS!OF!ART! 1!We!think!of!the!elements!as!basic! visual! ! ! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything! ! visual!without!the!use!of!one!or!more!of!these!elements. ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! ! ! ! 1. Line ! !! a.!!Identify!and!apply!types!of!LINE(e.g.,!curve d,!straight,!thick,!thin,!fine!dotted,! P! P! wavy,!zigzag,!continuous,!broken). ! P! P! b.!!Explore!LINE!in!art!and!in!the!environment.! c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! E! E! B! d.!!Use!LINE!to!express!thoughts!and!emotions.! E! e.!!Recognize!LINE!as!being!and!element!of!art.! ! ! ! ! ! ! Color !! 2. E! E! a.!!Explore!COLOR!in!art!and!in!the!environment.! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! B! B! c.!!Mix!PRIMARY!and!SECONDARY!COLORS.! B! E! d.!!Mix!PRIMARY!and!SECONDARY!COLO RS!to!make!INTERMEDIATE!COLORS.! B! B! e.!!Name!and!identify!WARM!and!COOL!COLORS.! B! B! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! B! B! ! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. ! B! B! ! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE!&!INTENSITY.! i.!!Recognize!COLOR!as!being!an!element!of!art.! B! B! ! ! ! 3.!!Value ! a.!!Explore!VALUE!in!art!and!in!the!environment.! B! B! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! B! B! B! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color ! B! B! d.!!Recognize!VALUE!as!being!and!element!of!art.! B! ! ! ! ! 49

50 ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 4! 3! ! ! ! ! ! 4.!!Shape a.!!Explore!SHAPE!in!art!and!in!the!environment.! E! E! B! b.!!Recognize!SHAPE!as!being!a!twoTdimensional!flat!space!enclosed!by!actual!or! B! implied!lines.! B! B! c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC!SHAPE!in!works!of!art.! d.!!Use!SHAPE!to!create!pattern!and!texture.! B! E! B! e.!!Recognize!SHAPE!as!being!an!element!of!art.! B! ! ! ! 5.!!Texture ! a.!!Explore!TEXTURE!in!art!and!in!the!environment.! B! B! B! B! b.!!Recognize!TEXTURE!as!the!look!and!(or)!feeling!of!a!surface. ! B E! c.!!Identify!and!apply!different!types!of!TEXTURE!(e.g.,!shiny,!dull,!rough,!smooth,! !! silky,!pebbly). ! d.!Recognize!TEXTURE!as!being!an!element!of!art.! B! B! ! ! ! ! 6.!!Form a.!!Recognize!FORM!as!being!a!three Tdimensional!object!with!height,!width!and! B! B! depth.! b.!!Explore!FORM!in!art!and!in!the!environment.! B! B! B! c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!FORMS!in!work!of!art.! B! B! B! d.!!Recognize!FORM!as!being!and!element!of!art.! ! ! ! 7.!!Space ! B! a.!!Recognize!that!SPACE!is!art!and!the!environment.! B! B! b.!!Explore!SPACE!in!art!and!in!the!environment.! B! c.!!Identify!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art! B! B! B! d.!!Recognize! SPACE!as!being!an!element!of!art.! B! ! ! ! ! ! ! ! ! 50

51 ! ! ! ! –!We!thing!of!the!principles!as!ways!to!work! B.!!Principles!of!Design! with!and!arrange!the!elements ! ! ! !! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient ! ! ! 3! 4! ! ! ! Unity !! 1. ! a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles! ! ! of!design. ! the!environment.! b.!!Explore!UNITY!in!art!and!in! ! ! c.!!Recognize!UNITY!as!being!a!principle!of!design. B! B! ! ! ! ! ! 2. Variety !! the!environment.! a.!!Explore!VARIETY!in!art!and!in! B! B! ! ! b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity! B! B! and!change!of!the!elements!of!design.! c.!!Recognize!the!use!of!VARIETY!as!being!a!principle!of!design.! B! B! ! ! ! ! 3.!!Emphasis the!environment.! B! a.!!Explore!EMPHASIS!in!art!and!in! B! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!gives!attention!or!focus!to!some! B! B! ! feature!of!design. B! B! c.!!Recognize!EMPHASIS!as!a!principle!of!design.! ! ! ! 4.!!Balance ! a.!!Explore!BALANCE!in!art!and!in! the!environment.! E! E! b.!!Recognize!that!BALANCE!is!a!way!of!arranging!the!principles!of!design!to! E! E! create!stability!in!a!work!of! art.! c.!!Identify!symmetrical!(formal)!BALANCE!in!a!work!of!art.! B! B! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.! B! B! e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.! B! B! f.!!Recognize!BALANCE!as!a!principle!of!art.! B! B! ! ! ! ! 51

52 ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient ! ! ! 3! 4! ! ! ! 5.!!Proportion ! the!environment.! a.!!Explore!PROPORTION!in!art !and!in! B! B! b.!Recognize!that!PROPORTION!is!the!size!relation!of!one!part!of!a!design!to! B! B! ! another. c.!!Recognize !PROPORTION!as!being!a!principle!of!design. ! B! B! ! ! ! 6.!!Pattern ! E! !in!the!environment.! a.!!Explore!PATTERN!in!art!and E! b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of! E! E! design!a!regular!repetition. ! c.!Recognize!PATTERN!as!a!principle!of!art.! B! B! ! ! ! 7.!!Rhythm!/!Movement ! !in!the!environment.! B! B! a.!!Explore!RHYTHM!in!art!and B! B! b.!!Recognize!that!RHYTHM!is!a!sense!of!visual!movement!achieved!by!the! repletion!of!one!or!more!elements!of!design!in!a!work!of!art.! B! c.!!Recognize !RHYTHM!as!a!principle!of!design. ! B! ! ! ! ! ! ! ! ! ! ! ! ! ! !!!!!! ! ! 52

53 ! !!!!!ART!MEDIA!AND!MATERIALS GRADES!3 14! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 4! 3! ! ! ! ! ! 1. Architectural!and!Environmental!Design !! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!to!express!individual! E! E! ! ideas,!thoughts,!and!feelings. E! E! b.!!Explore!a!variety!of!media!and!materials!in!constructing!an! ARCHITECTURAL/ENVIRONMENTAL!DESIGN! E! E! c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a! variety!of!styles!and!techniques. ! d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!through!other! E! E! cultures,!their!history!and!meaning.! e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective. ! ! ! f.!!Be!introduced!to!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by! E! E! notable!historical,!contemporary,!and!ethnic!artist.! g.!!Describe,!analyzes,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! B! E! E! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN.! B! B! ! ! ! Ceramics 2. !! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! E! a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.! E! E! E! b.!!Explore!a!variety!of!tools!and!materials!in!constructing!a!CERAMIC!form.! E! E! c.!!Create!CERAMIC!FORMS!using!a!variety!of!styles!and!techniques!such!as:!!pinch,! !freeTform.! coil,!slab, E! d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.! E! e.!!Be!introduced!to!CERAMIC!works!of!art!by!notable!historical,!contemporary,! E! E! and!ethnic!artists. ! f.!!Describe,!analyze,!interpret,!and!evaluate!their !work!as!well!as!that!of!others. ! E! E! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! E! P! B! h.!!Explore!careers!related!to!CERAMIC!DESIGN.! B! ! ! ! ! 53

54 ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! ! ! ! ! r!Art!(Optional) 3.!!Compute Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! B! B! a.!!Use!COMPUTER!ART!to!express!individual!ideas,!thoughts,!and!feelings.! b.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.! B! B! c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available! B! B! software,!such!as! Kid'Pix !etc...! d.!!Use!the!COMPUTER!as!a!resource!tool!for!gathering,!organizing!and!presenting! ! ! information!(i.e.!art!education!websites!and!museum!websites).! TGENERATED!works!of!art!by!notable!historical,! ! ! e.!!Be!introduced!to!COMPUTER contemporary,!and!ethnic!artists.! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others. ! B! B! g.!!Practice!safe!and!responsible!use!of !art!media,!equipment,!and!studio!space.! B! B! h.!!Explore!careers!related!to!COMPUTER!ART!DESIGN.! ! ! ! ! ! 4. !! Crafts!(Jewelry,!Textile!and!Fiber!Design) ! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! to:! B! B! a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and! B! B! themes.! B! Tdimensional!design.! B! c.!!Develop!surface!pattern!both!in!two!and!three B! E! d.!!Explore!a!variety!of!mater ials,!both!manmade!and!natural.! B! B! e.!!Explore!a!variety!of!techniques!such!as:!sewing,!weaving,!painting,!quilting,! printmaking,! f.!!Create!a!decorative!or!practical!work!of!art!using!a!variety!of!styles!and! ! ! ! beading,!stitchery,!and!surface!design. techniques,!such!as:!weaving,!quilting,! g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.! B! B! h.!!Be!introduced!to!CRAFTS!by!notable!historical,!contemporary!and!ethnic! ! ! ! artists. i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! B! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! B! ! ! k.!!Explore!careers!related!to!CRAFT!DESIGN.! ! ! ! 5.!!Drawing ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! E! E! a.!!Use!DRAWING!to!express!individual!ideas,!thoughts,!and!feelings.! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!DRAWING!(i.e.!pencils,! E! E! marker,!pastel,!charcoal,!craypas,!ink!etc.).! c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.! E! E! E! d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.! E! B! B! e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,! 54

55 stippling,!linear!perspective,!gesture!and!contour), ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! ! B! B! f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic! ! artists. g.!Explore!DRAWING!design!through!other!cultures,!their!history!and!meaning.! B! B! h.!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! E! i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! E! E! E! B! j.!!Examine!careers!related!to!DRAWING,!ILLUSTRATION!AND!DESIGN.! ! ! ! 6.!!Graphic!Design ! elements'and'principles'of'design ,!the!student!will!be!able! Through!the!use!of!the! ! ! to:! a.!!Use!GRAPHIC!DESIGN!to!express!individual!ideas,!thoughts,!and!feelings.! B! E! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.! B! E! E! c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:! B! posters,!logos,!CDs,!package!and!book!cover!designs.! Tdimensional!utilitarian!object!and!(or)!packaging!for!a! d.!!Design!a!two!or!three B! B! real!or!student!created!product!such!as:!app arel,!advertisement,!or!consumer! product.! e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.! B! B! B! B! f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and! ethnic!artists.! ! g.!!Describe,!analyzes,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! E! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! E! B! i.!!Explore!careers!related!to!GRAPHIC!DESIGN.! B! B! ! ! ! ! 7.!!Mixed!Media elements'and'principles'of'design ,!the!student!will!be!able! Through!the!use!of!the! ! ! to:! a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.! B! B! B! b.!!Create,!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques! E! such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.! c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.! B! B! E! d.!!Explore!MIXED!MEDIA!DESIGN!through!other!cultures,!their!history!and! B! meaning.! B! e.!!Be!introduced!to!MIXED!MEDIA!DESIGN!by!notable!historical,!contemporary,! B! and!e thnic!artist. ! f.!!Describe,!analyze!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! B! E! B! g.!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! h.!!Examine!careers!related!to!MIXED!MEDIA!DESIGN.! B! 55

56 ! ! B! c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques. ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 4! 3! ! B! d.!!Be!introduced!to!SCULPTURES!by!notable!historical,!contemporary,!and!ethnic! B! ! artist. e.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! B! B! f.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! B! B! g.!!Become!familiar!with!careers!related!to!SCULPTURAL!DESIGN.! B! ! ! ! 11.!!Video,!Film!and!Animation!(Optional) ! Through!the!use!of!the! ,!the!student!will!be!able!to! elements'and'principles'of'design B! ! use!traditional ! B! a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and! ! feelings. ! B! ! b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!individual!ideas,!thoughts,!and! ! feelings. c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various! B! ! forms!of!story!telling.! d.!!Explore!a!variety!of!VIDEO,!FILM!AND!ANIMATION!materials!and!techniques! B! ! !! such!as:!program!editing,!digital!imaging,!illustration,!lighting!etc...! B! e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,! ! ! set!design,!costuming.! ! B! ! f.!!Create!VIDEO,!FILM!AND!ANIMATION!using!a!variety!of!subject!matter!and! themes.! ! g.!Explore!VIDEOA,!FILM!AND!ANIMATION!through!other!cultures,!their!history! B! ! ! and!meaning.! !!!!! ! ! h.!!Be!introduced!to!VIDEO,!FILM!AND!ANIMATION!by!notable!historical,! contemporary,!and!ethnic!artist.! !!!!! ! ! ! i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others ! ! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! ! M!AND!ANIMATION.! k.!!Explore!careers!related!to!VIDEO,!FIL B! ! ! ! ! ! ! ! ! ! ! ! 56

57 !!!!!ART!AND!CAREER!RELATED!SKILLS! GRADES!3 14! ! ! A.!!Presentation!and!Critique!in!Art!Making ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! ! ! Students!will!be!able!to:! ! 1.!!Use!si mple!techniques!for!evaluating!their!artworks.! B! E! B! B! 2.!!Evaluate!their!artworks!using!established!criteria. ! ! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! ! originality!in!style.! 4.!!Maintain!a!portfolio!to!document,!observe,!and!evaluate!artistic!development.! B! B! B! B! 5.!!Describe!how!artists!use!materials,!tools,!images,!and!ideas!to!create!works!of! art.! B! B! 6.!!Describe!and!compare!difference!in!art!works!that!have!the!same!subject.! 7.!!Describe,!analyze,!interpret,!and! ! B! B! evaluate!their!work!as!well!as!that!of!others. 8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art. ! E! E! ! ! ! ! ! ! B.!!Art!Careers!and!Career!Re lated!Skills ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! Students!will!be!able!to:! ! ! ! 1.!!Explore!careers!in!the!visual !arts.! B! E! B! 2.!!Explore!what!various!types!of!artist!do(e.g.,!architects,!product!designers,! B! ! graphic!artists,!illustrators) 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! ! ! originality!in!style.! ! 57

58 CLASSROOM!SAFTEY!AND!! CROSS1 CURRICULUM!CONNECTIONS ! GRADES!3 14! ! ! A.!!Art!Safety!in!the!Classroom ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 3! 4! ! ! ! Students!will!be!able!to:! ! e!use!of!art!media,!materials,! E! E! 1.!!Demonstrate!the!appropriate,!responsible!and!saf studio!space,!and!technologies ! E! E! 2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace! ! in!a!safe,!efficient,!and!effective!way. E! B! ! 3.!!Explore!innovative!ways!to!use!the!potential!of!materials ! ! ! ! ! ! ! ! B.!!Cross 1Curriculum!Connections ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 4! 3! ! ! ! Students!will!be!able!to:! ! E! 1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts! E! and!one!or!more!major!subject!areas.! ! 2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in! B! other!disciplines.! ! 58

59 ! SCOPE!AND!SEQUENCE GRADES!5 16! ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! A.!!ELEMENTS!OF!ART! 1!We!think!of!the!elements!as!basic!visual! ! ! material!with!wh ich!to!make!art.!!It!is!hard!to!imagine!anything! visual!without!the!use!of!one!or!more!of!these!elements. ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 6! 5! ! ! ! ! !! Line ! 1. P! a.!!Identify!and!apply!types!of!LINE!!(e.g.,!curved,!straight,!thick,!t hin,!fine!dotted,! P! wavy,!zigzag,!continuous,!broken). ! b.!!Explore!LINE!in!art!and!in!the!environment.! P! P! E! c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! E! d.!!Use!LINE!to!express!thoughts!and!emotions.! E! E! ! ! e.!!Recognize!LINE !as!being!and!element!of!art.! ! ! ! Color ! !! 2. a.!!Explore!COLOR!in!art!and!in!the!environment.! E! E! B! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! B! c.!!Mix!PRIMARY!and!SECONDARY!COLORS.! E! E! d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.! B! B! e.!!Name!and!identify!WARM!and!COOL!COLORS.! B! B! B! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! B! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. B! B! ! B! B! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE!&!INTENSITY.! i.!!Recognize!COLOR!as!being!an!element!of!art.! B! B! ! ! ! 3.!!Value ! a.!!Explore!VALUE!in!art!and!in!the!environment.! B! B! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! B! B! B! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color! B! B! d.!!Recognize!VALUE!as!being!and!element!of!art.! B! ! ! ! ! 59

60 ! !!!SCOPE!AND!SEQUENCE ! ! 1!GRADE!2 PRE!KINDERGARTEN ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! A.!!ELEMENTS!OF!ART! 1!We!think!of!the!elements!as!basic!visual! ! ! ! ! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything! ! visual!without!the!use!of!one!or!more!of!these!elements. ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! Pre1K! K! 1! 2! ! ! ! ! ! ! 1. !! Line ! a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,! B! B! E! E! wavy,!zigzag,!continuous,!broken). ! B! B! E! E! b.!!Explore!LINE!in!art!and!in!the!environment.! c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! B! B! B! B! d.!!Use!LINE!to!express!thoughts!and!emotions.! ! ! ! ! e.!!Recognize!LINE!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! !! Color 2. ! COLOR!in!art!and!in!the!environment.! E! B! a.!!Explore! E! B! ! ! ! B! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! c.!!Mix!PRIMARY!to!make!SECONDARY!COLORS.!! ! ! ! ! d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.! ! ! ! ! e.!!Name!and!identify!WARM!and!COOL!COLORS.! ! ! ! B! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! ! ! ! ! ! ! ! ! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. ! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE!&!INTENSITY.! ! ! ! ! i.!!Recognize!COLOR!as!being!an!element!of!art.! ! ! ! ! ! ! ! ! ! ! 3.!!Value a.!!Explore!VALUE!in!art!and!in!the!environment.! ! ! ! ! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! ! ! ! ! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color! ! ! ! ! d.!!Recognize!VALUE!as!being!and!element!of!art.! ! ! ! ! ! ! ! ! 60

61 ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 6! 5! ! ! ! ! 4.!!Shape ! a.!!Explore!SHAPE!in!art!and!in!the!environment.! E! E! b.!!Recognize!SHAPE!as!being!a!twoTdimensional!flat!space!enclosed!by!actual!or! B! B! implied!lines.! B! B! c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC!SHAPE!in!works!of!art.! d.!!Use!SHAPE!to!create!pattern!and!texture.! E! E! B! e.!!Recognize!SHAPE!as!being!an!element!of!art.! B! ! ! ! ! 5.!!Texture a.!!Explore!TEXTURE!in!art! and!in!the!environment.! B! B! B! B! ! b.!!Recognize!TEXTURE!as!the!look!and!(or)!feeling!of!a!surface. B! B! c.!!Identify!and!apply!different!types!of!TEXTURE!(e.g.,!shiny,!dull,!rough,!smooth,! ! silky,!pebbly). B! B! d.!Recognize!TEXTURE!as!being!an!element!of!art.! ! ! ! 6.!!Form ! a.!!Recognize!FORM!as!being!a!three Tdimensional!object!with!height,!width!and! B! B! depth.! b.!!Explore!FORM!in!art!and!in!the!environment.! B! B! B! c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!FORMS!in!work!of!art.! B! ng!and!element!of!art.! B! d.!!Recognize!FORM!as!bei B! ! ! ! 7.!!Space ! B! a.!!Recognize!that!SPACE!is!art!and!in!the!environment.! B! B! b.!!Explore!SPACE!in!art!and!the!environment.! B! c.!!Identify!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art! B! B! B! d.!!Recognize!SPACE!as!being!an!el ement!of!art.! B! ! ! ! ! ! ! ! ! 61

62 ! ! ! ! –!We!thing!of!the!principles!as!ways!to!work! B.!!Principles!of!Design! ! with!and!arrange!the!elements ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient ! ! ! 5! 6! ! ! ! Unity ! 1. !! a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles! B! B! of!design. ! b.!!Explore!UNITY!in!art!and!in! the!environment.! B! B! c.!!Recognize!UNITY!as!being!a!principle!of!design. ! B! B! d.!!Use!LINE!to!express!thoughts!and!emotions.! B! B! e.!!Recognize!LINE!as!being!and!element!of!art.! B! B! ! ! ! Variety ! 2. !! a.!!Explore!VARIETY!in!art!and!in!the!environment.! B! B! b.!!Recognize! B! B! that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity! and!change!of!the!elements!of!design.! B! c.!!Recognize!the!use!of!VARIETY!as!being!a!principle!of!design.! B! ! ! ! 3.!!Emphasis ! a.!!Explore!EMPHASIS!in!art!and!in! the!environment.! B! B! B! B! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!gives!attention!or!focus!to!some! ! feature!of!design. B! B! c.!!Recognize!EMPHASIS!as!a!principle!of!design.! ! ! ! ! 4.!!Balance the!environment.! E! a.!!Explore!BALANCE!in!art!and!in! E! b.!!Recognize!that!BALANCE!is!a!way!of!arranging!the!principles!of!design!to! E! E! ! create!stability!in!a!work!of!art. c.!!Identify!symmetrical!(formal)!BALANCE!in!a!work!of!art.! B! B! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.! B! B! e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.! B! B! f.!!Recognize!BALANCE!as!a!principle!of!art.! B! B! ! ! ! 62

63 ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient ! ! ! 5! 6! ! ! ! 5.!!Proportion ! !and a.!!Explore!PROPORTION!in!art B! !in!the!environment.! B! OPORTION!is!the!size!relation!of!one!part!of!a!design!to! b.!Recognize!that!PR B! B! another. ! c.!!Recognize!PROPORTION!as!being!a!principle!of!design. ! B! B! ! ! ! 6.!!Pattern ! !in!the!environment.! a.!!Explore!PATTERN!in!art!and E! E! b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of! E! E! design!a!regular!repetition. ! B! c.!Recognize!PATTERN!as!a!principle!of!art.! B! ! ! ! 7.!!Rhythm!/!Movement ! B! B! !in!the!environment.! a.!!Explore!RHYTHM!in!art!and b.!!Recognize!that!RHYTHM!is!a!sense!of!visual!movement!achieved!by!the! B! B! repletion!of!one!or!more!elements!of!design!in!a!work!of!art.! B! ! B! c.!!Recognize!RHYTHM!as!a!principle!of!design. ! ! ! ! ! ! ! ! ! ! ! ! ! !!!!!! ! 63

64 ! !!!!!ART!MEDIA!AND!MATERIALS GRADES!5 16! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 6! 5! ! ! ! ! 1. !! Arch itectural!and!Environmental!Design ! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! to:! E! E! a.!!Use!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!to!express!individual! ! ideas,!thoughts,!and!feelings. E! b.!!Explore!a!variety!of!media!and!materials!in!constructing!an! E! ARCHITECTURAL/ENVIRONMENTAL!DESIGN.! E! c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a! E! variety!of!styles!and!techniques. ! d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by!notable! E! E! historical,!contemporary,!and!ethnic!artists.! e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective.! B! B! E! f.!!Be!introduced!to!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by! E! notable!historical,!contemporary,!and!ethnic!artist.! B! ! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. B! P! P! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN.! E! E! ! ! ! Ceramics 2. !! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! E! a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.! E! E! E! b.!!Explore!a!variety!of!tools!and!materials!in!constructing!a!CERAMIC!FORM.! E! E! c.!!Create!CERAMIC!FORMS!using!a!variety!of!styles!and!techniques!such!as:!!pinch,! Tform.! coil,!slab,!free E! d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.! E! e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,! E! E! and!ethnic!artists. ! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! P! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! E! h.!!Explore!careers!related!to!CERAMIC!DESIGN.! E! ! ! ! ! 64

65 ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! ! ! ! 3.!!Computer!Art!(Optional) ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!COMPUTER!ART!to!express!individual!ideas,!thoughts,!and!feelings. ! B! B! b.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.! B! B! B! B! c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available! software,!such!as! Kid'Pix !etc...! d.!!Use!the!COMPUTER!as!a!re source!tool!for!gathering,!organizing!and!presenting! B! B! information!(i.e.!art!education!websites!and!museum!websites).! e.!!Be!introduced!to!COMPUTER TGENERATED!works!of!art!by!notable!historical,! B! B! contemporary,!and!ethnic!artists.! B! B! f.!!Describe,!analyz e,!interpret,!and!evaluate!their!work!as!well!as!others. ! B! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! h.!!Explore!careers!related!to!COMPUTER!ART!DESIGN.! B! ! ! ! Crafts!(Jewelry,!Textile!and!Fiber!Design) ! !! 4. ! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! to:! B! a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! B! b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and! B! B! themes.! B! B! c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.! d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.! B! B! e.!!Explore!a!variety!of!CRAFT!techniques!such!as:!sewing,!weaving,!painting,! E! E! quilting,!printmaking,! f.!!Creat e!a!decorative!or!practical!work!of!art!using!a!variety!of!styles!and! B! B! ! techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design. g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.! B! B! h.!!Be!introduced!to !CRAFTS!by!notable!historical,!contemporary!and!ethnic! ! ! ! artists. B! i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! B! areers!related!to!CRAFT!DESIGN.! B! B! k.!!Explore!c ! ! ! ! 5.!!Drawing elements'and'principles'of'design ,!the!student!will!be!able! Through!the!use!of!the! ! ! to:! a.!!Use!DRAWING!to!express!individual!ideas,!thoughts,!and!feelings.! P! P! b.!!Explore!a!variety!of!tools!and!mate rials!in!creating!a!DRAWING!(i.e.!pencils,! P! P! marker,!pastel,!charcoal,!craypas,!ink!etc.).! c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.! P! P! P! d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.! P! E! E! riety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,! e.!!Explore!a!va 65

66 stippling,!linear!perspective,!gesture!and!contour), ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! ! B! B! f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!e thnic! ! artists. g.!Explore!DRAWING!design!through!other!cultures,!their!history!and!meaning.! B! B! h.!Describe,!analyzes,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! ! E! E! i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space. E! E! j.!!Examine!careers!related!to!DRAWING,!ILLUSTRATION!AND!DESIGN.! ! ! ! 6.!!Graphic!Design ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!GRAPHIC!DESIGN!to!express!individual!ideas,!thoughts,!and!feelings. E! E! ! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.! E! E! c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:! E! E! posters,!logos,!CDs,!package!and!book!cover!designs.! Tdimensional!utilitarian!object!and!(or)!packaging!for!a! d.!!Design! B! B! a!two!or!three real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer! product.! e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.! E! E! oduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and! ! B! f.!!Be!intr ! ethnic!artists.! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space .! E! E! i.!!Explore!careers!related!to!GRAPHIC!DESIGN.! B! E! ! ! ! 7.!!Mixed!Media ! ,!the!student!will!be!able! Through!the!use!of!the! elements'and'principles'of'design ! ! to:! E! E! a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.! E! b.!!Create,!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques! E! such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.! c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.! E! E! d.!!Explore!MIXED!MEDIA!design!through!other!cultures,!their!history!and! E! E! meaning.! e.!!Be!introduced!to!MIXED!MEDIA!DESIGN!by!notable!historical,!contemporary,! B! B! and!ethnic!artist. ! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! B! E! E! g.!Practice!safe!and!responsible!u se!of!art!media,!equipment,!and!studio!space.! B! B! h.!!Examine!careers!related!to!MIXED!MEDIA!DESIGN.! 66

67 i.!!Create!a!collage,!mosaic,!or!mixed!media!work!of!art!using!a!variety!of!styles! E! E! and!techniques. ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient ! 5! 6! ! 8.!!Painting ! ! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! E! E! a.!!Use!PAINTING!to!express!individual!ideas,!thoughts,!and!feelings.! E! E! uch!as:!acrylic,!ink,! b.!!Explore!a!variety!of!PAINTING!tools!and!materials!s tempera,!and!watercolor.! c.!!Create!a!PAINTING!using!a!variety!of!painting!styles!and!techniques,!such!as;! E! E! TonTwet.! transparent,!opaque,!dry!brush,!wet d.!!Be!introduced!to!PAINTINGS!by!notable!historical,!contemporary,!and!e thnic! E! E! artists. ! e.!!Explore!PAINTING!DESIGN!through!other!cultures,!their!history!and!meanings.! E! E! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! B! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space. ! E! E! E! h.!!Examine!careers!related!to!PAINTING!AND!ILLUSTRATION!DESIGN.! E! ! ! ! 9.!Printmaking ! ! ! ,!the!student!will!be!able! elements'and'principles'of'design Through!the!use!of!the! to:! ! a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings. E! E! E! b.!!Explore!a!variety!of!PRINTMAKING!tools!and!materials!such!as:!cardboard,! E! found!objects,!sponges,!styrofoam!and!vegetables!! c.!!Create!a!PRINT!using!a!variety!of!printmaking!styles!and!techniques,!such!as;! B! B! monoTprints,!relief,!stamping!and!stencil! d.!!Be!introduced!to!PRINTS!by!notable!historical,!contemporary,!and!ethnic! E! E! artists. ! B! e.!!Explore!PRINTMAKING!DESIGN!through!other!cultures,!their!history!and! B! meanings.! B! f.!!Describe,!analyze,!interpret,!and!evaluate B! !their!work!as!well!as!that!of!others.! ! B! B! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! h.!!Examine!careers!related!to!PRINTMAKING.!! B! ! ! ! 10.!!Sculpture ! ! Through!the!use!of!the! elements'and'principles'of'desig n ,!the!student!will!be!able! ! ! to:! E! E! a.!!Use!SCULPTURE!to!express!individual!ideas,!thoughts,!and!feelings. ! E! E! b.!!Explore!a!variety!of!SCULPTURE!tools!and!materials!such!as:!clay,!found! objects,!paper,!paper!mache,!wire,!both!additive!and!subtractive. ! 67

68 c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques. ! E! E! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! B! B! d.!!Be!introduced!to!SCULPTURES!by!notable!historical,!contemporary,!and!ethnic! artist. ! e.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! ! B! B! B! f.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! B! B! g.!!Become!familiar!with!careers!related!to!SCULPTURAL!DESIGN.! ! ! ! 11.!!Video,!Film!and!Animation!(Optiona l) ! ! elements'and'principles'of'design ! ,!the!student!will!be!able!to! Through!the!use!of!the! use!traditional ! B! a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and! B! feelings. ! b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!individual!ideas,!thoughts,!and! B! B! ! feelings. c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various! B! B! forms!of!story!telling.! d.!!Explore!a!variety!of!materials!and!techniques!such!as:!program!editing,!digital! B! B! !! imaging,!illustration,!lighting!etc...! B! e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,! B! ! set!design,!costuming.! ! f.!!Create!VIDEO,!FILM!AND!ANIMATION!using!a!variety!of!subject!matter!and! B! B! themes.! ! B! hrough!other!cultures,!their!history! B! g.!Explore!VIDEO,!FILM!AND!ANIMATION!t ! and!meaning.! !!!!! B! h.!!Be!introduced!to!VIDEO,!FILM!AND!ANIMATION!by!notable!historical,! B! contemporary,!and!ethnic!artist.! !!!!! B! ! i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others B! ! B! B! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! B! k.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.! B! ! ! ! ! ! ! ! ! ! ! ! 68

69 !!!!!ART!AND!CAREER!RELATED!SKILLS! GRADES!5 16! ! ! A.!!Presentation!and!Crit ique!in!Art!Making ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 6! 5! ! Students!will!be!able!to:! ! ! ! 1.!!Use!simple!techniques!for!evaluating!their!artworks.! E! E! E! 2.!!Evaluate!their!artworks!using!established!criteria. B! ! 3.!!Keep!a!sketchbo ok!to!observe!and!evaluate!development!of!creativity,! ! B! originality!in!style.! E! E! 4.!!Maintain!a!portfolio!to!document,!observe,!and!evaluate!artistic!development.! E! 5.!!Describe!how!artists!use!materials,!tools,!images,!and!ideas!to!create!works!of! B! art.! 6.!!Describe!and!compare!difference!in!art!works!that!have!the!same!subject.! B! E! 7.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! 8.!!Us!art!vocabulary!when!talking!and!writing!about!works!of!art. E! ! E! ! ! B.!!A rt!Careers!and!Career!Related!Skills! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! ! Students!will!be!able!to:! ! ! 1.!!Explore!careers!in!the!visual!arts. ! E! E! E! E! 2.!!Explore!what!various!types!of!artist!(e.g.,!architects,!product!designers,! graphic! artists,!illustrators) ! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! ! B! originality!in!style.! 69

70 ! CLASSROOM!SAFTEY!AND!! ! CROSS1 CURRICULUM!CONNECTIONS GRADES!5 16! ! ! A.!!Art!Safety!in!the!Classroom ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! Students!will!be!able!to:! ! ! ! E! 1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,! E! studio!space,!and!technologies ! P! 2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace! P! ! in!a!safe,!efficient,!and!effective!way. E! E! ! 3.!!Explore!innovative!ways!to!use!the!potential!of!materials ! ! B.!!Cross 1Curriculum!Connections ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 5! 6! ! ! Students!will!be!able!to:! ! ! E! 1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts! E! and!one!or!more!major!subject!areas.! E! 2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in! B! other!disciplines.! ! ! ! ! ! ! 70

71 ! SCOPE!AND!S EQUENCE ! GRADES!7 18! ! ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! A.!!ELEMENTS!OF!ART! 1!We!think!of!the!elements!as!basic!visual! ! ! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything! visual!without!the!use!of!one!or!more!of!these!elements. ! ! d:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! Legen ! 7! 8! ! ! ! ! 1. !! Line ! a.!!Identify!and!apply!types!of!L ine!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,! P! P! ! wavy,!zigzag,!continuous,!broken). b.!!Explore!LINE!in!art!and !in!the!environment.! P! P! P! E! se!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.! c.!!U E! P! d.!!Use!LINE!to!express!thoughts!and!emotions.! P! e.!!Recognize!LINE!as!being!and!element!of!art.! E! ! ! ! !! Color ! 2. a.!!Explore!COLOR!in!art!and!in!the!environment.! E! P! b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.! P! P! c.!!Mix!PRIMARY!to!make!SECONDARY!COLORS.! P! P! d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.! P! P! e.!!Name!and!identify!WARM!and!COOL!COLORS.! P! P! f.!!Identify!and!apply!NEUTRALS!(e.g.!white,!black,!gray).! P! E! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. P! E! ! h.!!Identify!the!three!qualities!of!COLOR:!HUE,!VALUE,!INTENSITY.! E! P! i.!!Recognize!COLOR!as!being!an!element!of!art.! E! P! ! ! ! 3.!!Value ! a.!!Explore!VALUE!in!art!and!in!the!environment.! E! P! b.!!Create!color!TINTS!(light!VALUES)!by!adding!color!to!white! E! P! E! E! c.!!Create!color!SHADES!(dark!VALUES)!by!adding!black!to!color! d.!!Recognize!VALUE!as!being!and!element!of!art.! B! B! ! ! ! ! ! 71

72 ! ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! ! ! 4.!!Shape ! P! a.!!Explore!SHAPE!in!art!and!in!the!environment.! E! E! P! b.!!Recognize!SHAPE!as!being!a!twoTdimensional!flat!space!enclosed!by!actual!or! implied!lines.! c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC!SHAPE!in!works!of!art.! B! E! P! d.!!Use!SHAPE!to!create!pattern!and!texture.! E! e.!!Recognize!SHAPE!as!being!an!element!of!art.! E! P! ! ! ! 5.!!Texture ! a.!!Explore!TEXTURE!in!art!and!in!the!environment.! E! P! P! E! ! b.!!Recognize!TEXTURE!as!the!look!and!/or!f eeling!of!a!surface. P! E! c.!!Identify!and!apply!different!types!of!TEXTURE!(e.g.,!shiny,!dull,!rough,!smooth,! silky,!pebbly). ! d.!Recognize!TEXTURE!as!being!an!element!of!art.! E! P! ! ! ! ! 6.!!Form a.!!Recognize!FORM!as!being!a!three Tdimensional!object!with!height,!width!and! P! E! depth.! b.!!Explore!FORM!in!art!and !in!the!environment.! E! P! P! c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!FORMS!in!work!of!art.! E! P! E! d.!!Recognize!FORM!as!being!and!element!of!art.! ! ! ! 7.!!Space ! !in!the!environment.! E! a.!!Recognize!that!SPACE!is!art!and P! b.!!Explore!SPACE!in!art!and!the!environment.! E! P! E! P! c.!!Identify!and !apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art! P! E! d.!!Recognize!SPACE!as!being!an!element!of!art.! ! ! ! ! ! ! ! 72

73 ! ! !We!thing!of!the!principles!as!ways!to!work! s!of!Design!– B.!!Principle with!and!arrange!the!elements ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient ! ! 7! 8! ! ! ! !! Unity 1. ! B! E! a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles! of!design. ! the!environment.! B! E! b.!!Explore!UNITY!in!art!and!in! ! B! E! c.!!Recognize!UNITY!as!being!a!principle!of!design. B! d.!!Use!LINE!to!express!thoughts!and!emotions.! E! e.!!Recognize!LINE!as!being!and!element!of!art.! B! E! ! ! ! ! !! 2. Variety a.!!Explore!VARIETY!in!art!and!in! the!environment.! E! P! b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity! P! E! ange!of!the!elements!of!design.! and!ch c.!!Recognize!the!use!of!VARIETY!as!being!a!principle!of!design.! E! P! ! ! ! 3.!!Emphasis ! a.!!Explore!EMPHASIS!in!art!and!in! the!environment.! E! P! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!gives!attention!or!focus!to!some! E! P! ! feature!of!design. c.!!Recognize!EMPHASIS!as!a!principle!of!design.! E! E! ! ! ! 4.!!Balance ! the!environment.! E! P! a.!!Explore!BALANCE!in!art!and!in! b.!!Recognize!that!BALANCE!is!a!way!of!arranging!the!principles!of!design!to! E! P! ! create!stability!in! a!work!of!art. c.!!Identify!symmetrical!(formal)!BALANCE!in!a!work!of!art.! E! E! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.! E! E! e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.! E! E! f.!!Recognize!BALANCE!as!a!principle!of!art. ! E! P! ! ! ! ! ! ! 73

74 ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient! ! ! 5! 6! ! ! ! 5.!!Proportion ! E! the!environment.! a.!!Explore!PROPORTION!in!art !and!in! P! P! b.!Recognize!that!PROPORTION!is!the!size!relation!of!one!part!of!a!design!to! E! another. ! P! E! c.!!Recognize!PROPORTION!as!being!a!principle!of!design. ! ! ! ! 6.!!Pattern ! E! the!environment.! a.!!Explore!PATTERN!in!art!and!in! P! b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of! E! E! ! design!a!regular!repetition. ! c.!Recognize!PATTERN!as!a!principle!of!art. E! P! ! ! ! 7.!!Rhythm!/!Movement ! E! in!the!environment.! a.!!Explore!RHYTHM!in!art!and! E! b.!!Recognize!that!RHYTHM!is!a!sense!of!visual!movement!achieved!by!the! E! E! repetition!of!one!or!more!elements!of!design!in!a!work!of!art.! P! E! c.!!Recognize!RHYTHM!as!a!principle!of!design. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 74

75 ! ! ART!MEDIA!AND!MATERIALS ! GRADES!7 18! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! ! ! Architectural!and!Environmental!Design ! !! 1. ! ,!the!student!will!be!able! elements'and'principles'of'design Through!the!use!of!the! ! to:! a.!!Use!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!to!express!individual! B! B! ideas,!thoughts,!and!feelings. ! B! b.!!Explore!a!variety!of!media!and!materials!in!constructing!AN! B! ENVIRONMENTAL/!ARCHITECTURAL!DESIGN.! c.!!Create!a!variety!of! B! ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a! B! ! variety!of!styles!and!techniques. E! d.!!Explore! ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art,!through! B! other!cultures,!their!history!and!meaning.! e.!!Create!an!ARCHITECTURAL!DESIGN ! E! !using!1!and!2!point!perspective. B! B! B! ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by! f.!!Be!introduced!to! notable!historical,!contemporary,!and!ethnic!artists.! rs.! B! E! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!othe h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN! i.!!Explore!careers!related!to! E! E! ! ! ! 2. !! Ceramics ! ! ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student !will!be!able! to:! P! E! a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.! b.!!Explore!a!variety!of!tools!and!materials!in!constructing!a!CERAMIC!FORM.! E! P! c.!!Create!CERAMIC!FORMS!using!a!variety!of!styles!and!techniques!such!as:!!pinch,! E! P! coil,!slab,!free Tform.! CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.! E! d.!!Explore! P! e.!!Be!introduced!to! CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,! E! P! ! and!ethnic!artists. E! P! f.!!Describe,!analyze,!interpret,!an d!evaluate!their!work!as!well!as!that!of!others. ! P! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! h.!!Explore!careers!related!to! P! E! CERAMIC!DESIGN.! ! ! ! 75

76 ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! ! ! 3.!!Computer!Art!(Optional) ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!COMPUTER!ART!to!express!individual!ideas,!thoughts,!and!feelings.! B! B! B! COMPUTER!GRAPHIC.! B! b.!!Explore!a!variety!of!media!and!software!in!creating!a! B! c.!!Create!COMPUTER! generated!art!using!styles!and!techniques!within!available! B! !etc...! Kid'Pix software,!such!as! d.!!Use!the !COMPUTER !as!a!resource!tool!for!gathering,!organizing!and!presenting! B! B! information!(i.e.!art!education!websites!and!museum!websites).! e.!!Be!introduced!to! COMPUTER TGENERATED!works!of!art!by!notable!historical,! B! B! contemporary,!and!ethnic!artists.! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others. ! B! B! g.!!Practice!safe!and !responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! B! COMPUTER!ART!DESIGN.! B! h.!!Explore!careers!related!to! ! ! ! Crafts!(Jewelry,!Textile!and!Fiber!Design) !! 4. ! ,!the!student!will!be!able! ! Through!the!use!of!the! elements'and'principles'of'design ! to:! a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! B! E! using!a!variety!of!subject!matter!and! b.!!Create!TEXTILE!AND!FIBER!DESIGN! B! E! themes.! c.!!Develop!surface!pattern!both!in!two!and!three E! E! Tdimensional!design.! d.!!Explo re!a!variety!of!materials,!both!manmade!and!natural.! E! E! e.!!Explore!a!variety!of!techniques!such!as:!sewing,!weaving,!painting,!quilting,! B! E! printmaking,! B! E! f.!!Create!a!decorative!or!practical!work!of!art!using!a!variety!of!styles!and! :!weaving,!quilting,!beading,!stitchery,!and!surface!design.! techniques,!such!as B! E! CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.! g.!!Explore! h.!!Be!introduced!to! CRAFTS!by!notable!historical,!contemporary!and!ethnic! B! E! ! artists. i.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! B! E! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! k.!!Explore!careers!related!to! CRAFT!DESIGN.! B! E! ! ! ! 5.!!Drawing ! ,!the!student!will!be!able! ! ! Through!the!use!of!the! elements'and'principles'of'design to:! P! a.!!Use!DRAWING!to!express!individual!ideas,!thoughts,!and!feelings.! P! P! P! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!DRAWING!(i.e.!pencils,! marker,!pastel,!charcoal,!oil!pastels,!ink!e tc.).! ! 76

77 ! c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.! P! P! d.!!Create! DRAWINGS!using!a!variety!of!subject!matter!and!themes.! P! P! P! e.!!Explore!a!variety!of!techniques!(i.e.!hatching,!cross Thatching,!stippling,!linear! P! gesture!and!contour), perspective,! ! P! f.!!Be!introduced!to! DRAWINGS!by!notable!historical,!contemporary,!and!ethnic! E! ! artists. P! g.!Explore! DRAWING!design!through!other!cultures,!their!history!and!meaning.! E! P! h.!Describe,!analyze ,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 8! 7! ! j.!!Examine!careers!related!to!DRAWING,!ILLUSTRATION!AND!DESIGN.! E! P! ! ! ! ! 6.!!Graphic!Design ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! to:! a.!!Use!GRAPHIC!DESIGN!to!express!individual!ideas,!thoughts,!and!feelings.! E! P! P! b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!graphic!design .! E! P! E! c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:! posters,!logos,!CDs,!package!and!book!cover!designs.! P! E! Tdimensional!utilitarian!object!and!(or)!packaging!for!a! d.!!Design!a!two!or!three real!or!student!created !product!such!as:!apparel,!advertisement,!or!consumer! product.! e.!!Explore! E! P! GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.! f.!!Be!introduced!to! E! P! GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and! ethnic!artists.! ! g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! P! h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! i.!!Explore!careers!related!to! GRAPHIC!DESIGN.! E! P! ! ! ! 7.!!Mixed!Media ! ! Through!the!us e!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! to:! E! P! a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.! b.!!Create,!or !MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques! P! E! ! such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture. c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.! P! P! d.!!Explore! MIXED!MEDIA !design!through!other!cultures,!their!history!and! P! E! meaning.! e.!!Be!introduced!to! E! !design!by!notable!historical ,!contemporary,! P! MIXED!MEDIA ! and!ethnic!artist. f.!!Describe,!analyze!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! P! P! g.!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! E! ! P! !design. h.!!Examine!careers!related!to!MIXED!MEDIA ! 77

78 ! !work!of!art!using!a!variety!of!styles! P! i.!!Create!a!collage,!mosaic,!or!MIXED!MEDIA E! ! and!techniques. ! ! ! 8.!!Painting ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!PAINTING!to!express!individual!ideas,!thoughts,!and!feelings. ! E! P! b.!!Explore!a!variety!of!tools!and!materials!such!as:!acrylic,!ink,!tempera,!and! P! P! watercolor. ! E! P! c.!!Create!a!PAINTING!using!a!variety!of!painting!styles!and!techniques,!such!as;! wetTonTwet.! transparent,!opaque,!dry!brush,! PAINTINGS!by!notable!historical,!contemporary,!and!ethnic! P! d.!!Be!introduced!to! E! ! artists. e.!!Explore! PAINTING!design!through!other!cultures,!their!history!and!meanings.! E! P! well!as!that!of!others.! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as! ! E! P! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! E! P! h.!!Examine!careers!related!to!PAINTING!and!illustration!design ! ! ! 9.!Printmaking! Through!the!use!of!the! ,!the!student!will!be!able! elements'and'principles'of'design ! ! to:! a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.! P! E! b.!!Explore!a!variety!of!tools!and!materials!such!as:!cardboard,!found!objec ts,! E! P! sponges,!Styrofoam!and!vegetables!! c.!!Create!a!PRINT !using!a!variety!of!printmaking!styles!and!techniques,!such!as;! B! B! monoTprints,!relief,!stamping!and!stencil! E! PRINTS! by!notable!historical,!contemporary,!and!ethnic! E! d.!!Be!introduced!to! .! artists e.!!Explore! PRINTMAKING!design!through!other!cultures,!their!history!and! B! B! meanings.! P! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! E! ! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space. E! P! ! h.!!Examine!careers!related!to!PRINTMAKING.!! B! B! ! ! ! 10.!!Sculpture ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able! ! ! to:! a.!!Use!SCULPTURE!to!express!individual!ideas,!thoughts,!and!feelings. ! P! P! b.!!E xplore!a!variety!of!sculpture!tools!and!materials!such!as:!clay,!found!objects,! P! P! paper,!paper!mache,!wire,!both!additive!and!subtractive.! P! E! c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques. ! SCULPTURES!to!!by!notable!historical,!contemporary,!and!ethnic! P! d.!!Be!introduced! E! ! 78

79 ! artists. ! ! P! f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.! E! g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! P! P! E! h.!!Become!familiar!with!careers!related!to! SCULPTURAL!DESIGN.! ! ! ! ! 11.!!Video,!Film!and!Animation!(Optional) ! Through!the!use!of!the! elements'and'principles'of'design ,!the!student!will!be!able!to! ! use!traditional ! E! a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and! E! feelings. ! ATION!to!express!individual!ideas,!thoughts,!and! E! b.!!Use!VIDEO,!FILM!AND!ANIM B! feelings. ! B! c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various! E! forms!of!story!telling.! B! B! d.!!Explore!a!variety!of!materials!and!techniques!such!as:!program!editing,!digital! imaging,!illustration,!lighting!etc...! B! e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,! B! set!design,!costuming.! B! f.!!Create! VIDEO,!FILM!AND!ANIM ATIONS!using!a!variety!of!subject!matter!and! B! themes.! ATION!through!other!cultures,!their!history! VIDEO,!FILM!AND!ANIM g.!Explore! B! B! and!meaning.! E! E! h.!!Be!introduced!to! VIDEO,!FILM!AND!ANIM ATION!by!notable!historical,! contemporary!and!ethnic!artist. ! i.!!Describe,! analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others ! E! E! P! j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.! P! k.!!Explore!careers!related!to! B! ATION.! E! VIDEO,!FILM!AND!ANIM ! ! !!!! ! ! 79

80 ! ART!CAREERS!AND!CAREER!RELATED!SKILLS! GRADES!7 18! ! ! A.!!Presentation!and!Critique!in!Art!Making ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! ! Students!will!be!able!to:! ! 1.!!Use!simple!techniques!for!evaluating!their!artworks.! E! P! E! 2.!!Evaluate!their!artworks!us ing!established!criteria. ! P! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! E! P! originality!in!style.! E! 4.!!Maintain!a!portfolio!to!document,!observe,!and!evaluate!artistic!development.! E! P! E! 5.!!Describe!how!artists!use!materials,!tools,!images,!and!ideas!to!create!works!of! art.! E! 6.!!Describe!and!compare!difference!in!art!works!that!have!the!same!subject.! P! P! 7.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! talking!and!writing!about!works!of!art.! E! 8.!!Use!art!vocabulary!when! ! ! B.!!Art!Careers!and!Career!Related!Skills ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! Students!will!be!able!to:! ! ! ! ! E! 1.!!Explore!careers!in!the!visual!arts. P! E! P! 2.!!Explore!what!various!ty pes!of!artist !do!(e.g.,!architects,!product!designers,! graphic!artists,!illustrators) ! E! P! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! originality!in!style.! ! ! ! ! !!!!! ! 80

81 ! ART!CAREERS!AND!CAREER!RELATED!SKILLS! GRADES!7 18! ! ! A.!!Presentation!and!Critique!in!Art!Making ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! ! ! Students!will!be!able!to:! ! 1.!!Use!simple!techniques!for!evaluating!their!artworks.! E! P! E! 2.!!Evaluate!their!artworks!us ing!established!criteria. ! P! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! E! P! originality!in!style.! E! 4.!!Maintain!a!portfolio!to!document,!observe,!and!evaluate!artistic!development.! E! P! E! 5.!!Describe!how!artists!use!materials,!tools,!images,!and!ideas!to!create!works!of! art.! E! 6.!!Describe!and!compare!difference!in!art!works!that!have!the!same!subject.! P! P! 7.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others. ! E! E! talking!and!writing!about!works!of!art.! E! 8.!!Use!art!vocabulary!when! ! ! B.!!Art!Careers!and!Career!Related!Skills ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! Students!will!be!able!to:! ! ! ! ! E! 1.!!Explore!careers!in!the!visual!arts. P! E! P! 2.!!Explore!what!various!ty pes!of!artist !do!(e.g.,!architects,!product!designers,! graphic!artists,!illustrators) ! E! P! 3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,! originality!in!style.! ! ! ! ! !!!!! ! 81

82 ! CLASSROOM!SAFTEY!AND!! CROSS1 CURRICULUM!CONNECTIONS ! GRADES !718! ! ! A.!!Art!Safety!in!the!Classroom ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 7! 8! ! Students!will!be!able!to:! ! ! ! E! 1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,! E! ! studio!space,!and!technologies P! P! 2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace! in!a!safe,!efficient,!and!effective!way. ! P! 3.!!Explore!innovative!ways!to!use!the!potential!of!materials ! E! ! ! B.!!Cross 1Curriculum!Connections ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient! ! 8! 7! ! ! Students!will!be!able!to:! ! ! E! 1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts! P! and!one!or!more!major!subject!areas.! ning!in! P! E! 2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!lear other!disciplines.! ! ! ! ! ! ! ! ! 82

83 ! SCOPE!AND!SEQUENCE ! 1!TWELVE ! GRADES!NINE! ! ! ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN ! ! ! –!We!think!of!the!elements!as!the!basic!visual! A.!!Elements!of!Art! material!with!which!to!make!art.!!It!is!hard!to!imagine!anything!visual! e!of!these!elements. without!the!use!of!one!or!mor ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! Ceramics ! 726H!Advanced!Art!I 728!Advanced!Art!I 713M!Basic!Sculpture!&!Ceramics 701!Foundation!of!Art 711H!Sculpture!&! 732!Advanced!Art!II 703S! Basic!Art!&!Design 712!Sculpture!&!Ceramics 700H!Foundation!of!Art 716H!Advanced!Sculpture!&!Ceramics 734H!Studio! 717!Advanced!Sculpture!&!Ceramics 735!Studio 722S!Fine!Art!Appreciation 702F Y!Art!&!Design 733S!Visual!Arts!in!Society!(Art!201)! EE! 731H!Advanced!Art!II 703M!Basic!Art!&!Design! 713S!Basic!Sculpture!&!Ceramics ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! 1. Line a.!!Identify!and!apply!types!of! LINE !(e.g.,!curved,! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! straight,!thick,!thin,!fine!dotted,!wavy,!zigzag,! ! continuous,!broken). P! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! B! ! b.!!Explore!LINE!in!art!and !in!the!environment. c.!!Use!LINE!to!create!shapes,!forms,!pattern,! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! texture,!and!m ovement. P! B! B! B! E! E! P! P! B! B! B! B! E! E! P! P! B! B! P! ! d.!!Use!LINE!to!express!thoughts!and!emotions. B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! e.!!Recognize!LINE!as!being!and!element!of!art. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Color !! 2. P! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! B! a.!! Explore!COLOR!in!art!and!in!the!environment. ! b.!!Name!and!identify!PRIMARY!and!SECONDARY! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! B! COLORS. ! c.!!M ix!PRIMARY!and!SECONDARY!COLORS!to! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! ! make!INTERMEDIATE!COLORS. d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to! P! B! B! B! B! E! E! P! P! B! B! B! B! E! E! P! P! B! P! make!INTERMEDIATE!COLORS. ! B! B! B! B! B! B! E! E! P! P! P! B! B! P! E! E! P! P! B! e.!!Name!and!identify!WARM!and!COOL!COLORS. ! !black,! f.!!Identify!and!apply!NEUTRALS!(e.g.!white, B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! B! B! gray). ! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! P! ! g.!!Identify!and!apply!COLOR!SCHEMES!/!THEORY. h.!!Identify!the!three!qualities!of!COLOR:!HUE,! P! B! B! B! E! E! P! B! P! B! B! B! E! E! P! P! B! B! P! VALUE,!INTENSITY. ! P! B! B! B! B! B! E! E! P! B! P! P! B! E! E! P! P! B! B! ! ze!COLOR!as!being!an!element!of!art. i.!!Recogni ! 83

84 ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! Art ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 711H!Sculpture!&!Ceramics 731H!Advanced!Art!II 713S!Basic!Sculpture!&!Ceramics 700H!Foundation!of!Art 713M!Basic!Sculpture!&!Ceramics 728!Advanced!Art!I 701!Foundation!of! 726H!Advanced!Art!I 712!Sculpture!&!Ceramics 702FY 716H!Advanced!Sculpture!&!Ceramics 734H!Studio! 717!Advanced!Sculpture!&!Ceramics 703M 722S!Fine!Art!Appreciation 735!Studio 733S!Visual!Arts!in!Society!(Art!201)! EE! 703S! 732!Advanced!Art!II ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 3.!!Value B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! a.!!Explore!VALUE!in!art!and!in!the!environment. ! b.!!Create!color!TINTS!(light!VAL UES)!by!adding! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! P! ! white!to!colors. c.!! Create!color!SHADES!(dark!VALUES)!by!adding! P! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! ! black!to!colors. B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! ! as!being!and!element!of!art. d.!!Recognize!VALUE! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 4.!!Shape ! P! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! B! a.!!Explore! ! SHAPE !in!art!and!in!the!environment. b.!! Recognize!SHAPE!as!being!a!two Tdimensional! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! flat!space!enclosed!by!actual!or!implied!lines. c.!!Identified!and!apply!ORGANIC!and!GEOMETRIC! P! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! ! SHAPE!in!works!of!art. B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! d.!! Use!SHAPE!to!create!pattern!and!texture. B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! e.!! Recognize!SHAPE!as!being!and!element!of!art. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5.!!Texture a.!!Explore!TEXTURE!in!art!and!in!the! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! P! ! environment. b.!!Recognize!TEXTURE!as!the!look!and/or!feel!of! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! P! a!surface. ! c.!!I dentify!and!apply!different!types!of!TEXTURE! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! (e.g.,!shiny,!dull,!rough,!smooth,!silky,!pebbly).! P! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! gnize!TEXTURE!as!being!an!element!of!art. ! d.!!Reco ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6.!!Form B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! a.!!Explore!FORM!in!art!and!in!the!environment. b.!!Recognize!FORM!as!being!a!three Tdimensional! P! E! P! B! B! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! object!with!height,!width!and!depth. c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC! P! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! B! FORMS!in!works!of!art. ! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! P! ! d.!!Recognize!FORM!as!being!an!element!of!art. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7.!!Space E! B! B! P! P! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! a.!!Explore!SPACE!in!art!and!in!the!environment. B! P! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! b.!!Recognize!SPACE!in!art!and!the!environment. ! c.!!Identify! and! apply!POSITIVE!and!NEGATIVE! B! B! P! P! E! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! SPACE!in!works!of!art. d.!!Recognize!SPACE!as!being!an!element!of! P! P! E! E! B! B! B! B! B! B! B! B! E! E! P! P! P! P! B! ! design. ! 84

85 ! ! ! –!We!thing!of!the!principles!as!ways!to!work! B.!!Principles!of!Design! ! with!and!arrange!the!elements ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! lpture!&!Ceramics Art!I ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 726H!Advanced! 713S!Basic!Sculpture!&!Ceramics 702FY 713M!Basic!Sculpture!&!Ceramics 731H!Advanced!Art!II 711H!Sculpture!&!Ceramics 701!Foundation!of!Art 712!Sculpture!&!Ceramics 703M 716H!Advanced!Sculpture!&!Ceramics 732!Advanced!Art!II 717!Advanced!Scu 734H!Studio! 728!Advanced!Art!I 700H!Foundation!of!Art 703S! 733S!Visual!Arts!in!Society!(Art!201)! EE! 735!Studio 722S!Fine!Art!Appreciation ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !! ! Unity 1. a.!! Recognize!how!UNTY!is!created!through!the! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! use!of!the!elements!and!principles!of!design. B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! b.!! Exp lore!UNITY!in!art!and!in!the!environment. P! B! B! B! B! E! E! P! P! B! B! B! B! E! E! P! P! B! P! ! c.!! Recognize!UNITY!as!being!a!principle!of!design. B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! d.!!Use!LINE!to!express!thoughts!and!emotions. B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! e.!!Recognize!LINE!as!being!and!element!of!art. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Variety 2. !! a.!! Explore!VARIETY!in!art!and!in!the! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! environment. ! b.!! Recognize!that!VARIETY!creates!interest! in!a! B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! work!of!art!through!the!diversity!and!change!of! ! the!elements!of!design. c.!! Recognize!the!use!of!VARIETY!as!being!a! P! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! B! principle!of!design. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 3.!!Emphasis a.!!Explore!EMPHASIS!in!art!and!in!the! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! environment. ! b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that! P! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! gives!attention!or!focus!to!some!feature!of!design. ! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! !a!principle!of!design. c.!!Recognize!EMPHASIS!as ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 4.!!Balance ! a.!!Explore!BALANCE!in!art!and!in!the! P! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! environment. ! b.!!Recognize!that!BALANCE!is!a!way!of!arranging! B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! the!principles!of!des ign!to!create!stability!in!a! ! work!of!art. c.!!Identify!symmetrical!(formal)!BALANCE!in!a! B! P! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! B! work!of!art. ! d.!!Identify!asymmetrical!(informal)!BALANCE!in!a! P! B! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! ! work!of!art. ! 85

86 ! e.!!Identify!radial!(from!the!center)!BALANCE!in!a! P! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! work!of!art. ! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! f.!!Recognize!BALANCE!as!a!principle!of!art. ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! culpture!&!Ceramics ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 735!Studio 702FY 713S!Basic!S 728!Advanced!Art!I 701!Foundation!of!Art 713M!Basic!Sculpture!&!Ceramics 703M 711H!Sculpture!&!Ceramics 731H!Advanced!Art!II 712!Sculpture!&!Ceramics 700H!Foundation!of!Art 716H!Advanced!Sculpture!&!Ceramics 732!Advanced!Art!II 726H!Advanced!Art!I 703S! 722S!Fine!Art!Appreciation 734H!Studio! 733S!Visual!Arts!in!Society!(Art!201)! EE! 717!Advanced!Sculpture!&!Ceramics ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5.!!Proportion ! a.!! Explore!PROPORTION!in!art!and!in!the! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! environment. b.! Recognize!that!PROPORTION!is!the!size!relation! P! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! B! ! of!one!part!of!a!design!to!another. c.!! Recognize!PRO PORTION!as!being!a!principle!of! P! P! B! B! B! B! E! E! P! B! P! B! B! E! E! P! P! B! B! ! design. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6.!!Pattern! a.!!Explore!PATTERN!in!art!and!in!the! P! P! B! B! B! B! E! E! P! P! B! B! B! B! E! E! P! P! B! environment. ! b.!!Recognize!PATTERN!is!the!arrangement!of!one! B! B! P! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! e!of!the!elements!of!design!a!regular! or!mor ! repetition. B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! c.!Recognize!PATTERN!as!a!principle!of!art. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7.!!Rhythm!/!Movement a.!!Explore!RHYTHM!in!art!and!in!the! P! B! B! P! P! E! E! B! B! B! B! B! E! E! P! B! P! P! B! envi ronment. ! b.!!Recognize!that!RHYTHM!is!a!sense!of!visual! E! B! P! P! B! B! B! B! B! E! B! P! P! P! P! B! B! E! E! movement!achieved!by!the!repletion!of!one!or! ! more!elements!of!design!in!a!work!of!art. P! P! B! B! E! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! c.!!Recognize!RHYTHM!as!a!principle !of!design. b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that! B! P! P! B! E! E! B! B! B! B! B! E! E! P! P! P! P! B! B! ! gives!attention!or!focus!to!some!feature!of!design. B! B! P! P! E! E! B! B! B! B! B! E! E! P! P! P! P! B! B! ! c.!!Recognize!EMPHASIS!as!a!principle!of!design. ! ! ! ! ! ! ! ! ! 86

87 ! ART!MEDIA!AND!MATERIALS ! 1!TWELVE ! GRADES!NINE! ! ! ! cs! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 711H!Sculpture!&!Ceramics 735!Studio 731H!Advanced!Art!II 713S!Basic!Sculpture!&!Ceramics 700H!Foundation!of!Art 713M!Basic!Sculpture!&!Ceramics 732!Advanced!Art!II 701!Foundation!of!Art! 702FY 712!Sculpture!&!Ceramics 726H!Advanced!Art!I 716H!Advanced!Sculpture!&!Cerami 703M 717!Advanced!Sculpture!&!Ceramics 734H!Studio! 722S!Fine!Art!Appreciation 703S! 733S!Visual!Arts!in!Society!(Art!201)! EE! 728!Advanced!Art!I ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Architectural!and!Environmental!Design 1. !! elements'and'principles'of' Through!the!use!of!the! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! design ,!the!student!will!be!able!to:! a.!!Use! ARCHITECTURAL!AND!EN VIRONMENTAL! B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! design!to!express!individual!ideas,!thoughts,!and! ! feelings. b.!!Explore!a!variety!of!media!and!materials!in! ! ! P! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! ENVIRONMENTAL/! constructing!an! ! ARCHITECTURAL!DESIGN. c.!!Create!a!variety!of! ARCHITECTURAL!AND! ! B! P! ! P! E! E! B! B! B! B! B! B! P! E! E! P! P! P! ENVIRONMENTAL!DESIGN S!using!a!variety!of! styles!and!techniques. ! d.!!Explore! ARCHITECTURAL!AND! B! B! P! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! works!of!art!by!notable! ENVIRONMENTAL! ! his torical,!contemporary,!and!ethnic!artists. e.!!Create!an! ARCHITECTURAL!DESIGN !using!1! ! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! ! and!2!point!perspective. f.!!Be!introduced!to! ARCHITECTURAL!AND! B! P! E! B! B! E! P! B! P! B! B! B! B! B! E! E! P! P! P! works!of!art!by! ENVIRONMENTAL! notable! ! historical,!contemporary,!and!ethnic!artist. g.!!Describe,!analyze,!interpret,!and!evaluate!their! P! B! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! ! work!as!well!as!that!of!others. h.!!Practice!safe!and!responsible!use!of !art!media,! E! ! ! P! E! E! B! B! B! B! B! P! E! P! P! P! P! B! B! ! equipment,!and!studio!space. i.!!Explore!careers!related!to! ARCHITECTURAL! P! P! E! B! E! E! B! B! B! B! B! B! B! E! P! P! P! P! B! ! SIGN AND!ENVIRONMENTAL!DE ! ! ! ! ! ! ! ! 87

88 ! ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! s! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 734H!Studio! 735!Studio 701!Foundation!of!Art 713S!Basic!Sculpture!&!Ceramic 702FY 713M!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 711H!Sculpture!&!Ceramics 703M 712!Sculpture!&!Ceramics 728!Advanced!Art!I 716H!Advanced!Sculpture!&!Ceramics EE! 717!Advanced!Sculpture!&!Ceramics 731H!Advanced!Art!II 722S!Fine!Art!Appreciation 700H!Foundation!of!Art 733S!Visual!Arts!in!Society!(Art!201)! 732!Advanced!Art!II 703S! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Ceramics ! 2. !! Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! design ,!the!student!will!be!able!to:! a.!!Use!CERAMICS!to!express!individual!ideas,! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! thoughts,!and!feelings. rials!in! b.!!Explore!a!variety!of!tools!and!mate P! B! B! B! B! B! E! E! P! P! ! P! B! B! E! E! P! P! ! CERAMIC!FORM .! constructing!a! CERAMIC!FORMS c.!!Create! !using!a!variety!of! P! ! ! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! styles!and!techniques!such!as:!!pinch,!coil,!slab,! free ! Tform. d.!!Explore! CERAMIC!DESIGN !through!oth er! B! P! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! B! cultures,!their!history!and!meaning. ! CERAMIC!WORKS !of!art!by! e.!!Be!introduced!to! P! B! B! B! B! B! B! E! E! B! P! P! P! B! B! E! E! P! P! notable!historical,!contemporary,!and!ethnic! ! artists. f.!!Describe,!analyze,!interpret,!and!e valuate!their! P! E! B! B! P! P! E! B! B! B! B! B! B! E! E! P! P! P! B! ! work!as!well!as!that!of!others. g.!!Practice!safe!and!responsible!use!of!art!media,! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! ! B! ! equipment,!and!studio!space. B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! .! h.!!Explore!careers!related!to! CERAMIC!DESIGN ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 3.!!Computer!Art!(Optional) elements'and'principles'of' Through!the!use!of!the! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to:! design a.!!Use!COMPUTER!ART!to!express!individual! P! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! ideas,!thoughts,!and!fee ! lings. b.!!Explore!a!variety!of!media!and!software!in! P! ! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! ! creating!a! COMPUTER!GRAPHIC .! COMPUTER c.!!Create! !generated!art!using!styles! ! ! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! and!techniques!within!available!software,!such!as! ! !etc... Kid'Pix d.!!Use!the !COMPUTER !as!a!resource!tool!for! gathering,!organizing!and!presenting!information! P! B! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! (i.e.!art!education!websites!and!museum! websites). ! e.!!Be!introduced!to! COMPUTER TGENERATED! P! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! works!of!art!by!notable!historical,!contemporary,! and!ethnic!artists. ! P! P! E! E! B! B! B! B! B! B! B! B! E! E! P! P! P! P! B! f.!!Describe,!analyze,!interpret,!and!evaluate!their! ! 88

89 ! ! work!as!well!as!others. g.!!Practice!safe!and!responsible!use!of!art!media,! B! B! B! B! B! E! E! P! P! P! ! B! B! E! E! P! P! ! P! equipment,!and!studio!space. ! h.!!Explore!careers!related!to! COMPUTER!ART! B! B! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! P! .! DESIGN ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! P!=!Proficient ! cs! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 703S! 734H!Studio! 735!Studio 701!Foundation!of!Art 713S!Basic!Sculpture!&!Cerami 702FY 713M!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 711H!Sculpture!&!Ceramics 703M 712!Sculpture!&!Ceramics 728!Advanced!Art!I 716H!Advanced!Sculpture!&!Ceramics EE! 717!Advanced!Sculpture!&!Ceramics 731H!Advanced!Art!II 722S!Fine!Art!Appreciation 700H!Foundation!of!Art 733S!Visual!Arts!in!Society!(Art!201)! 732!Advanced!Art!II ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Crafts!(Jewelry,!Textile!and!Fiber!Design) ! 4. !! Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to:! design a.!!Use!CRAFTMAKING!to!express!individual!ideas,! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! B! P! ! thoughts,!and!feelings. b.!!Create! SIGN !using!a! TEXTILE!AND!FIBER!DE ! ! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! variety!of!subject!matter!and!themes. c.!!Develop!surface!pattern!both!in!two!and!three T E! ! ! P! P! B! E! B! B! B! B! B! B! E! E! P! P! P! P! ! dimensional!design. als,!both!manmade! d.!!Explore!a!variety!of!materi B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! and!natural. e.!!Explore!a!variety!of!techniques!such!as:!sewing,! P! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! ! weaving,!painting,!quilting,!printmaking, f.!!Create!a!decorative!or!practical!work!of!art! usi ng!a!variety!of!styles!and!techniques,!such!as:! ! P! P! B! B! B! B! B! ! E! P! P! P! P! B! B! E! E! E! weaving,!quilting,!beading,!stitchery,!and!surface! ! design. through!other!cultures,! g.!!Explore! CRAFT!DESIGN! E! P! P! B! B! E! B! B! B! B! B! E! E! P! P! P! P! B! B! their!history!and!meaning.! CRAFTS !by!notable!historical,! h.!!Be!introduced!to! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! contemporary!and!ethnic!artists. i.!!Describe,!analyze,!interpret,!and!evaluate!their! P! B! B! P! E! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! work!as!well!as!that!of!others. j.!!Pr actice!safe!and!responsible!use!of!art!media,! P! P! E! ! ! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! equipment,!and!studio!space. B! P! P! E! E! B! B! P! B! B! B! B! B! E! E! P! P! P! B! ! CRAFT!DESIGN. k.!!Explore!careers!related!to! ! ! ! ! ! ! ! 89

90 ! ! ! ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! icient! P!=!Prof ! ! ! ! ! ! ! ! ! ! ! ! e!&!Ceramics !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 702FY 731H!Advanced!Art!II 713S!Basic!Sculptur 701!Foundation!of!Art 700H!Foundation!of!Art 713M!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 711H!Sculpture!&!Ceramics 732!Advanced!Art!II 712!Sculpture!&!Ceramics 734H!Studio! 716H!Advanced!Sculpture!&!Ceramics 703M 717!Advanced!Sculpture!&!Ceramics 735!Studio 722S!Fine!Art!Appreciation 703S! 733S!Visual!Arts!in!Society!(Art!201)! EE! 728!Advanced!Art!I ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 5.!!Drawing elements'and'principles'of' Through!the!use!of!the! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! design ,!the!student!will!be!able!to:! a.!!Use!DRAWING!to!express!individual!ideas,! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! thoughts,!and!feelings. b.!!Explore!a!variety!of!tools! and!materials!in! ! ! P! P! E! B! B! B! B! B! E! E! P! P! P! P! B! B! E! !(i.e.!pencils,!marker,!pastel,! DRAWING creating!a! ! charcoal,!craypas,!ink!etc.). c.!!Create!drawings!from!memory,!imagination,! E! ! E! ! P! P! B! B! B! B! B! B! B! E! E! P! P! P! P! ! and!direct!observation. DRA WINGS d.!!Create! !using!a!variety!of!subject! B! B! B! B! B! E! E! P! P! ! P! B! B! E! E! P! P! ! P! ! matter!and!themes. e.!!Explore!a!variety!of!techniques!(i.e.!hatching,! B! P! P! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! hatching,!stippling,!linear!perspective,! crossT ! gesture!and!contour), introduced!to!DRAWINGS f.!!Be! !by!notable! B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! P! ! historical,!contemporary,!and!ethnic!artists. g.!Explore! DRAWING! design!through!other! B! B! B! P! P! E! B! B! B! B! B! B! E! E! E! P! P! P! P! ! cultures,!their!history!and!meaning. ,!interpret,!and!evaluate!their! h.!Describe,!analyze B! B! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! P! work!as!well!as!that!of!others. ! i.!!Practice!safe!and!responsible!use!of!art!media,! P! E! E! P! ! ! B! B! B! B! B! B! B! E! E! P! P! P! P! ! equipment,!and!studio!space. j.!!Examine!careers!related!to! DRAWI NG,! P! E! E! E! B! B! B! B! P! B! B! B! B! B! P! E! P! P! P! ! ILLUSTRATION!AND!DES IGN. ! ! ! ! ! ! ! 90

91 ! ! ! ! ! ! s! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! !Application! ! !Art ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 734H!Studio! 735!Studio 702FY 728!Advanced!Art!I 701!Foundation!of 713M!Basic!Sculpture!&!Ceramics 703M 711H!Sculpture!&!Ceramics 731H!Advanced!Art!II 712!Sculpture!&!Ceramics 700H!Foundation!of!Art 716H!Advanced!Sculpture!&!Ceramic 732!Advanced!Art!II 717!Advanced!Sculpture!&!Ceramics 703S! 722S!Fine!Art!Appreciation 726H!Advanced!Art!I 733S!Visual!Arts!in!Society!(Art!201)! EE! 713S!Basic!Sculpture!&!Ceramics ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 6.!!Graphic!Design Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to:! design a.!! Use!GRAPHIC!DESIGN!to!express!individual! E! P! B! B! P! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! ideas,!thoughts,!and!feelings. b.!!Explore!a!variety!of!tools!and!materials!in! ! ! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! ! GRAPHIC!DESIGN. creating!a! c.!!Create! GRAPHIC!DESIGNS !using! a!variety!of! P! B! ! ! P! E! E! B! B! B! B! B! E! E! P! P! P! P! B! styles!and!techniques!such!as:!posters,!logos,!CDs,! package!and!book!cover!designs. ! d.!!Design!a!two!or!three Tdimensional!utilitarian! object!and!(or)!packaging!for!a!real!or!student! B! ! E! P! B! B! ! P! B! B! B! B! E! E! P! P! P! P! E! !apparel,!advertisement,! created!product!such!as: or!consumer!product. ! GRAPHIC!DESIGN !through!other! e.!!Explore! P! B! B! B! B! B! B! B! E! E! E! P! P! P! B! B! E! P! P! ! cultures,!their!history!and!meaning. f.!!Be!introduced!to! GRAPHIC!DESIGN !by!notable! P! P! E! B! B! E! B! B! B! B! B! E! E! P! P! P! P! B! B! l,!contemporary,!and!ethnic!artists.! ! historica g.!!Describe,!analyze,!interpret,!and!evaluate!their! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! P! ! work!as!well!as!that!of!others. h.!!Practice!safe!and!responsible!use!of!art!media,! P! B! B! B! B! E! E! P! P! B! B! B! E! E! P! P! ! ! P! equ ! ipment,!and!studio!space. P! B! B! B! B! B! B! E! E! B! P! P! P! B! B! E! E! P! P! .! GRAPHIC!DESIGN i.!!Explore!careers!related!to! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 7.!!Mixed!Media Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! will!be!able!to: ! design ,!the!student! a.!!Use!MIXED!MEDIA!to!express!individual!ideas,! P! B! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! ! thoughts,!and!feelings. b.!!Create,! a!MIXED!MEDIA !work!of!art!using!a! ! ! P! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! variety!of!styles!and!techniques!such!as:!collage,! ! mosaic,!cr ayon!resist,!found!object!sculpture. c.!!Explore! TWO!OR!MORE!MIXED !media!in!a! B! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! single!composition. d.!!Explore! MIXED!MEDIA !design!through!other! E! B! B! E! P! P! B! B! B! B! B! B! B! E! E! P! P! P! P! ! cultures,!their!history!and!meaning. ! 91

92 ! design!by! e.!!Be!introduced!to! MIXED!MEDIA! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! B! notable!historical,!contemporary,!and!ethnic! artist. ! f.!!Describe,!analyze!interpret,!and!evaluate!their! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! work!as!well!as!that!of!others .! g.!Practice!safe!and!responsible!use!of!art!media,! ! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! ! equipment,!and!studio!space. ! h.!!Examine!careers!related!to! MIXED!MEDIA B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B! design. ! ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 701!Foundation!of!Art 734H!Studio! 735!Studio 702FY 713S!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 713M!Basic!Sculpture!&!Ceramics 703M 711H!Sculpture!&!Ceramics 728!Advanced!Art!I 712!Sculpture!&!Ceramics 700H!Foundation!of!Art 716H!Advanced!Sculpture!&!Ceramics 731H!Advanced!Art!II 717!Advanced!Sculpture!&!Ceramics 703S! 722S!Fine!Art!Appreciation 732!Advanced!Art!II 733S!Visual!Arts!in!Society!(Art!201)! EE! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 8.!!Painting ! Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to:! design a.!!Use!PAINTING!to!express!individual!ideas,! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! B! P! ! thoughts,!and!feelings. b.!!Explore!a!variety!of!tools!and!materials!such! P! ! B! B! B! B! B! E! E! P! P! ! P! B! B! E! E! P! P! as:!acrylic,!ink,!tempera,!and!watercolor. ! c.!!Create!a! PAINTING !using!a!variety!of!painting! B! E! ! ! P! P! E! B! B! B! B! B! B! P! E! E! P! P! P! styles!and!techniques,!such!as;!transparent,! ,!wet TonTwet. ! opaque,!dry!brush !by!notable! PAINTINGS d.!!Be!introduced!to! B! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! P! historical,!contemporary,!and!ethnic!artists. ! e.!!Explore! PAINTING !design!through!other! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! .! cultures,!their!history!and!meanings f.!!Describe,!analyze,!interpret,!and!evaluate!their! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! P! work!as!well!as!that!of!others.! ! g.!!Practice!safe!and!responsible!use!of!art!media,! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! ! ! P! equipment,!and!studio!space. ! PAINTING !and! h.!!Examine!careers!related!to! P! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! B! P! ! illustration!design ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 10.!!Sculpture ! Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to:! design a.!!Use!SCULPTURE!to!express!individual!ideas,! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! B! P! ! thoughts,!and!feelings. b.!!Explore!a!variety!of! !tools!and! SCULPTURE B! B! P! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! materials!such!as:!clay,!found!objects,!paper,! ! !subtractive. paper!mache,!wire,!both!additive!and c.!!Create! SCULPTURES !using!a!variety!of!styles! P! P! E! E! ! ! B! B! B! B! B! B! B! E! E! P! P! P! P! ! and!techniques. ! 92

93 ! !by!notable! d.!!Be!introduced!to! SCULPTURES B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! P! ! historical,!contemporary,!and!ethnic!artist. e.!!Describe,!analyze ,!interpret,!and!evaluate!their! P! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! work!as!well!as!that!of!others.! ! f.!!Practice!safe!and!responsible!use!of!art!media,! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! ! equipment,!and!studio!space. ! g.!!Become!familiar!with!careers!related!to! B! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! ! SCULPTURAL!DESIGN ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! P!=!Proficient ! ! ! ! ! ! ! cs! ! ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design !Foundation!of!Art 734H!Studio! 735!Studio 700H 713S!Basic!Sculpture!&!Ceramics 728!Advanced!Art!I 713M!Basic!Sculpture!&!Ceramics 703M 711H!Sculpture!&!Ceramics 703S! 712!Sculpture!&!Cerami 701!Foundation!of!Art 702FY 731H!Advanced!Art!II 717!Advanced!Sculpture!&!Ceramics 716H!Advanced!Sculpture!&!Ceramics 722S!Fine!Art!Appreciation 732!Advanced!Art!II 733S!Visual!Arts!in!Society!(Art!201)! EE! 726H!Advanced!Art!I ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 11.!!Video,!Film!and!Animation!(Optional) Through!the!use!of!the! elements'and'principles'of' ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ,!the!student!will!be!able!to!use!traditional sign de a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express! P! E! B! E! B! P! B! B! B! B! B! B! B! E! E! P! P! P! P! ! individual!ideas,!thoughts,!and!feelings. VIDEO,!FILM!AND!ANIM ATION b.!!Use! !to!express! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! ! ! s,!thoughts,!and!feelings. individual!idea ! c.!!Develop:!flip!books,!documentaries,! B! P! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! ! ! commercials,!animations!and!various!forms!of! ! story!telling. d.!!Explore!a!variety!of!materials!and!techniques! P! ! B! B! B! B! E! E! P! P! B! P! B! B! E! E! P! P! ! such! as:!program!editing,!digital!imaging,! illustration,!lighting!etc... ! e.!!Explore!a!variety!of!skills!such!as:!sequencing,! P! B! B! B! B! B! E! E! P! P! P! ! B! B! E! E! P! P! ! editing,!storyboarding,!lighting,!set!design,! costuming. ! f.!!C reate! VIDEO,!FILM!AND!ANIM ATIONS !using!a! ! P! P! E! E! B! B! B! B! B! ! B! B! E! E! P! P! P! P! ! variety!of!subject!matter!and!themes. g.!!Be!introduced!to!video,!film!and!animation!by! B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! notable!historical,!contemporary,!and!ethnic! ! artist. h.!!Describe,!analyze,!interpret,!and!evaluate!their! B! B! P! P! E! E! B! B! B! B! B! B! B! E! E! P! P! P! P! ! work!as!well!as!that!of!others i.!!Practice!safe!and!responsible!use!of!art!media,! ! P! P! E! E! ! B! B! B! B! B! B! B! E! E! P! P! P! P! ! equipment,!and!studio!space. j.!!Explore!c areers!related!to! VIDEO,!FILM!AND! P! E! E! B! B! B! B! B! B! B! B! B! P! E! E! P! P! P! P! ! ANIMATION. ! ! ! ! 93

94 ! ! ART!CAREERS!AND!CAREER!RELATED!SKILLS ! GRADES!NINE! –!TWELVE ! ! !!!!A.!!Presentation!and!Critique!in!Art!Making ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! P!=!Profici ! ent ! ! ! ! ! ! ! ! Ceramics ! ! ! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 711H!Sculpture!&!Ceramics 731H!Advanced!Art!II 713S!Basic!Sculpture!&! 700H!Foundation!of!Art 701!Foundation!of!Art 713M!Basic!Sculpture!&!Ceramics 732!Advanced!Art!II 728!Advanced!Art!I 702FY 712!Sculpture!&!Ceramics 734H!Studio! 716H!Advanced!Sculpture!&!Ceramics 703M 717!Advanced!Sculpture!&!Ceramics 735!Studio 722S!Fine!Art!Appreciation 703S! 733S!Visual!Arts!in!Society!(Art!201)! EE! 726H!Advanced!Art!I Students!will!be!able!to: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 1.!!Use!simple !techniques!for!evaluating!works!of! P! P! B! B! B! B! E! E! P! B! B! P! B! B! E! E! P! P! B! art .! 2.!!Evaluate! works!of!art !using!established! P! P! B! B! B! B! E! E! P! B! P! B! B! E! E! P! P! B! B! ! criteria. 3.!!Keep!a!sketchbook!to!observe!and!evaluate! P! P! B! E! B! B! E! B! B! B! B! B! B! E! E! P! P! P! P! ! development!of!creativity,!originality!in!style. 4.!!Maintain!a!portfolio!to!document,!observe,!and! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! ! ! P! evaluate!artistic!development. ! 5.!!Describe!how!artists!use!materials,!tools,! B! B! B! B! E! E! P! P! P! B! B! B! E! E! P! P! B! B! P! ! ima ges,!and!ideas!to!create!works!of!art. 6.!!Describe!and!compare!difference!in!art!works! P! B! B! B! P! E! B! B! B! B! B! B! E! E! P! P! P! P! E! ! that!have!the!same!subject. 7.!!Describe,!analyze,!interpret,!and!evaluate! their! P! P! E! B! B! E! B! B! P! P! B! B! B! B! B! E! E! P! P! ! se!of! ,!tho work others. 8.!!Us e!art!vocabulary!when!talking!and!writing! P! P! E! B! B! E! B! B! B! B! B! B! E! E! P! P! P! P! B! ! about!works!of!art. ! ! ! ! ! ! ! ! ! ! ! 94

95 ! ! ! B.!!Art!Careers!and!Career!Related!Skills ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! Sculpture!&!Ceramics ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design EE! 731H!Advanced!Art!II 701!Foundation!of!Art 732!Advanced!Art!II 702FY 734H!Studio! 735!Studio 726H!Advanced!Art!I 713S!Basic! 700H!Foundation!of!Art 703M 713M!Basic!Sculpture!&!Ceramics 733S!Visual!Arts!in!Society!(Art!201)! 711H!Sculpture!&!Ceramics 703S! 712!Sculpture!&!Ceramics 728!Advanced!Art!I 716H!Advanced!Sculpture!&!Ceramics 722S!Fine!Art!Appreciation 717!Advanced!Sculpture!&!Ceramics be!able!to: ! Students!will! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! B! P! E! P! B! E! B! B! B! B! B! E! E! P! P! P! P! B! B! ! 1.!!Explore!careers!in!the!visual!arts. !do! (e.g.,! 2.!!Explore!what!various!types!of!artist E! B! B! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! P! architects,!product!designers,!graphic!artists,! ! illustrators) 3.!!Keep!a!sketchbook!to!observe!and!evaluate! P! B! B! B! P! B! E! B! B! B! E! E! P! P! P! P! B! B! E! development!of!creativity,!originality!in!style. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 95

96 ! ! !!!!CLASSROOM!SAFTEY!AND!! CURRICULUM!CONNECTIONS CROSS1 ! ! 1!TWELVE GRADES!NINE! ! ! A.!!Art!Safety!in! the!Classroom ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! I! ! !Application! ! ! !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 701!Foundation!of!Art 734H!Studio! 735!Studio 703M 713S!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 713M!Basic!Sculpture!&!Ceramics 700H!Foundation!of!Art 711H!Sculpture!&!Ceramics 728!Advanced!Art!I 712!Sculpture!&!Ceramics 703S! 716H!Advanced!Sculpture!&!Ceramics 731H!Advanced!Art!I 717!Advanced!Sculpture!&!Ceramics 702FY 722S!Fine!Art!Appreciation 732!Advanced!Art!II 733S!Visual!Arts!in!Society!(Art!201)! EE! Students!will!be!able!to: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 1.!!Demonstrate!the!appropriate,!responsible!and! P! B! B! B! B! B! B! E! E! P! B! P! P! B! B! E! E! P! P! safe!use!of!art!media,!materials,!studio!space,!and! ! technologies 2.!!Learn!to!plan!and!organize!art!making! ! ! P! B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! materials,!technologies!and!workspace!in!a!safe,! ! efficient,!and!effective!way. 3.!!Explore!potential!innovative!ways!to!use! art ! ! ! P! P! E! E! B! B! B! B! B! B! B! E! E! P! P! P! P! ! materials ! 96

97 ! ! B.!!Cross 1Curriculum!Connections ! ! ! ! ! Legend:!!B!=!Beginning!!!E!=!Emerging!! ! ! P!=!Proficient ! ! ! ! ! ! ! ! ! ! ! ! ! !Application! ! ! !Art!Appreciation !Art!&!Design !Basic!Art!&!Design! Basic!Art!&!Design 734H!Studio! 735!Studio 702FY 713S!Basic!Sculpture!&!Ceramics 726H!Advanced!Art!I 713M!Basic!Sculpture!&!Ceramics 703M 711H!Sculpture!&!Ceramics 728!Advanced!Art!I 712!Sculpture!&!Ceramics 700H!Foundation!of!Art 716H!Advanced!Sculpture!&!Ceramics 731H!Advanced!Art!II 717!Advanced!Sculpture!&!Ceramics 703S! 722S!Fine 732!Advanced!Art!II 701!Foundation!of!Art 733S!Visual!Arts!in!Society!(Art!201)! EE! Students!will!be!able!to: ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 1.!!Demonstrate!knowledge!of!content Tspecific! E! P! P! E! E! E! B! B! B! B! B! B! B! E! E! P! P! P! P! connections!between!visual!arts!and!one!or!more! ! major!subject!areas. 2.!!Demonstrate!knowledge!of!how!art!can!be! E! P! P! E! E! B! B! P! B! E! B! B! B! E! E! P! P! P! B! used!to!gain!and!express!learning!in!other! ! disciplines. ! ! 97

98 ! !!! ! Course Descriptions Grades 9 -12 98

99 703M BASIC ART AND DESIGN LENGTH OF COURSE: FULL YEAR (MINOR, 3 times on rotating schedule) -HALF UNIT CREDIT: ONE GRADE PLACEMENT: 9 - 12 PREREQUISITE: NONE -12) -2a, VAD 2(9 -12) -1e, VAD 3 (9 -12) GSE’S ADDRESSED: VAD 1(9 -12) -2a, -1 a,d, VAD 3(9 COMMON CORE: 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 -Arts DISTRICT EXPECTATIONS: 7 sk with all artwork in addition to artifacts PORTFOLIO REQUIREMENTS: One proficient, uploaded common ta assigned by instructor, with the accompanied reflection. This is an exploratory art course, which provides students with an exposure to the design arts. This course provides an introduction to two and three -dimensional design, fine crafts, their media, and the cultures they represent. With an emphasis on studio production, this course is designed to develop higher . Upon -level thinking, skill in art related technologies, art appreciation, art criticism, and aesthetics successful completion, students will have proficient knowledge, skills, and values to create, appreciate, and assess multicultural and applied arts. The use of a sketchbook is required for this course. Proficiency in this course will assist stude nts in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Board of Regents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: Be introduced to and apply many of the elements of art and principles of design to solve specific art and 1. design problems. 2. Learn basic skills in good composition through a variety of design, drawing, painting and/or sculptural means. 3. Generate subjects, them es and ideas for works of art and design. -point perspective to create works from direct observation and from one’s Learn one 4. imagination. 5. Explore a variety of drawing/painting media, tools and techniques. Learn about the effective use of color theory th rough direct observation or imagination using a variety of 6. medias and techniques. 7. Be introduced to the effective use of typography and imagery to produce a graphic design. 8. Be introduced to relief printmaking media, tools, and techniques. 9. Be introduced to architectural/environmental works of art and design. 10. Gain an awareness and appreciation for multicultural crafts and folk art designs. 11. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate abo ut art; or a response to different cultures and/or artistic periods. 12. Relate art and design to everyday life, other disciplines and to history. 13. Be introduced to works of art and design by other artists and that of other cultures. 14. Gain an awareness of the career possibilities as an artist in the community, workplace and in the studio. 15. Work towards creating proficient works of two and three -dimensional art and design. 16. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Process Por tfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. 99

100 Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail nts. sketches, class notes, as well as personal responses related to their assignme - Be present for class, take part in discussions, make efficient use of time during class Participation/Life Skills work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment and the cl ean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES: Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP • accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. S afety First: Material list should be created when using any art supplies and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplie s handed out in the classr oom. QUARTER 4 QUARTER 3 QUARTER 2 QUARTER 1 COMPREHENSIVE _________ ______ Common Task: COURSE COLOR THEORY ASSESSMENT (CCA) Art Careers / Vocations Painting Printmaking Pretest (Elements & Principles of Art Intro to Drawing: Graphic Design: Collage • Sculpture • Examples: Poster, Basi c forms Additive • Sketching Computer Art, etc... • Subtractive • • Flat Shading Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation/ Problem Solving Criticism / Aesthetics Criticism/ Criticism / Aesthetics/ Solving Problem Solving Problem 100

101 703 BASIC ART AND DESIGN LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT - 12 GRADE PLACEMENT: 9 PREREQUISITE: NONE -12) -2a, VAD 2(9 -12) -1e, VAD 3 GSE’S ADDRESSED: VAD 1(9 -1 a,d, VAD 3(9 -12) -2a (9-12) COMMON CORE: 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts -12) PORTFOLIO REQUIREMENTS: GSE’S ADDRESSED: VAD 1(9 -12) -1e, VAD 3 (9 -12) -1 -2a, VAD 2(9 a,d, VAD 3(9 -12) -2a, COM MON CORE: 9.SL.2, 10.SL.2, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: Two proficient, uploaded common task with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. This is an exploratory art course, which provides students with an exposure to the design arts. This course provides an introduction to two and three -dimensional design, fine crafts, their media, and the cultures they represent. With an emphasis on studio production, this course is designed to develop higher -level thinking, skill in art related technologies, art appreciation, art criticism, and aesthetics. Upon successful completion, students will have proficient knowledge, skills, and values to create, ap preciate, and assess multicultural and applied arts. The use of a sketchbook is required for this course. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Boa rd of Regents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: 1. d Be introduced to and apply many of the elements of art and principles of design to solve specific art an design problems. Learn basic skills in good composition through a variety of design, drawing, painting and/or sculptural 2. means. Generate subjects, themes and ideas for works of art and design. 3. Learn one -point perspective to create works from direct obse 4. rvation and from one’s imagination. 5. Explore a variety of drawing/painting media, tools and techniques. 6. Learn about the effective use of color theory through direct observation or imagination using a variety of medias and techniques. 7. Be introduced to the e ffective use of typography and imagery to produce a graphic design. 8. Be introduced to relief printmaking media, tools and techniques. 9. Be introduced to architectural/environmental works of art and design. 10. Gain an awareness and appreciation for multicultural crafts and folk art designs. 11. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different cultures and/or artistic periods. 12. Relate art and design to everyday life, other disciplines and to history. 13. Be introduced to works of art and design by other artists and that of other cultures. Gain an awareness of the career possibilities as an artist in the community, workplace and in the studio. 14. Work towards creating 15. proficient works of two and three -dimensional art and design. 16. Demonstrate safe use of art materials, tools and equipment. 101

102 REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept th at shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Sketchbook – An unlined boun d book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient us e of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete a ssignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district assignments may include art production, written, oral and/or academic expectations, an d rubrics. The digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES: Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP • ct wide. accommodations, which in consistently applied distri • Instructions will be repeated for all ELL students. Students needing accommodations may require assistance and more time on their projects. • • Safety First: Material list should be created when using any art supplies and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 102

103 QUARTER 2 QUARTER 3 QUARTER 4 QUARTER 1 _________ Common Task: COMPREHENSIVE ______ COLOR THEORY COURSE ASSESSM ENT (CCA ) Pretest (Elements & Painting Printmaking Art Careers / Vocations Principles of Art Graphic Design: Collage Sculpture Intro to Drawing: • Examples: Poster, • Additive Basic forms • Sketching Computer Art, etc... • Subtractive Flat Shading • Art Appreciat ion/ Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Aesthetics/ Problem Solving Criticism / Aesthetics Criticism/ Problem Solving Problem Solving 103

104 702 ART AND DESIGN APPLICATION ONE YEAR LENGTH OF COURSE: ONE CREDIT CREDIT: - 12 GRADE PLACEMENT: 9 PREREQUISITE: NONE GSE’S ADDRESSED: VAD 1(9 -12) -2a, VAD 2(9 -12) -1e, VAD 3(9 -12) -1 a,d, VAD 3(9 -12) -2a COMMON CORE: 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Wri ting, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. This is an exploratory art course, which provides students with an exposure to the design arts. This course provides an introduction to two and three -dimensional design, fine crafts, their media, and the cultures they represent. With an emphasis on studio production, this course is designed to develop in art related technologies, art appreciation, art criticism, and aesthetics. Upon -level thinking, skill higher successful completion, students will have proficient knowledge, skills, and values to create, appreciate, and assess multicultural and applied arts. The use of a sketchbook is required for this course. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Board of Regents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: 1. Be introduced to and apply many of the elements of art and principles of design to solve specific art and design problems. 2. Learn and apply basic skills in good composition through a variety of design, drawing, painting and sculptural means. 3. Generate subjects, themes and ideas for works of art and design. 4. Learn one - point perspective to create works from direct observation and from one’s imagination. 5. nting media, tools, and techniques. Explore a variety of drawing/pai 6. Learn and apply effective use of color theory through direct observation or imagination. Be introduced to the effective use of typography and imagery to produce a graphic design. 7. 8. Be introduced to relief printmaking medi a, tools and techniques. 9. Be introduced to architectural/environmental works of art and design. 10. Experiment and develop three -dimensional designs. 11. Gain an awareness of and appreciation for multicultural crafts and folk art designs. 12. Develop reflective resp onses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different cultures and/or artistic periods. 13. Relate art and design to everyday life, other disciplines and to history. 14. works of art and design by other artists and that of other cultures. Be introduced to Be introduced to the career possibilities as an artist in the community, workplace and in the studio. 15. 16. Work towards creating proficient works of two and three -dimensional art and desig n. 17. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique and a concept that shows an exploration of in -depth ideas and techniques for solvi ng a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. p thumbnail Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to kee sketches, class notes, as well as personal responses related to their assignments. 104

105 - Be present for class, take part in discussions, make efficient use of time during class Participation/Life Skills work sessions, and act age appropriate. - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio Responsibility work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured b y thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district assignments may include art production, written, o academic expectations, and rubrics. The ral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning pro cess, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIONAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • Students nee ding accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. Accommodations x allergy), to the supplies handed out in the should be made to prevent any allergic reactions (ex. Late classroom. QUARTER 2 QUARTER 4 QUARTER 3 QUARTER 1 Common Task: COMPREHENSIVE Common Task: Common Task: DESIGNIN COLOR THEORY ONE - POINT COURSE ASSESSME PERSPECTIVE G WITH LINE NT (CCA) test Sculpture Pre Color Theory Printmaking Elements & Additive • Principles of • Subtractive Art Intro to Drawing: Art Careers / Collage Graphic Design: Vocations Basic forms • Examples: Poster, Sketching Computer Art, etc... • • Flat Shading Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation/ Prob lem Criticism / Criticism/ Criticism / Aesthetics Aesthetics/ Problem Solving Solving Problem Solving 105

106 700 FOUNDATIONS IN ART - HONORS LENGTH OF COURSE: ONE YEAR CREDIT: CREDIT ONE GRADE PLACEMENT: 9 - 12 PREREQUISITE: TEACHER RECOMMENDATION -12) GSE’S ADDRESSED: VAD 1(9 -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -2a, (9- 12) -1a COMMON CORE: 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 -Arts DISTRICT EXPECTATIONS: 7 -Refle ctive Writing, 25 PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. udents who are seriously interested This course is intended for academically and creatively motivated st in pursuing further studies in the visual arts. This is an entry -level course for the High School Visual Arts curriculum and is designed to provide an overview of the Visual Arts while allowing students to variety of art media, materials and techniques. With an emphasis on studio production, the apply a broad students will explore in depth, drawing, painting, graphic design, printmaking, architectural/environmental design and sculpture. This course is designed to develop higher -level thinking, art -related technology skills, art criticism and aesthetics. Additionally, there is a greater emphasis on research, art history and independent study. The use of a sketchbook to demonstrate a ssful completion of this course, students will have proficient process portfolio is required. Upon succe knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This course of study is proving valuable to all students applying to major colleges as part of a well -rounded education. The Foundation in Art Honors course is a prerequisite for Advanced Art 1, Advanced Art 2, and Studio Art. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by t he Rhode Island Board of Regents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: 1. Utilize the elements of art and principles of design to solve specific visual problem s. 2. Develop skills in good composition through a variety of design, drawing, painting and sculptural means. Explore various drawing media and techniques. 3. 4. Learn one, two and multipoint perspective to create works from direct observation and/or imagination. 5. Explore and utilize effective use of color theory through direct observation and/or imagination, using a variety of medias and techniques. 6. Learn the effective use of typography, symbols and imagery to produce a graphic design. 7. Explore and utilize relief pr intmaking media and techniques. 8. Create sculpture by using a variety of media, techniques, styles and methods. 9. Be introduced to and become aware of architectural/environmental works of art. 10. Describe, analyze, interpret and evaluate works of art. Develop reflective responses to an exemplar work; a narrative statement about their own work; a 11. discussion or debate about art; or a response to different artists and artistic periods, and/or different cultures. nd it’s historical references. Make, speak and write about art as well as understa 12. 13. Utilize concepts and content from other subject areas to create works of art. 14. Be introduced to Impressionism and works by other artists. 15. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations/performances as an extension of the classroom to complete related assignments. Work independently and/or cooperatively to interview gallery owners, artists, art critics, historians, 16. and/or curators, 106

107 17. Work independently to research topics and /or create reflective responses to art articles, reviews, and/or exhibitions. Gain an understanding of the career possibilities as an artist in the community, workplace, and in the 18. studio. 19. Work towards creating proficient works of art for submission to a developing portfolio. 20. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Sketchbook -- An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal respon ses related to their assignments. Some additional students supplies may need to be purchased. Process Portfolio -- Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and tec hniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Participation/Life Skills -- Be present for class, take part in discussions, make efficient use of time during class work sessions and act age appropriate. -- Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio Responsibility work area. Demonstrate an attentiveness and willingness to le arn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbo ok. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently a pplied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. A ccommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 107

108 QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4 Common Task: Common Task: : COMPREHENSIVE Common Task OBSERVAT LINEAR COURSE PAINTING with a IONAL P ERSPECTIVE ASSESSMENT CONCENTRATION DRAWING in COLOR THEORY (CCA) CONCENT RATION ON VALUE Pretest Sculpture raphic Design: G Color Theory: • Examples: Poster, Additive Analogous, Elements & • Principles of • Warm & Cool, Computer Art, etc... Subtractive • Primary, Secondary Art Dimentinal Design - 3 • • & Intermediate, • Media: Painting or Color Pencil Printmaking Intro to Drawing: Impressionism: Painting th • Late 19 • Contour Drawing of Century: American • Basic forms • Observational • European Written or Oral Drawing • • Component, Value Study • Media: Painting, Sketching • • Flat Shading Pastel, Oil Pastel or Color Pencil Appreciation / Art Art Appreciation / Art Appreciation/ Art Appreciation / Criticism/ Criticism / Problem Criticism / Aesthetics/ Solving Problem Solving Aesthetics Problem Solving 108

109 701 FOUNDATIONS IN ART LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMENT: 9 - 12 TEACHER RECOMMENDATION PREREQUISITE: -12) GSE’S ADDRESSED: VAD 1(9 -12) -2a,b VAD 2 (9-12) -1e VAD 3(9 -12) -2a, (9- 12) -1a -1a,b,c, VAD 1(9 COMMON CORE: 9.SL.2, 10.SL.2, 9.L.6, 10.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. -level course for students wishing to pursue further studies in the Visual Arts. This course This is an entry is designed to provide an overview of the Visual Arts while allowing students to develop skills in a variety of art media, materials and tools. With an emphasis on studio production, the students will explore and develop skills in drawing, painting, graphic design, printmaking, architectural/environmental design and sculpture. This course, em phasizing art production, is designed to develop higher -level thinking, art -related technology skills, art appreciation, art criticism and aesthetics. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion, stude nts will have proficient knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This course of study is proving valuable to all students applying to major colleges as part of a well- rounded education. The Foundations in Art course is a prerequisite for Advanced Art 1, Advanced Art 2, and Studio Art. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Board of Regents. Students w ill work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: Utilize the elements of art and principles of design to solve specific visual problems. 1. 2. h a variety of design, drawing, painting and sculptural means. Develop skills in good composition throug 3. Explore a variety of drawing/ painting media and techniques. Learn one and two point perspective to create works from direct observation and/or imagination. 4. Explore and utilize effective use o 5. f color theory through direct observation and/or imagination using a variety of media and techniques. 6. Learn the effective use of typography, symbols, and imagery to produce a graphic design. 7. Explore and utilize relief printmaking media and techniques. 8. Lea rn about and explore sculptural media, techniques, styles and methods. 9. Be introduced to architectural/environmental works of art. 10. Describe, analyze, interpret and evaluate works of art. 11. ent about their own work; a Develop reflective responses to an exemplar work; a narrative statem discussion or debate about art; or a response to different artists and artistic periods and/or cultures. Make, speak and write about art as well as understand it’s historical references. 12. Learn to recognize and apply concepts an d content from other subject areas to create works of art. 13. 14. Be introduced to Impressionism and works by other artists. 15. Learn about career possibilities as an artist in the community, workplace and in the studio. 16. Work towards creating proficient works of art for submission to a developing portfolio. Demonstrate safe use of art materials, tools and equipment. 17. 109

110 REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique and a concept that shows an explorat ion of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Sketchbook – An unlined bound book that assembl es a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Some additional students supplies may need to be purchased. part in discussions, make efficient use of time during class Participation/Life Skills - Be present for class, take work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, test s, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, wh ich in consistently applied district wide. • Instructions will be repeated for all ELL students. Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art suppli es and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 110

111 QUARTER 2 QUARTER 3 QUARTER 1 QUARTER 4 Common Task: Common Task: COMPREHENSIVE : Common Task OBSERVATIONAL LINEAR COURSE PAINTING with a DRAW ING PERSPECTIVE ASSESSMENT CONCENTRATION CONCENTRATIO in COLOR THEORY (CCA) N ON VALUE Color Theory; Graphic Design: Sculpture Pretest Analogous, • Additive Elements & Examples: Poster, • • Subtractive Computer Art, etc... Warm & Cool, • Principles of • Primary, Secondary 3 • Dimentinal Design - Art Intermediate, & • Media: Painting or Color Pencil Intro to Drawing: Painting Impressionism: Printmaking th Century: Late 19 • Contour Drawing of • • Basic forms, American, • Observational European, • Written or Oral • Drawing • Value Study Component, Media: Painting, Sketching • • • Flat Sh Pastel, Oil Pastel or ading Color Pencil, Art Appreciation / Art Appreciation/ Art Appreciation / ation / Art Appreci Criticism / Criticism/ Criticism / Problem Solving Problem Solving Aesthetics/ Aesthetics/ Problem Solving 111

112 726 ADVANCED ART 1 HONORS LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMENT: 10 - 12 PREREQUISITE: FOUNDATIONS IN ART - HONORS GSE’S ADDRESSED: GSE’S ADDRESSED: VAD 1(9- 12) -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9- 12) -1b, VAD 3(9 -12) -2a, 4(9- 12) -1a COMMON CORE: 10.SL.2, 11.SL.2, 10.L.6, 11.L.6, 12.SL.2, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. The Advanced Art 1 Honors level is intended for the academically and creatively motivated student and is designed to provide further development in the visual arts. This course will continue to provide opportunities to experience a broad variety of art media, materials, tools and techniques. The student nce the elements and principles of design to create will understand, synthesize and use with confide increasingly sophisticated works of art. Building upon and refining their prior knowledge, the students will further explore compositional arrangements, color theory, drawing, painting, design and sculpt ural skills and incorporate art related technology. They will develop a sophisticated and mature level of problem solving, critical thinking and decision -making skills. Students will continue to gain an appreciation for art and artists from other cultures This course, emphasizing art both past and present. production will continue to engage students in art appreciation, art criticism and aesthetics. In addition to studio work, galleries, museums and/or artists' studios will be utilized as an extension of the classroom. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion, students will have proficient knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This continued art study is proving valuable to all students applying to colleges as part of a well -rounded education. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Board of R egents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Advanced Art I is a prerequisite for Advanced Art 2 and Studio Art. Students will: 1. Utilize the elements of art and principle s of design to solve specific visual problems. 2. Demonstrate skills in good composition through a variety of design, drawing, painting and sculptural means. 3. Develop a variety of drawing/painting media and techniques. 4. Apply skills in one, two and multipoint p erspective to create works from direct observation and imagination. 5. Utilize effective use of color theory through direct observation or imagination using a variety of medias and techniques. 6. Learn the effective use of typography, imagery and symbols to pro duce a graphic design. 7. Explore and utilize a variety of printmaking medias and techniques. Create sculpture by using a variety of medias, techniques, styles and methods. 8. 9. Be introduced to and explore architectural/environmental works of art. 10. Describe, an alyze interpret and judge works of art. 11. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different artists and artistic periods and/or cultures. 12. Incorporate th e use of technology to research, examine and develop works of art. 13. Make, speak and write about art as well as understand it’s historical context. Apply concepts and content from other subject areas to create works of art. 14. 112

113 Be introduced to works by contempo rary/ Modern artists. 15. 16. Understand the career possibilities as an artist in the community, workplace and in the studio. 17. Work towards creating proficient to advanced proficient works of art. 18. Demonstrate safe use of art materials, tools and equipment. REQ UIREMENTS: An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail Sketchbook: sketches, class notes, as well as personal responses related to their assignments. Some additional ed. students supplies may need to be purchas Process Portfolio -- Generates a series of sequential exercises that build on skill, technique and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured bui lding of ideas and concepts and provide decision making for the final art production. Participation/Life Skills -- Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. -- Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio Responsib ility work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thorou ghly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, and rubrics. The assignments may include art production, written, oral and/ or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, th e design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIONAL OPPORTUNITIES • Modifications will be made according to specifications stated in students; IEP, 504 or PLP’s based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • Students nee ding accommodations may require assistance and more time on their projects. • Safety first - Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 113

114 QUARTER 2 QUARTER 4 QUARTER 1 QUARTER 3 Common Task: Common Task: Common Task: COMPREHENSIVE OBSERVAT PORTRAIT COLOR COURSE IONAL THEORY/Teacher ASSESSMENT STILL LIFE - (CCA) Choice DRAWING WITH VALUE Pretest Portrait Sculpture Color Theory; • Analogous, Elements & Additive Introduce Proportions • Principles of Warm & Cool, of the face tractive Sub • • - 3 • Media: Painting, • • Primary, Secondary Dimentinal Design Art & Intermediate, Pastel, Oil Pastel or Color Pencil Media: Painting or • Color Pencil Design & Sculpture Intro to Drawing: Modern Art: Printmaking • th • • Century: Contour Drawing of 20 Basic forms American • European • Observational • • Drawing Written or Oral • Component Value Study • • Sketching Media: Painting, Pastel, Oil Pastel or • Flat Shading Linear Perspective • Color Pencil Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Criticism / icism / Crit Criticism / Aesthetics/ Aesthetics/ Aesthetics/ Aesthetics/ Problem Problem Problem Solving Solving Solving 114

115 728 ADVANCED ART 1 LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMENT: 10 - 12 PREREQUISITE: FOUNDATIONS IN ART GSE’S ADDRESSED: GSE’S ADDRESSED: VAD 1(9 -12) -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9- 12) -1b, VAD 3(9 -12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 10.SL.2, 11.SL.2, 12.SL.2, 10.L.6, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks wit h all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. This sequential course is designed to provide further development in the visual arts and continues to provide opportunities to experience a broad variety of art media, materials, tools and techniques. The elements of art and principles of design are reviewed along with the concepts of color theory. Skills are further developed in drawing, painting, graphics, printmaking and three -dimensional design. ies will be available to explore additional art media and incorporate art Opportunit -related technology. Students will develop a sophisticated and mature level of problem solving, critical thinking, and -making skills while exploring their own ideas and begin to establish a personal voice. They will decision learn to recognize the connections of the visuals arts to other disciplines while drawing upon and incorporating that knowledge to create works of art. Continuing to gain an appreciation for art and artists from ot her cultures both past and present, students will relate the historical and cultural contexts of art to contemporary life. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion, the student should be able to so lve creative problems with insight, reason, and technical competency while gaining proficient knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. Advanced Art I course is a prerequisite for Advanced Art 2 and Studio Art. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient artifacts and reflections to the CPS digital graduation portfolio. Students will: Utilize the elements of art and principles of design to solve specific visual problems. 1. Develop skills in composition through a variety of design, drawing, painting and sculptural means. 2. Explore and 3. develop a variety of drawing/ painting media and techniques. 4. Learn one, two and multipoint perspective to create works from direct observation and imagination. 5. Explore and utilize effective use of color theory through direct observation or imagination us ing a variety of media and techniques. 6. Learn the effective use of typography, imagery, and symbols to produce a graphic design. 7. Explore a variety of printmaking media and techniques. 8. hods. Create sculpture by using a variety of media, techniques, styles and met Create architectural/environmental works of art. 9. 10. Describe, analyze, interpret and judge their own work, the artwork of others, and art work of past and present artists and cultures. 11. Develop reflective responses to an exemplar work; a narrative sta tement about their own work; a discussion or debate about art; or a response to different artists and artistic periods and/or cultures. 12. Learn to incorporate the use of technology to research, examine, and develop works of art. 13. Make, speak and write about art as well as understand it’s historical context. Apply concepts and content from other subject areas to create works of art. 14. 115

116 15. Be introduced to works by contemporary/ Modern artists. ios and/or art 16. Work independently in visiting local museums, galleries, artist’s stud demonstrations/performances as an extension of the classroom to complete related assignments. 17. Work independently and/or cooperatively to interview gallery owners, artists, art critics, historians and/or curators, 18. arch topics and/or create reflective responses to art articles, reviews, and/or Work independently to rese exhibitions. Gain an understanding of the career possibilities as an artist in the community, workplace and in the 19. studio. 20. Work towards creating proficient works of art for s ubmission to a developing portfolio. 21. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in d iscussions, make efficient use of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio gness to learn and complete assignments in a timely work area. Demonstrate an attentiveness and willin manner. – Will be measured by thoroughly exploring and completing the objectives of the assignment as Proficiency ict demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, distr academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tes ts, quizzes, common tasks and comprehensive course assessment (CCA). NAL OPPORTUNITIES ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, whi ch in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplie s and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed • out in the classroom. 116

117 QUARTER 2 QUARTER 3 QUARTER 1 QUARTER 4 Common Task: Common Task: COMPREHENSIVE n Task: Commo OBSERVAT PORTRAIT COLOR COURSE IONAL ASSESSMENT THEORY/Teacher LIFE STILL - Choice (CCA) DRAWING WITH VALUE Pretest Color Theory; Sculpture Portrait Analogous, • Elements & Additive duce Proportions Intro • • Warm & Cool, of the face Subtractive • Principles of - 3 • Media: Painting, • • Dimentinal Design Art Primary, Secondary & Intermediate Pastel, Oil Pastel or • Color Pencil Media: Painting or Color Pencil Design & Sculpture Intro to Drawing: Modern Art: Printmaking • th • • Contour Drawing of Century: 20 American • Basic forms • European Observational • • Drawing Written or Oral Value Study • Component Sketching • Media: Painting, • Pastel, Oil Pastel or Flat Shading • Linear Perspe Color Pencil • ctive Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Criticism / Criticism / Criticism / etics/ Aesthetics/ Aesthetics/ Aesthetics/ Aesth Problem Problem Problem Solving Solving Solving 117

118 731 ADVANCED ART 2 HONORS LENGTH OF COURSE: ONE YEAR ONE CREDIT CREDIT: - 12 GRADE PLACEMENT: 11 ADVANCED ART 1 - HONORS PREREQUI SITE: -12) GSE’S ADDRESSED: VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 - -1a,b,c, VAD 1(9 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 11.SL.2, 12.SL.2, 10.L.6, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective W riting, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Advanced Art 2 Honors level is intended for the academically and creativel y motivated student. The students will analyze the elements of art and the principles of design to work independently and Students will be challenged to demonstrate confidently to create increasingly sophisticated works of art. their skills with composit ional arrangements, color theory, drawing, painting, design and sculpture, while, establishing a personal voice. They will further develop sophisticated and mature levels of problem solving, critical thinking and decision - making skills and strengthen thei r appreciation for art and artists from other cultures both past and present. With an emphasis on studio production, this course -level thinking, art -related technology skills, art appreciation, art criticism is designed to develop higher and aesthetics. Us ing artist studios, galleries, and museums as an extension of the classroom and relating art to other disciplines is also an integral part of this course. Students will be introduced to possible educational and career opportunities in the visual arts, and begin to define their goals. They will continue to work towards contributing proficient to advanced artworks to a portfolio that exhibits consistent and independent performance. The use of a sketchbook to demonstrate a process portfolio is required. Upon successfully completing this course, the student should demonstrate advanced knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This continued art study is proving -rounded education valuable to all students applying to colleges as part of a well Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to and reflections to the CPS digital graduation portfolio. Advanced Art 2 is a advanced artifacts prerequisite for Studio Art. Students will: Analyze the elements of art and principles of design to solve specific visual problems. 1. 2. hrough a variety of design, drawing, painting and sculptural Assess and apply skills in composition t means. 3. Analyze and create a variety of drawing/ painting media and techniques. 4. Apply one, two and/or multipoint perspective to create works from direct observation and imagination. 5. Investigate and utilize effective use of color theory through direct observation or imagination using a variety of media and techniques. Critique and create the effective use of typography, imagery, and symbols to produce a graphic design. 6. Differentiate and utilize a variety of printmaking media and techniques. 7. 8. Differentiate and utilize a variety of sculptural media, techniques, styles and methods. 9. Investigate architectural/environmental works of art. 10. Describe, analyze, interpret and evaluate works of art. 11. Compare r eflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different cultures and/or artistic periods. f art. Incorporate the use of technology to research, examine, and develop works o 12. 1 18

119 13. Make, speak and write about art as well as understand historical context. 14. Connect concepts and content from other subject areas to create works of art. 15. Be introduced to Renaissance art and artists. Understand the career possibilities as an artis t in the community, workplace and in the studio. 16. 17. Work towards creating proficient to advanced proficient works of art. 18. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Process Portfolio - Generates a series of sequential exer cises that build on skill, technique and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for th e final art production. Some additional students supplies may need to be purchased. – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail Sketchbook sketches, class notes, as well as personal responses related to th eir assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. t and the clean up of the studio - Be responsible for the proper use of tools, supplies, equipmen Responsibility work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via a ssigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the fin ished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessments (CCA). NAL OPPORTUNITIES ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 119

120 QUARTER 1 RTER 2 QUA QUARTER 4 QUARTER 3 Common Task: Common Task: Common Task: COMPREHENSIVE DRAWING COLOR THEORY WRITING A COURSE WITH CRITICAL ASSESSMENT CONCENT ASSESSMENT: (CCA) RATION RENAISSANCE ART ON PORTRAIT Pretest Sculpture Exploration of Visual Color Theo ry; • • Elements & Analogous, Arts Careers Additive & Higher Subtractive Principles of Warm & Cool, • • Primary, Secondary • Dimentinal Design - 3 • Education: Art • & Intermediate College Presentations Portfolio • Media: Painting or • Development Color Pencil Design & Sculpture Intro to Drawing: Renaissance Art: Printmaking • • Portrait Introduce • European Written or Oral Proportions of the • Component face • Media: Pai nting, • Media: Painting, Pastel, Oil Pastel or Pastel, Oil Pastel or Color Pencil Color Pencil • Observational Drawing Value Study • • Sketching • Flat Shading Linear Perspective • Art Appreciation Art Appreciation / Art Appreciation / / Art Appreciation / Criticism / Criticism / Criticism / Criticism / Aesthetics/ Aesthetics/ Aesthetics/ Aesthetics/ Problem Problem Problem Solving Solving Solving 120

121 732 ADVANCED ART 2 LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMENT: 11 - 12 PREREQUISITE: ADVANCED ART 1 GSE’S ADDRESSED: VAD 1(9 -12) -1a,b,c, VAD 1(9 - -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 -12) 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 11.SL.2, 12.SL.2, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to assigned by instructor, with the accompanied reflection. artifacts Advanced Art 2 Honors level is intended for the academically and creatively motivated student. The students will analyze the elements of art and the principles of design to work independently an d confidently to create increasingly sophisticated works of art. Students will be challenged to demonstrate their skills with compositional arrangements, color theory, drawing, painting, design and sculpture, while, establishing a personal voice. They wil l further develop sophisticated and mature levels of problem solving, critical thinking and decision -making skills and strengthen their appreciation for art and artists from other cultures both past and present. With an emphasis on studio production, this course is designed to develop higher -level thinking, art -related technology skills, art appreciation, art criticism, and aesthetics. Using artist studios, galleries, and museums as an extension of the classroom and relating an integral part of this course. Students will be introduced to possible art to other disciplines is also educational and career opportunities in the visual arts, and begin to define their goals. They will continue to work towards contributing proficient to advanced artworks to a portfol io that exhibits consistent and independent performance. The use of a sketchbook to demonstrate a process portfolio is required. Upon successfully completing this course, the student should demonstrate advanced knowledge and skills to ssess, and relate art to their everyday lives. This continued art study is proving create, appreciate, a -rounded education valuable to all students applying to colleges as part of a well on in the Fine Arts Proficiency in this course will assist students to fulfill some requirements for graduati Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Advanced Art 2 is a prerequisite for Studio Art. Students w ill: 1. Analyze the elements of art and principles of design to solve specific visual problems. 2. Assess and apply skills in composition through a variety of design, drawing, painting and sculptural means. 3. media and techniques. Analyze and create a variety of drawing and painting 4. Apply one, two and/or multipoint perspective to create works from direct observation and imagination. 5. Investigate and utilize effective use of color theory through direct observation or imagination using a variety of media and tech niques. 6. Critique and create the effective use of typography, imagery and symbols to produce a graphic design. 7. Differentiate and utilize a variety of printmaking media and techniques. 8. Differentiate and utilize a variety of sculptural media, techniques, sty les and methods. 9. Investigate architectural/environmental works of art. Describe, analyze, interpret and evaluate works of art. 10. 121

122 11. Compare reflective responses to an exemplar work; a narrative statement about their own work; a or a response to different cultures and/or artistic periods. discussion or debate about art; 12. Incorporate the use of technology to research, examine, and develop works of art. 13. Make, speak and write about art as well as understand historical context. 14. Connect concepts and content from o ther subject areas to create works of art. 15. Be introduced to art works by other artists. 16. Investigate career possibilities as an artist in the community, workplace, and in the studio. 17. Demonstrate advanced works of art. 18. ls, tools and equipment. Demonstrate safe use of art materia REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The s equential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch p aper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. - Be present for class, take part in discussions, make efficient use of time during class Participation/Life Skills work sessions and a ct age appropriate. - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio Responsibility work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficien cy – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may i nclude art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES Modifications will be made according to specifications stated in student’s IEP, 504, or PLPs based in • NECAP accommodations, which in consistently applied district wide. • Instructions will be repe ated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. gic reactions (ex. Latex allergy), to the supplies handed • Accommodations should be made to prevent any aller out in the classroom. 122

123 QUARTER 2 QUARTER 1 QUARTER 4 QUARTER 3 Common Task: Common Task: Common Task: COMPREHENSIVE DRAWING WRITING A COLOR THEORY COURSE WITH CRITICAL ASSESSMENT CONCENT ASSESSMENT: (CCA) RATION RENAISS ANCE ART ON PORTRAIT Color Theory; Pretest Sculpture Exploration of Visual Elements & Analogous, • Additive Arts Careers • • & Higher Subtractive Warm & Cool, • Principles of Primary, Secondary - 3 • Dimentinal Design Art Education: • College P resentations & Intermediate • Portfolio • Media: Painting or • Development Color Pencil Intro to Drawing: Design & Sculpture Renaissance Art: Printmaking • • Portrait Introduce • European Proportions of the Written or Oral • Component face • Media: Painting, • Media: Painting, Pastel, Oil Pastel or Pastel, Oil Pastel or Color Pencil Color Pencil • Observational Drawing • Value Study Sketching • • Flat Shadi ng Linear Perspective • Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Criticism / Criticism / Criticism / ics/ Aesthetics/ Aesthetics/ Aesthet Aesthetics/ Common Course Problem Problem Problem Solving Solving Assessment Solving (CCA) 123

124 734 STUDIO ART H LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMENT : 12 - HONORS ADVANCED ART 2 PREREQUISITE: GSE’S ADDRESSED: VAD 1(9 -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 - -12) 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 12.SL.2, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Studio Art, a senior class, offers students an opportunity to develop a portfolio of p roficient work that -making and aesthetic appreciation. reflects growth in skill development, independent decision Students will develop breadth in drawing, painting, two -dimensional design and work independently in an area of concentration, while showing evidence of a personal style. In addition to studio work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Students will be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and begin to define their goals. Students will also gain knowledge in the preparation and exhibition of their artwork. They will also contribute and solve real problems in visual communications for the s chool and/ or community. During the second half of the year, students will contribute and solve real problems in visual communications for the school and/or the community. Upon successfully completing this course, the student will be prepared to pursue college or a job in the art field. Proficiency in this course will assist students to fulfill requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient to a dvanced artifacts and reflections to the CPS digital graduation portfolio. Students will: Analyze the elements of art and principles of design to solve specific visual problems. 1. 2. g, painting and sculptural Assess and apply skills in composition through a variety of design, drawin means. Analyze and create a variety of drawing/ painting media and techniques. 3. 4. Apply one, two and/or multipoint perspective to create works from direct observation and imagination. Investigate and utilize effective use of color theory through direct observation or imagination using a 5. variety of media and techniques. 6. Critique and create the effective use of typography, imagery and symbols to produce a graphic design. 7. Differentiate and utilize a variety of printmaking media and tec hniques. 8. Differentiate and utilize a variety of sculptural media, techniques, styles and methods. 9. Investigate architectural/environmental works of art. Describe, analyze, interpret and evaluate works of art. 10. Compare reflective responses to an exemplar w ork; a narrative statement about their own work; a 11. discussion or debate about art; or a response to different cultures and/or artistic periods. 12. Incorporate the use of technology to research, examine, and develop works of art. 13. Make, speak and write about art as well as understand historical context. 14. Connect concepts and content from other subject areas to create works of art. 15. Create a School Legacy Project that will remain on display. Understand the career possibilities as an artist in the community, wor kplace, and in the studio. 16. 124

125 17. Work towards creating proficient to advanced proficient works of art. 18. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: Process Portfolio ll, technique, and a concept that - Generates a series of sequential exercises that build on ski shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production . Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Pa - Be present for class, take part in discussions, make efficient use of time during class rticipation/Life Skills work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district assignments may include art production, written, oral academic expectations, standards and rubrics. The projects, and/or digital presentations. Evidence may be demonstrated via assigned common tasks, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Meth ods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 125

126 QUARTER 4 QUARTE R 3 QUARTER 2 QUARTER 1 Common Task: Common Task: Common Task: COMPREHENSIVE PORTFOLI WRITING A CREATING A COURSE O LEGACY PERSONAL ART ASSESSMENT DEVELOP PHILOSOPHY PROPOSAL (CCA) MENT: Interpreti ng personal artistic growth Exploration of Visual C olor Theory; Portfolio Review Pretest • Analogous, Arts Careers Elements & Principles of • & Higher Warm & Cool, Art Primary, Secondary Education: • College Presentations • & Intermediate • Portfolio Media: Painting or • Development Color Pencil • Artist Statement Individual sual Exploration of Visual Exploration of Vi Individual Arts Careers Independent Arts Careers Independent & (or) & Higher & Higher & (or) Education: Education: Community Community Service: • College Presentations • College Presentations ervice: S • Portfolio • School’s Legacy Portfolio • School’s Legacy • Development Project Project Development • Studio Exhibition • Artist Statement Artist Statement • Studio Exhibition • Media Choices Media Choices Media Choices Media Choices (Options Per (Options Per (Options Per (Options Per Individual): Individual): Individual): Individual): Media: Painting, Media: Painting, • • Media: Painting, • Media: Painting, • Pastel, Oil Pastel, Pastel, Oil Pastel, Pastel, Oil Pastel, Pastel, Oil Pastel, Color Pencil, Pen & Color Pencil, Pen & Color Pencil, Pen & Color Pencil, Pen & Ink, Printmakin Ink, Printmaking, Ink, Printmaking, Ink, Printmaking, g, etc: etc... • etc... Portrait etc... • • Portrait Portrait • Observational • Portrait • • Drawing, Observational Observational Observational • Drawing ng Drawing Drawi • Value Study • • Value Study • Value Study Sketching Value Study • Sketching • • Sketching Sketching Life Drawing • • Flat Shading • • • Life Drawing Life Drawing • Life Drawing Linear • Flat Shading Flat Shading • Flat Shading • • • Linear Linear Perspective • Linear • Perspective Perspective Perspective Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Criticism / Criticism / Criticism / Aesthetics / Aesthetics / Aesthetics / Aesthetics / Problem Problem Problem Solving Solving Solving 126

127 735 STUDIO ART LENGTH OF COUR SE: ONE YEAR ONE CREDIT CREDIT: GRADE PLACEMENT: 12 PREREQUISITE: ADVANCED ART 2 -12) -1a,b,c, VAD 1(9 GSE’S ADDRESSED: VAD 1(9 -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 - -12) 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 12.SL.2, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7- Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Studio Art, a senior class, offers students an opportunity to develop a portfolio of proficient work that -making and aesthetic reflects sequential growth in skill development, independent decision Students will analyze the elements of art and principles of design to work independently appreciation. and confidently to create sophisticated works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential growth in compositional arrangements, color theory, drawing, painting, design and sculpture, while establishing a personal voice. They will further develop mature levels of problem solving, critical thinking and decision -making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to te a process portfolio is required. In addition to studio work, an emphasis is placed on art demonstra appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Upon successfully completing this course, the student will demonst rate advanced knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This continued art study has proven valuable to all students applying to non -art colleges as part of a well- rounded education. urse will assist students to fulfill some requirements for graduation in the Fine Arts Proficiency in this co Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfo lio. Advanced Art I is a prerequisite for Advanced Art 2, and Studio Art. Students will: 1. Analyze the elements of art and principles of design to solve specific visual problems. 2. Assess and apply skills in composition through a variety of design, drawin g, painting and sculptural means. 3. Analyze and create a variety of drawing and painting media and techniques. 4. Apply one, two and/or multipoint perspective to create works from direct observation and imagination. 5. Investigate and utilize effective use of col or theory through direct observation or imagination using a variety of media and techniques. 6. Critique and create the effective use of typography, imagery, and symbols to produce a graphic design. techniques. 7. Differentiate and utilize a variety of printmaking media and 8. Differentiate and utilize a variety of sculptural media, techniques, styles and methods. 9. Investigate architectural/environmental works of art. 10. Describe, analyze, interpret and evaluate works of art. 11. Compare reflective responses to an exempl ar work; a narrative statement about their own work; a discussion or debate about art; or a response to different cultures and/or artistic periods. 12. Incorporate the use of technology to research, examine, and develop works of art. 13. Make, speak and write ab out art as well as understand historical context. Connect concepts and content from other subject areas to create works of art. 14. 127

128 15. Create a School Legacy Project that will remain on display. workplace and in the studio. 16. Understand the career possibilities as an artist in the community, 17. Work towards creating proficient to advanced proficient works of art. Demonstrate safe use of art materials, tools and equipment. 18. 19. Students will be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and refine their goals. Integral to the culmination of the four years in the visual arts program, students will contribute and solve real problems in visual communications for the school and/or the communit y. The students will create a legacy to the school and/or community, which will remain as a permanent gift of appreciation. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be presen t for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio an attentiveness and willingness to learn and complete assignments in a timely work area. Demonstrate manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the V AD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, work including worksheets, notes, and/or sketchbook. quizzes/ tests and class ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). RENTIATED INSTRUCTIONAL OPPORTUNITIES ACCOMMODATIONS/DIFFE • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs bas ed in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be cre ated when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 128

129 QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4 Common Task: Common Task: Common Task: COMPREHENSIVE PORTFOLIO CREATING A WRITING A COURSE DEVELOP PERSONAL ART LEGACY ASSESSMENT ENT: M PHILOSOPHY PROPOSAL (CCA) Interpreti ng personal artistic growth Exploration of Visual Color Theory: Portfolio Review Pretest • Elements & Analogous, Arts Careers & Higher Warm & Cool, Principles of • Art Secondary Primary, Education: • College Presentations • & Intermediate • Media: Painting or Portfolio • Development Color Pencil • Artist Statement Exploration of Visual Individual Exploration of Visual Individual Independent Independent Arts Careers Arts Careers & (or) & Higher & Higher & (or) Education: Education: Community Community Service: College Presentations • Service: • Presentations College • School’s Legacy • • School’s Legacy Portfolio • Portfolio Project Development Development Project • • Artist Statement • Studio E xhibition • Studio Exhibition Artist Statement Media Choices Media Choices Media Choices Media Choices (Options Per (Options Per (Options Per (Options Per Individual): Individual): Individual): Individual): • • Media: Painting, • Media: Painting, • Media: Painting, Media: Painting, Pastel, Oil Pastel, Pastel, Oil Pastel, Pastel, Oil Pastel, Pastel, Oil Pastel, Color Pencil, Pen & Color Pencil, Pen & Color Pencil, Pen & Color Pencil, Pen & Ink, Printmaking, etc: Ink, Printmaking, Ink, Printmaking, Ink, Printmaking, etc... etc... Portrait • etc... • Observational • • • Portrait Portrait Portrait, Observational • Observational Drawing • Observational • Drawing • V Drawing alue Study Drawing, • • Value Study Value Study • Value Study • Sketching Sketching • Sketching • • Sketching • Life Drawing • Flat Shading Life Drawing • • Life Drawing • Life Drawing Flat Shading Flat Shading • • Linear • Fla t Shading • Linear Linear • Perspective Linear • • Perspective Perspective Perspective Art Appreciation / Art Appreciation / Art Appreciation / Art Appreciation / Criticism / Criticism / Criticism / Criticism / Aesthetics Aesthetics / / Aesthetics / Aesthetics / Problem Problem Problem Problem Solving / Solving Solving Solving 129

130 713S/M BASIC SCULPTURE & CERAMICS (THREE -DIMENSIONAL DESIGN) LENGTH OF COURSE: HALF YEAR, FULL YEAR (MINOR, 3 times on rotating schedule) ONE -HALF CREDIT CREDIT: GRADE PLACEMENT: 9 - 12 -12) -2a, VAD 2(9 -12) -1e, VAD 3 (9 -12) -1 a,d, VAD 3(9 -12) GSE’S ADDRESSED: VAD 1(9 -2a COMMON CORE: 9.SL.2, 10.SL.2, 2. MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: One proficient, uploaded common task with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Sculpture & Ceramics (three -dimensional design), is a course offering students an opportunity to develop a portfolio of proficient three -dimensional work that reflects sequential growth in skill and technique development, independent decision -making, and aesthetic appreciation. nts will analyze Stude the elements of art and principles of design to work independently and confidently to create sophisticated works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential rangements, color theory, drawing, painting, ceramics and sculpture 2 - growth in compositional ar -dimentional design, while establishing a personal voice. They will further develop dimensional / 3 mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process portfolio is required. In addition to sculpture and design work, an emphasis is placed on art appreciation using muse ums, galleries, and artists’ studios as an extension of the classroom. Upon successfully completing this course, the student will demonstrate advanced knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. This conti nued art study has proven valuable to all students applying to non -art colleges as part of a well- rounded education. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Students will: at they Learn about the various types and conditions of clay as natural material. You will learn wh 1. are called, how they are described, and how they are used to create works of art – both utilitarian and decorative. Recognize three -dimensional design used as both decoration and communication and the concepts of 2. ign of utilitarian objects “form follows functions” in the des Become familiar with the various tools and equipment used – what they are called and how they are 3. used. Learn how to take care of the tools, equipment and materials in a responsible and safe manner. 4. Develop and use vocabu lary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: • Carving • Casting • Coil -building • Draping Pinch pots • • Press mold techniques • Sculpting techni ques: objective or representational, abstract or non -objective. • Slab -building 6. Explore works using various surface decorative techniques such as: • Characteristics of glazes, combinations, and their various applications Glaze experimentation • 130

131 • High and low bas -relief techniques using additive, subtractive (carving), Various sgraffito techniques • Imprinting and stamping • Inscribing • Openwork • • Paddling • Slip trailing Under glazing techniques • • Wax resists 7. Explore works using various sculptural and three -dimensional te chniques such as: • Assemblage • Cardboard or paper sculpture • Found objects • Paper mache • Plaster sculpture, (additive or subtractive) • Wire or metal sculpture • Kinetic • Bookmaking • Jewelry design Explore a variety of three ues. 8. -dimensional procedures and techniq 9. -dimensional works of art. Describe, analyze, interpret and evaluate three 10. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different artists and artistic p eriods, and/or different cultures. 11. Make, speak and write about art as well as understand it’s historical references. 12. Demonstrate safe use of art materials, tools and equipment. 13. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 14. Utilize concepts and content from other subject areas to create works of art. 15. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations / performances as an extension of the classroom to complete related assignments. 16. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. 17. Recognize the career possibilities as a three -dimensional and/ or ceramic artist in the community, workplace, and in the studio. 18. Work towards creating proficient works of art for submission to a developing portfolio. Demonstrate safe use of art materials, tools and equipment. 19. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on ski ll, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Par ticipation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. 131

132 Responsibility he studio - Be responsible for the proper use of tools, supplies, equipment and the clean up of t work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as vidence, in accordance with the VAD GSE’s, Common Core, district demonstrated by a body of e academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, p rojects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Metho ds may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 132

133 QUAR TER 2 QUARTER 3 QUARTER 4 QUARTER 1 ________ ________ COMPREHENSIVE Common Task: COURSE RELIEF ASSESSME SCULPTURE NT (CCA) Pretest Environmental Intro to Sculpture Ceramics Slab & Coil Elements & • Subtractive Design • urniture Design Construction F • Principles of • Art Clay Sculpture • Architectural Sculpture Intro to Sculpture Intro. To Ceramics Intro. To Potter’s Art Careers / Additive Vocations • Vocabulary Wheel • Techniques • • Centering • Tools & Safety Throwing • Glaze Application • techniques • Vessels: cylinder & bowl - Art Appr eciation / 3 - Art Appreciation / 3 - Art Appreciation / 3 - Art Appreciation / 3 Dimensional Dimensional Dimensional Dimensional Design / Design / Design / Design / Problem Problem Problem Solving Solving Solving 133

134 -DIMENSIONAL DESIGN) 711 SCULPTURE & CERAMICS HONORS (THREE LENGTH OF COURSE: FULL YEAR CREDIT: ONE CREDIT - 12 GRADE PLACEMENT: 10 SCULPTURE AND CERAMICS, PORTFOLIO REVIEW /TEACHER PREREQUISITE: 0 RECOMMENDATION GSE’S ADDRESSED: GSE’S ADDRESSED: VAD 1(9 -12) VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD -1a,b,c, 3(9- 12) -1b, VAD 3(9 -12) -2a, 4(9- 12) -1a COMMON CORE: 10.SL.2, 11.SL.2, 12.SL.2, 10.L.6, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploa ded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Sculpture & Ceramics (three -dimensional design), is a sophomore, junior or senior class, offering students an opportunity to develop a por tfolio of proficient three -dimensional work that reflects sequential growth in skill and technique development, independent decision -making, and aesthetic appreciation. y Students will analyze the elements of art and principles of design to work independentl and confidently to create sophisticated works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential growth in compositional arrangements, color theory, drawing, painting, ceramics and sculpture 2 -dimensional / 3 -dimentional design, while establishing a personal voice. They will further develop mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and p resent. The use of a sketchbook to demonstrate a process portfolio is required. In addition to sculpture and design work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. cessfully completing this course, the student will demonstrate advanced knowledge and skills Upon suc to create, appreciate, assess, and relate art to their everyday lives. This continued art study has proven valuable to all students applying to non -rounded education. -art colleges as part of a well Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced art ifacts and reflections to the CPS digital graduation portfolio. Students will: Learn about the various types and conditions of clay as natural material. You will learn what they are called, 1. of art – both utilitarian and decorative. how they are described, and how they are used to create works -dimensional design used as both decoration and communication and the concepts of “form 2. Recognize three follows functions” in the design of utilitarian objects Become familiar with the various tools and equipment us ed – what they are called and how they are used. 3. Learn how to take care of the tools, equipment and materials in a responsible and safe manner. 4. Develop and use vocabulary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: Carving 6. 7. Casting 8. Coil -building 9. Draping 10. Pinch pots 11. Press mold techniques -objective. Sculpting techniques: objective or representational, abstract or non 12. 134

135 13. Slab -building Exp 14. lore works using various surface decorative techniques such as: Characteristics of glazes, combinations, and their various applications • • Glaze experimentation High and low bas -relief techniques using additive, subtractive (carving), • Various sgraffito techn iques • • Imprinting and stamping Inscribing • • Openwork • Paddling • Slip trailing • Under glazing techniques • Wax resists Explore works using various sculptural and three -dimensional techniques such as: 15. Assemblage • • Cardboard or paper sculpture • Found objects • Pap er mache • Plaster sculpture, (additive or subtractive) • Wire or metal sculpture Kinetic • • Bookmaking • Jewelry design 16. Explore a variety of three -dimensional procedures and techniques. 17. -dimensional works of art. Describe, analyze, interpret and evaluate three 18. Dev elop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different artists and artistic periods, and/or different cultures. 19. Make, speak and write about art as well as und erstand it’s historical references. 20. Demonstrate safe use of art materials, tools and equipment. 21. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 22. Utilize concepts and content from other subject areas to create works o f art. 23. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations / performances as an extension of the classroom to complete related assignments. 24. onses to art articles, reviews, and/or Work independently to research topics and/or create reflective resp exhibitions. Recognize the career possibilities as a three -dimensional and/ or ceramic artist in the community, workplace, 25. and in the studio. 26. ng portfolio. Work towards creating proficient works of art for submission to a developi 27. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: - Generates a series of sequential exercises that build on skill, technique, and a concept that Process Portfolio shows an exploration of in -depth ideas and techniqu es for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unline d bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make effici ent use of time during class work sessions, and act age appropriate. 135

136 Responsibility - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio lete assignments in a timely work area. Demonstrate an attentiveness and willingness to learn and comp manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectatio assignments may include art production, written, oral ns, standards and rubrics. The and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchboo k. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common t asks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently a pplied district wide. Instructions will be repeated for all ELL students. • • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 136

137 QUARTER 3 QUARTER 2 QUARTER 4 QUARTER 1 COMPREHENSIVE Common Task: Common Task: Common Task: COURSE COLOR, GLAZE & RELIEF SUBTRACTIVE ASSESSME TILES SCULPTUR SCULPTURE E NT (CCA) Pretest Environmental Intro to Sculpture Ceramics Design • Subtractive Elements & • Slab & Coil Furniture Design Construction • Principles of Architectural Art Clay Sculpture • • Sculpture Intro to Sculpture Intro. To Ceramics Art Careers / Intro. To Potter’s Additive Vocations • Vocabulary Wheel • Centering • • Techniques Throwing • Tools & Safety • • Glaze Application techniques • Vessels: cylinder & bowl - - - Art Appreciation / 3 Art Appreciation / 3 Art Appreciation / 3 Art Appreciation / 3 - Dimensional Dimensional Dimensional Dimensional Desig Design / n / Design / Design / Problem Problem Problem Solving Solving Solving 137

138 712 SCULPTURE & CERAMICS (THREE -DIMENSIONAL DE SIGN) LENGTH OF COURSE: FULL YEAR CREDIT: ONE CREDIT GRADE PLACEMENT: 10 - 12 PREREQUISITE: SCULPTURE AND CERAMICS, PORTFOLIO REVIEW /TEACHER RECOMMENDATION - -12) -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 -1a,b,c, VAD 1(9 GSE’S ADDRESSED: VAD 1(9 12) -2a, 4(9- 12) -1a COMMON CORE: 10.SL.2, 11.SL.2, 12.SL.2, 10.L.6, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. -dimensional design), is a sophomore, junior or senior class, offering Sculpture & Ceramics (three students an opportunity to develop a portfolio of proficient three -dimensional work that reflects sequential growth in skill and technique development, independent decision -making, and aesthetic appreciation. Students will analyze the elements of art and principles of design to work independently and confidently to create sophisticated works of art. Stud ents will build upon and refine their prior knowledge to further demonstrate sequential growth in compositional arrangements, color theory, drawing, painting, ceramics and sculpture 2 -dimensional / 3 -dimentional design, while establishing a personal voice. They will further develop mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process por tfolio is required. In addition to sculpture and design work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Upon successfully completing this course, the student will demonstra te advanced knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. This continued art study has proven rounded education. -art colleges as part of a well- valuable to all students applying to non rse will assist students to fulfill some requirements for graduation in the Fine Arts Proficiency in this cou Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfol io. Students will: 1. Learn about the various types and conditions of clay as natural material. You will learn what they are called, how they are described, and how they are used to create works of art – both utilitarian and decorative. 2. -dimensional design used as both decoration and communication and the concepts of “form Recognize three follows functions” in the design of utilitarian objects Become familiar with the various tools and equipment used – what they are called and how they are used. 3. o take care of the tools, equipment and materials in a responsible and safe manner. Learn how t 4. Develop and use vocabulary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay con struction such as: 6. Carving Casting 7. 8. Coil -building 9. Draping 10. Pinch pots 11. Press mold techniques 12. Sculpting techniques: objective or representational, abstract or non -objective. -building Slab 13. 138

139 14. Explore works using various surface decorative techniques such as: Char • acteristics of glazes, combinations, and their various applications Glaze experimentation • High and low bas -relief techniques using additive, subtractive (carving), • Various sgraffito techniques • • Imprinting and stamping • Inscribing • Openwork Paddling • • Slip tra iling • Under glazing techniques • Wax resists -dimensional techniques such as: 15. Explore works using various sculptural and three • Assemblage • Cardboard or paper sculpture • Found objects • Paper mache • Plaster sculpture, (additive or subtractive) • Wire or metal sculpture Kinetic • • Bookmaking • Jewelry design Explore a variety of three -dimensional procedures and techniques. 16. Describe, analyze, interpret and evaluate three -dimensional works of art. 17. about their own work; a discussion Develop reflective responses to an exemplar work; a narrative statement 18. or debate about art; or a response to different artists and artistic periods, and/or different cultures. 19. Make, speak and write about art as well as understand it’s historical references. 20. Demonstrate safe use of art mate rials, tools and equipment. 21. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 22. Utilize concepts and content from other subject areas to create works of art. Work independently in visiting local museums, galleries, arti 23. st’s studios and/or art demonstrations / performances as an extension of the classroom to complete related assignments. 24. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured buildi ng of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail Sketchbook sketche s, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. – Will be measured by thoroughly explor ing and completing the objectives of the assignment as Proficiency demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district 139

140 academic expectations, standards and rubrics. The assignments may include art production, written, oral r digital presentations. Evidence may be demonstrated via assigned common tasks, projects, and/o quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIONAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needi ng accommodations may require assistance and more time on their projects. Safety First: Material list should be created when using any art supplies and or products. • • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 140

141 QUARTER 2 QUARTER 1 QUARTER 3 QUARTER 4 Common Task: COMPREHENSIVE Common Task: Common Task: COURSE RELIEF COLOR, GLAZE & SUBTRACTIVE ASSESSME SCULPTUR TILES SCULPTURE E NT (CCA) Intro to Sculpture Environmental Pretest Ceramics Subtractive Elements & • • Slab & Coil Design Construction Principles of • Furniture Design Architectural Art • • Clay Sculpture Sculpture Intro. To Potter’s Intro to Sculpture Intro. To Ceramics Art Careers / Additive Vocations • • Vocabulary Wheel Centering • • Techniques s & Safety Tool • • Throwing • Glaze Application techniques • Vessels: cylinder & bowl - Art Appreciation / 3 - Art Appreciation / 3 - preciation / 3 Art Ap - Art Appreciation / 3 Dimensional Dimensional Dimensional Dimensional Design / Design / Design / Design / Problem Problem Problem Solving Solving Solving 141

142 716 ADVANCED SCULPTURE & CERAMICS (THREE -DIMENSIONAL DESIGN) HONORS LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMEN T: 11 - 12 SCULPTURE AND CERAMICS, PORTFOLIO REVIEW /TEACHER PREREQUISITE: RECOMMENDATION GSE’S ADDRESSED: VAD 1(9 -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -12) - -1b, VAD 3(9 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 11.SL.2, 12.SL.2, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection.. Sculpture & Ceramics ( three -dimensional design), is a junior or senior class, offering students an opportunity to develop a portfolio of proficient three -dimensional work that reflects sequential growth in skill and technique development, independent decision -making, and aesthe tic appreciation. Students will analyze the elements of art and principles of design to work independently and confidently to create sophisticated works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential gro wth in compositional arrangements, color theory, drawing, painting, ceramics and sculpture 2 -dimensional / 3 -dimentional design, while establishing a personal voice. They will further develop mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process portfolio is required. In addition to sculpture and design work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Upon successfully completing this course, the student will demonstrate advanced knowledge and skills to create, appreciate, assess, and relate art to their eve ryday lives. This continued art study has proven -art colleges as part of a well- rounded education. valuable to all students applying to non Students will: 1. Learn about the various types and conditions of clay as natural material. You will learn what they – both utilitarian and are called, how they are described, and how they are used to create works of art decorative. 2. Recognize three -dimensional design used as both decoration and communication and the concepts of “form follows functions” in the design of utilitarian objects 3. Become familiar with the various tools and equipment used – what they are called and how they are used. Learn how to take care of the tools, equipment and materials in a responsible and safe manner. 4. Develop and use vocabulary and mean ing of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: • Carving • Casting Coil • -building • Draping • Pinch pots • Press mold techniques • Sculpting techniques: objecti ve or representational, abstract or non -objective. • Slab -building Glaze experimentation • 142

143 6. Create works using various surface decorative techniques such as: Characteristics of glazes, combinations, and their various applications • Glaze experimentation • • High and low bas -relief techniques using additive, subtractive (carving), Various sgraffito techniques • • Imprinting and stamping • Inscribing Openwork • Paddling • • Slip trailing • Under glazing techniques • Wax resists -dimensio nal techniques such as: 7. Create works using various sculptural and three • Assemblage • Cardboard or paper sculpture • Found objects • Paper mache • Plaster sculpture, (additive or subtractive) • Wire or metal sculpture • Kinetic Bookmaking • • Jewelry design -dimensional procedures and te chniques. 8. Create a variety of three Describe, analyze, interpret and evaluate three -dimensional works of art. 9. 10. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different artists and artis tic periods, and/or different cultures. 11. Make, speak and write about art as well as understand it’s historical references. 12. Demonstrate safe use of art materials, tools and equipment. 13. Keep artwork in a process -portfolio and record reflections and perception s in a journal. 14. Utilize concepts and content from other subject areas to create works of art. 15. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations / lated assignments. performances as an extension of the classroom to complete re 16. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. Recognize the career possibilities as a three -dimensional and/ or ceramic artist in the community, 17. the studio. workplace, and in 18. Work towards creating proficient works of art for submission to a developing portfolio. 19. Demonstrate safe use of art materials, tools and equipment. REQUIREMENTS: - Generates a series of sequential exercises that build on sk ill, technique, and a concept that Process Portfolio shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production . Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Pa rticipation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. 143

144 Responsibility the studio - Be responsible for the proper use of tools, supplies, equipment, and the clean up of work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as evidence, in accordance with the VAD GSE’s, Common Core, district demonstrated by a body of academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Met hods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504, or PLPs based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 144

145 QUARTER 3 UARTER 2 QUARTER 1 QUARTER 4 Q Common Task: Common Task: Common Task: COMPREHENSIVE COURSE HAND BUILDING DESIGNING WITH THEMATIC WITH ASSESSME LINE VESSEL MULTIPLE NT TECHNIQU (CCA) ES Combination Slab Pretest Environmental Assemblage Additive Construction Elements & Design Sculpture • Furniture Design • lab, Pinch & S Media: Found Principles of • • Coil Architectural objects Art Sculpture Forms • Sculpture Wire Construction Basic Wheel re Advanced Sculptu Art Careers / Vocations Throwing Sculptural Forms • Thematic Unit • • Centering • Media: Clay, • Modern Art: th Century • plaster, American, 20 Throwing techniques assemblage • Vessels: cylinder • Trimming the foot Art Appreciation / 3 - - - - Art Appreciation / 3 Art Appreciation / 3 Art Appreciation / 3 Dimensional Dimensional Dimensional Dimensional Design Design / Design / Design / Problem Problem Problem Solving Solving lving So 145

146 -DIMENSIONAL DESIGN) 717 ADVANCED SCULPTURE & CERAMICS (THREE LENGTH OF COURSE: ONE YEAR CREDIT: ONE CREDIT GRADE PLACEMEN T: 11 & 12 PREREQUISITE: SCULPTURE AND CERAMICS, PORTFOLIO REVIEW /TEACHER RECOMMENDATION - GSE’S ADDRESSED: VAD 1(9 -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 -12) 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 11.SL.2, 12.SL.2, 11.L.6, 12.L.6, 2.MD.1, 2.MD.3 -Reflective Writing, 25 DISTRICT EXPECTATIONS: 7 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflection. Sculpture & Ceramics (t hree -dimensional design), is a junior or senior class, offering students an -dimensional work that reflects sequential growth in opportunity to develop a portfolio of proficient three -making, and aesthet ic appreciation. Students will skill and technique development, independent decision analyze the elements of art and principles of design to work independently and confidently to create sophisticated works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential grow th in compositional arrangements, color theory, drawing, painting, ceramics and sculpture 2 -dimentional design, while establishing a personal voice. They will -dimensional / 3 further develop mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process portfolio is required. In addition to sculpture and design work, an emphasis is placed on art a ppreciation using museums, galleries, and artists’ studios as an extension of the classroom. Upon successfully completing this course, the student will demonstrate advanced knowledge and skills to create, appreciate, assess, and relate art to their ever yday lives. This continued art study has proven valuable to all students applying to non -art colleges as part of a well- rounded education. Students will: 1. Learn about the various types and conditions of clay as natural material. You will learn what they are called, – both utilitarian and decorative. how they are described, and how they are used to create works of art Recognize three -dimensional design used as both decoration and communication and the concepts of “form 2. follows functions” in the design of u tilitarian objects 3. Become familiar with the various tools and equipment used – what they are called and how they are used. Learn how to take care of the tools, equipment and materials in a responsible and safe manner. 4. Develop and use vocabulary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: • Carving • Casting • -building Coil • Draping Pinch pots • • Press mold techniques • Sculpting techniques: objective or representational, abstract or non -objective. • Slab -building • Glaze experimentation 6. Create works using various surface decorative techniques such as: Characteristics of glazes, combinations, and their various applications • 146

147 • Glaze experimentation High and lo -relief techniques using additive, subtractive (carving), • w bas Various sgraffito techniques • • Imprinting and stamping Inscribing • Openwork • • Paddling Slip trailing • • Under glazing techniques • Wax resists 7. Create works using various sculptural and three -dimensiona l techniques such as: • Assemblage • Cardboard or paper sculpture • Found objects • Paper mache • Plaster sculpture, (additive or subtractive) • Wire or metal sculpture • Kinetic • Bookmaking • Jewelry design niques. • -dimensional procedures and tech Create a variety of three 8. -dimensional works of art. Describe, analyze, interpret and evaluate three 9. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate about art; or a response to different artists and artisti c periods, and/or different cultures. 10. Make, speak and write about art as well as understand it’s historical references. 11. Demonstrate safe use of art materials, tools and equipment. 12. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 13. Utilize concepts and content from other subject areas to create works of art. 14. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations / performances as an extension of the classroom to complete rela ted assignments. 15. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. 16. Recognize the career possibilities as a three -dimensional and/ or ceramic artist in the community, workplace, and in the studio. 17. Work towards creating proficient works of art for submission to a developing portfolio. 18. Demonstrate safe use of art materials, tools and equipment. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 19. Demonstr ate safe use of art materials, tools and equipment. 20. REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a partic ular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assem bles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. 147

148 Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio timely work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance the VAD GSE’s, Common Core, district academic expectations, ics. The assignments may include art production, written, oral with standards and rubr and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504, or PLPs based in e. NECAP accommodations, which in consistently applied district wid • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations shoul d be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 148

149 QUARTER 3 QUARTER 1 QUARTER 4 QUARTER 2 COMPREHENSIVE Common Task Common Task Common Task: COURSE HAND BUILDING THEMATIC DESIGNING USING ASSESSME WITH VESSEL LINE NT (CCA) MULTIPLE TE CHNIQUES Pretest Combination Slab Assemblage Environmental Construction Elements & Additive Design • Sculpture Slab, Pinch & Coil Principles of • Fu rniture Design Media: Found Art Architectural • • • Sculpture Forms Sculpture objects Basic Wheel Wire Construction Art Careers / Advanced Sculpture Sculptural Throwing Thematic Unit • • Vocations • Forms • Centering Media: Clay, plaster, • assemblage Throwing Modern Art: • th Century techniques American, 20 Vessels: • cylinder • Trimming the foot Art Appreciation / - Art Appreciation / Art Appreciation / 3 - Art Appreciation / 3 3 Dimensional - Dimensional 3 - Design / Design / Dimensiona Dimensional Problem Solving l Design / Design / Problem Problem Solving Solving 149

150 736 THREE -DIMENIONAL STUDIO HONORS LENGTH OF COURSE: ONE YEAR ONE CREDIT CREDIT: GRADE PLACEMENT: 12 PREREQUISITE: ADVANCED SCULPTURE & CERAMICS/ PORTFOLIO REVIEW /TEACHER RECOMMENDATION GSE’S ADDRESSED: VAD 1(9 -12) -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 - 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 12.SL.2, 12.L.6, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Arts -Reflective Writing, 25 PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in a ddition to artifacts assigned by instructor, with the accompanied reflection. Three Dimensional Studio Art, a senior class, offers students an opportunity to develop a portfolio of proficient work that reflects sequential growth in skill development, in dependent decision -making and aesthetic appreciation. Students will analyze the elements of art and principles of design to work -dimensional works of art. Students will build independently and confidently to create sophisticated three upon and refine their prior knowledge to further demonstrate sequential growth in compositional arrangements, drawing, design and sculpture, while establishing a personal voice. They will further develop mature levels of problem solving, critical thinking and decision -making s kills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process portfolio is required. In addition to studio work, an emphasis is placed on art appreciation using museu ms, galleries, and artists’ studios as an extension of the classroom. Students will be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and refine their goals. Integral to the culmination of the four years in the visual arts program, students will contribute and solve real problems in visual communications for the school and/or The students will create a legacy to the school and/or community, which will remain as a the community. permanent gi ft of appreciation. Upon successfully completing this course, the student will demonstrate advanced knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This continued art study has proven valuable to all students ap plying to non -art colleges as part of a well- rounded education. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribu te proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Basic Sculpture and Ceramics is a prerequisite for Advanced Sculpture and Ceramics, and Studio Art. Students will: 1. of clay as natural material. You will learn what they Learn about the various types and conditions are called, how they are described, and how they are used to create works of art – both utilitarian and decorative. Recognize three -dimensional design used as both decoration and communication and the concepts of 2. “form follows functions” in the design of utilitarian objects 3. Become familiar with the various tools and equipment used – what they are called and how they are used. Learn how to take care of the tools, equipment and materials in a responsible and safe manner. 4. Develop and use vocabulary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: • Carving Casting • 150

151 • Coil -building Draping • Pinch po ts • Press mold techniques • Sculpting techniques: objective or representational, abstract or non -objective. • Slab • -building • Glaze experimentation 6. Create works using various surface decorative techniques such as: Characteristics of glazes, combinations, and the • ir various applications • Glaze experimentation • High and low bas -relief techniques using additive, subtractive (carving), • Various sgraffito techniques • Imprinting and stamping Inscribing • • Openwork • Paddling • Slip trailing • Under glazing techniques • Wax resists 7. Cr eate works using various sculptural and three -dimensional techniques such as: • Assemblage Cardboard or paper sculpture • • Found objects • Paper mache Plaster sculpture, (additive or subtractive) • • Wire or metal sculpture • Kinetic • Bookmaking • Jewelry design 8. Create a variety of three -dimensional procedures and techniques. 9. Describe, analyze, interpret and evaluate three -dimensional works of art. 10. Develop reflective responses to an exemplar work; a narrative statement about their own work; a discussion or debate a bout art; or a response to different artists and artistic periods, and/or different cultures. Make, speak and write about art as well as understand it’s historical references. 11. 12. Demonstrate safe use of art materials, tools and equipment. rocess -portfolio and record reflections and perceptions in a journal. 13. Keep artwork in a p Utilize concepts and content from other subject areas to create works of art. 14. 15. Work independently in visiting local museums, galleries, artist’s studios and/or art demonstrations / perfor mances as an extension of the classroom to complete related assignments. 16. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. 17. Recognize the career possibilities as a three -dimensional and/ or ceramic artist in the community, workplace, and in the studio. 18. Work towards creating proficient works of art for submission to a developing portfolio. 19. Demonstrate safe use of art materials, tools and equipment. 151

152 REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and con cepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presenta tions. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design method s employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFE RENTIATED INSTRUCTIONAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. Safety First: Material list should be created when using any art supplies and or products. • • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 152

153 QUARTER 2 QUARTER 3 QUARTER 4 QUARTER 1 Common Task: COMPREHENSIVE Common Task: Common Task: OURSE C CREATING A WRITING A PORTFOLIO ASSESSME PERSONAL LEGACY DEVELOPMENT: NT (CCA) ART PROPOSAL Interpreting PHILOSOPHY personal artistic growth Pretest Thematic Unit Portfolio Review Modern Art: th American, 20 Elements & Century Principles inspired of Art Unit Exploration of Exploration of Individual Individual Indepen Independent Visual Visual dent & Arts Arts & (or) ity Commun Careers (or) Careers & Service: & Higher Commu Higher Educatio nity School’s Legacy Education • Service: n: : Project Studio Exhibition • • College College • School’s Legacy • Presentations Project Presentations Studio • Portfolio • Portfolio • Development Development Exhibition Artist Statement • tement Artist Sta • Media Choices Media Choices Media Choices Media Choices (Options Per (Options (Options (Options Per Individual): Per Per Individual Individua Individu • Hand building l): • Throwing Wheel al): ): Sculptural Forms • • Hand building • • Hand building Hand building • Wheel • Wheel Throwing • Assemblage • Wheel Throwing Throwing • • Sculptural Forms Sculptural Forms • Found object Assemblage • Additive • • Assemblage • Sculptural • Subtractive • • Forms Found object Found object Assemblage Additive • • • Additive • Subtractive Subtractive Found object • • • Additive Subtractive • Art Art Appreciation Appreciation / Art Art Appreciation / Appreci / Criticism Criticism / Aesthetics / / ation / Criticism Aesthetics Problem Criticis / Aesthetic m / Solving / / Problem Solving Aestheti s / cs / Problem Problem Solving Solving 153

154 -DIMENIONAL STUDIO 737 THREE LENGTH OF COURSE: ONE YEAR ONE CREDIT CREDIT: GRADE PLACEMENT: 12 PREREQUISITE: ADVANCED SCULPTURE & CERAMICS/ PORTFOLIO REVIEW /TEACHER RECOMMENDATION GSE’S ADDRESSED: VAD 1(9 -12) -1a,b,c, VAD 1(9 - -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3(9 -12) 12) -2a, 4(9- 12) -1a,c,e,f COMMON CORE: 12.SL.2, 2.MD.1, 2.MD.3 -Reflective Writing, 25 -Arts DISTRICT EXPECTATIONS: 7 PORTFOLIO REQUIREMENTS: Three proficient, uploaded com mon tasks with all artwork in addition to artifacts assigned by instructor, with the accompanied reflections. Three Dimensional Studio Art, a senior class, offers students an opportunity to develop a portfolio of l growth in skill development, independent decision -making and proficient work that reflects sequentia aesthetic appreciation. Students will analyze the elements of art and principles of design to work independently and confidently to create sophisticated three -dimensional works of art. Students will build upon and refine their prior knowledge to further demonstrate sequential growth in compositional arrangements, drawing, design and sculpture, while establishing a personal voice. They will further develop mature levels of problem solving, critic al thinking and decision -making skills and strengthen their appreciation for art and artists from other cultures both past and present. The use of a sketchbook to demonstrate a process portfolio is required. In addition to studio work, an emphasis is place d on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Students will be able to meet with college representatives, be introduced to possible career opportunities . Integral to the culmination of the four years in the visual arts in the visual arts, and refine their goals contribute and solve real problems in visual communications for the school and/or program, students will ich will remain as a the community. The students will create a legacy to the school and/or community, wh permanent gift of appreciation. Upon successfully completing this course, the student will demonstrate advanced knowledge and skills to create, appreciate, assess and relate art to their everyday lives. This continued art study has p roven -art colleges as part of a well- valuable to all students applying to non rounded education. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board o f Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Basic Sculpture and Ceramics is a prerequisite for Advanced Sculpture and Ceramics, and Studio Art. Students will: 1. Learn about the various types and conditions of clay as natural material. You will learn what they are called, how they are described, and how they are used to create works of art – both utilitarian and decorative. 2. Recognize three -dimensional design used as both dec oration and communication and the concepts of “form follows functions” in the design of utilitarian objects 3. Become familiar with the various tools and equipment used – what they are called and how they are used. Learn how to take care of the tools, equipme nt and materials in a responsible and safe manner. 4. Develop and use vocabulary and meaning of the definitions and terminology utilized in the ceramic and sculpture processes. 5. Create works using various techniques in clay construction such as: Carving • 154

155 • Castin g Coil • -building Draping • Pinch pots • Press mold techniques • Sculpting techniques: objective or representational, abstract or non -objective. • • -building Slab • Glaze experimentation Create works using various surface decorative techniques such as: 6. • Characteristics of glazes, combinations, and their various applications • Glaze experimentation • High and low bas -relief techniques using additive, subtractive (carving), • Various sgraffito techniques • Imprinting and stamping Inscribing • • Openwork • Paddling • Slip trailing • Under g lazing techniques • Wax resists 7. Create works using various sculptural and three -dimensional techniques such as: • Assemblage • Cardboard or paper sculpture • Found objects • Paper mache Plaster sculpture, (additive or subtractive) • • Wire or metal sculpture • Kine tic • Bookmaking • Jewelry design 8. Create a variety of three -dimensional procedures and techniques. 9. Describe, analyze, interpret and evaluate three -dimensional works of art. 10. Develop reflective responses to an exemplar work; a narrative statement about their ow n work; a discussion or debate about art; or a response to different artists and artistic periods, and/or different cultures. Make, speak and write about art as well as understand it’s historical references. 11. 12. Demonstrate safe use of art materials, tools an d equipment. 13. Keep artwork in a process -portfolio and record reflections and perceptions in a journal. 14. Utilize concepts and content from other subject areas to create works of art. 15. Work independently in visiting local museums, galleries, artist’s studios an d/or art demonstrations / performances as an extension of the classroom to complete related assignments. 16. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or exhibitions. 17. Recognize the career possibili ties as a three -dimensional and/ or ceramic artist in the community, workplace, and in the studio. 18. Work towards creating proficient works of art for submission to a developing portfolio. 19. Demonstrate safe use of art materials, tools and equipment. 155

156 QUIREMENTS: RE Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a mea sured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumb nail sketches, class notes, as well as personal responses related to their assignments. - Be present for class, take part in discussions, make efficient use of time during class Participation/Life Skills work sessions, and act age appropriate. bility Responsi - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thor oughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may include art production, writte n, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and common course assessment (CCA). RENTIATED INST IES RUCTIONAL OPPORTUNIT ACCOMMODATIONS/DIFFE • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • needing accommodations may require assistance and more time on their projects. Students • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), t o the supplies handed out in the classroom. 156

157 QUARTER 3 QUARTER 4 QUARTER 2 QUARTER 1 Common Task: Common Task: COMPREHENSIVE Common Task: CREATING A WRITING A COURSE PORTFOLIO PERSONAL LEGACY DEVELOPMENT: ASSESSMENT PROPOSAL ART Interpreting (CCA) PHILOSOPHY personal artistic growth Portfolio Review Pretest Thematic Unit Modern Art: th American, 20 Elements & Century Principles of Art inspired Unit Individual Exploration of Individua Exploration of l Indepen Visual Visual Independent Arts dent & & (or) Arts (or) Community Careers & Careers Higher Service: Commu & Higher Education School’s Legacy nity • Educatio Service: : n: Project College • • Studio Exhibition • College School’s Legacy • Project Presentations Presentations • • Portfolio Studio • Portf olio Development Development Exhibition Artist Statement Artist Statement • • Media Choices Media Choices Media Choices Media Choices (Options (Options (Options (Options Per Per Per Per Individua Individu Individual Indivi dual): • Hand building al): l): ): Wheel Throwing • H and building Hand building • Hand building • • • • • Wheel Throwing Sculptural Forms • Wheel Throwing Wheel • Assemblage Sculptural Forms • • Throwing Sculptural Forms Assemblage • Found object • Sculptural • • Assemblage • Found object Forms Additive • • Found object Subtractive • • Additive • Additive Assemblage • Subtractive • Found object • Subtractive • Additive • Subtractive • Art Appreciation / Art Appreciation Art Art Appreciation / Appreci Criticism / / Criticism Aesthetics / Criticism / ation / Aesthetics Criticis Problem / / Problem Solving / Aesthetic m / Solving Aesthe ti s / Problem cs / Problem Solving Solving 157

158 722S FINE ARTS APPRECIATION LENGTH OF COURSE: ONE SEMESTER CREDIT: -HALF CREDIT ONE GRADE PLACEMENT: 9 - 12 NONE PREREQUISITE: CONTENT STANDARDS ADDRESSED: VA1 2, 3,4,5,6, E1c, E2b, E3c, E4a, M1a, M2b, S6d, OC1, OC2 APPLIED STANDARDS: A1a, A2a, A3a, A4a, b, c, A5a, c GSE’S ADDRESSED: W3, W14, R1, R2, R3 - 2,3 Cranston East – 1,2,3,4 SCHOOL WIDE EXPECTATIONS: Cranston West PORTFOLIO REQUIREMENTS: Two proficient, up loaded common tasks with all artwork and written assignments in additional artifacts assigned by instructor with the accompanied reflections. -Art Majors and introduces students to the world of Visual Arts through This course is designed for Non ation of its most important historical periods, artists, masterworks and the cultures surrounding an explor The processes by which art is created, a vocabulary to discuss and write art and the media used to them. Students make art will be presented in this class. will be encouraged to formulate ideas, draw aesthetic conclusions and develop a basic understanding of the importance of art in their lives, community and the world. Some studio experiences may be included to enhance the understanding of the creative proc ess. The use of a sketchbook to demonstrate a process portfolio is required. Upon successfully completing this course, students will be able to formulate individual ideas and conclusions about the sources, development and purposes of art through history, heritage, and culture. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. Students will: 1. An introduction of the building blocks of Visual Art, Elements, Principals, Properties, Subject Matter, Medias and Themes The Dawn of Art and the beginnings of Visual Communication 2. Th e Visual and Architectural Legacy of the Ancient Near East & Egypt 3. The Cradle of Western Art and Ideals Ancient Greece 4. 5. Roman Civilization represented through its art, architecture and culture 6. The Medieval World and its Art 7. The Renaissance Art goes in new directions and artists emerge as stars 8. Art between the Renaissance and the Americas. 9. The beginnings of art/architecture in the United States and the assimilation of European Traditions to form new styles. The Foundations of Modern Movements in Europe and America 10. 11. Schools and movements in 20h Century Art 12. An Overview of Non Western Art and how it has impacted American Culture 13. Tests, quizzes, semester review and final exam will be given 14. Written work assigned to reinforce class presentations and studio proj ects will be introduced periodically to expose students to the process of creative thought, planning and hands on production. These projects will relate to eras/cultures being studied 158

159 rements of the Cranston Schools and Assessment /Grading: All grading/assessment will meet the requi follow the guidelines of the Rhode Island and National Art Standards . Quizzes, tests, and assigned written work will be graded. The keeping and submitting of a Notebook, oral participation and appropriate effort with re gard to studio experiences will be expected and assessed. Cranston West and Art Department Rubrics will be done for and with the students. nd rd Edition or 3 : * “Discovering Art History” by Gerald Brommer...2 Text Used Davis Publications Worcester, MA * “The Visual Experience J. Hobbs & R. Salome -outs and supplemental photocopied Additional books, plus hand materials will be used. Fine arts slides, videos, art periodicals and art reproductions will augment the curriculum as well. * Museum and gallery visits would be desirable if budgets allow Course Requirements : * Assigned reading related to text and curriculum material * Responsibility of taking notes from class discussions, slide pre sentations, videos etc. * Completing assigned hand -outs, worksheets and written materials integral to the course * Keeping and submitting an organized notebook with the previously mentioned mat erials. * Samples of written art evaluations, critiques and aesthetic observation Introductory level studio projects related to art periods, cultures or styles that will aid students in understanding the creative process REQUIREMENTS: Process Portfolio - Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Some additional students supplies may need to be purchased. Sketchbook – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail sketches, class notes, as well as personal responses related to their assignments. Participation/Life Skills - Be present for class, take part in discussions, make efficient use of time during class work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the clean up of the studio work area. Demon strate an attentiveness and willingness to learn and complete assignments in a timely manner. – Will be measured by thoroughly exploring and completing the objectives of the assignment as Proficiency the VAD GSE’s, Common Core, district demonstrated by a body of evidence, in accordance with 159

160 academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, r teacher and the craftsmanship of the finished product. Methods may include self, peer o evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). NAL OPPORTUNITIES ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO • Modifications will be made according to specifications stated in student’s IEP, 504, or PLP s based in NECAP accommodations, which in consistently applied district wide. Instructions will be repeated for all ELL students. • • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. QUARTER 1 QUARTER 2 QUARTER 3 QUARTER 4 Common Task Common Task Comm on Task COMPREHENSIVE COURSE ASSESSME NT (CCA) th Elements & Art in the Americas Modern Movement & 20 • Ancient Rome & Early Century European Art Christian Eras Colonial Era to • Principles of Art th AND • Century 20 Relationship • Subject Matter Gothic & Early • Related Studio between art • Medias Renaissance t Projec • Difference in Art & Architecture • Styles Introduction to Multi • High Renaissance in 19th Century Art from 1950 to the - Present European Art Cultural Art Italy Prehistoric • Chinese & • • Northern/European Current Art • Japanese Art Trends Era (Europe R elated Studio • & Africa) • Project International • Impressionism • World Art • Ancient Related Studio Project Near East & Egypt • Ancient Crete & Greece / Art Appreciation / Art Appreciation Introduction to Art Art Appreciation / Criticism Criticism / Criticism / Criticism Aesthetics Aesthetics 160

161 722S (EARLY ENROLLMENT) VISUAL ARTS IN SOCIETY (ART 201) EE LENGTH OF COURSE: ONE SEMESTER ONE -HALF CREDIT (*SEE BELOW) OR CREDIT: RIC - EARLY ENROLLMENT, 3 C REDITS GRADE PLACEMENT: 11 - 12 PREREQUISITE: TEACHER OR COUNSELOR RECOMMENDATION CONTENT STANDARDS ADDRESSED: VA 1,2,3,4,5,6 E1c, E2b, E3c, E4a, M1a, M2b, S6d APPLIED STANDARDS: A1a, A2a, A3a, A4a, b , c, A5a, c 10 GSE’S ADDRESSED: W3, W14, R1, R2, R3, M (MG) -12- SCHOOL WIDE EXPECTATIONS: Cranston West – 1,2,3,4 - 2,3 Cranston East PORTFOLIO REQUIREMENTS: Four proficient, uploaded common tasks with all artwork and written assignments in additional arti facts assigned by instructor with the accompanied reflections. This course is an introduction to the Fine Arts and is presented through a sampling of art, architecture, sculpture and related artifacts from various historical periods. The Function and the interrelationships among the art forms are studied within the context of cultures and societies. In addition to direct observation and discussions, writing and studio work are also included as an aid to visual understanding. This course is designed for Art and Non –Art Majors and adheres to the National and Rhode Island Visual Art Standards. Succe ssful completion of this course fulfills the requirements for Early Enrollment college credit offered through Rhode Island Colleg e. Students may opt for one -half unit high school credit only without the independent work, which fulfills some requirements f or graduation proficiency in the Fine Arts as required by the Rhode Island Board of Regents. Students will: 1. An introduction of the building blocks of Visual Art, Elements, Principals, Properties, Subject Matter, Medias and Themes 2. The Dawn of Art and the beginnings of Visual Communication The Visual and Architectural Legacy of the Ancient Near East & Egypt 3. The Cradle of Western Art and Ideals Ancient Greece 4. Roman Civilization represented through its art, architecture and culture 5. ts Art The Medieval World and i 6. The Renaissance Art goes in new directions and artists emerge as stars 7. Art between the Renaissance and the Americas. 8. 9. The beginnings of art/architecture in the United States and the assimilation of European Traditions to form new styles. ons of Modern Movements in Europe and America 10. The Foundati 11. Schools and movements in 20h Century Art 12. An Overview of Non Western Art and how it has impacted American Culture 13. Tests, quizzes, semester review and final exam will be given 14. Written work assigned to reinfor ce class presentations and studio projects will be introduced periodically to expose students to the process of creative thought, planning and hands on production. These projects will relate to eras/cultures being studied Assessment /Grading: All grading /assessment will meet the requirements of the Cranston Schools and follow the guidelines of the Rhode Island and National Art Standards . Quizzes, tests, and assigned and written work will be graded. The keeping and submitting of a Notebook, oral participation appropriate effort with regard to studio experiences will be expected and assessed. Cranston West and Art Department Rubrics will be done for and with the students. 161

162 rd nd or 3 Edition : * “Discovering Art History” by Gerald Brommer...2 Text Used Davis Publications Worcester, MA * “The Visual Experience J. Hobbs & R. Salome Additional books, plus hand -outs and supplemental photocopied materials will be used. Fine arts slides, videos, art periodicals . and art reproductions will augment the curriculum as well * Museum and gallery visits would be desirable if budgets allow Course Requirements : * Assigned reading related to text and curriculum material s discussions, slide * Responsibility of taking notes from clas presentations, videos etc. * Completing assigned hand -outs, worksheets and written materials integral to the course * Keeping and submitting an organized notebook with the previously mentioned materials. * Samples of written art evaluations, critiques and aesthetic observation elated to art periods, Introductory level studio projects r cultures or styles that will aid students in understanding the creative process REQUIREMENTS: - Generates a series of sequential exercises that buil d on skill, technique, and a concept that Process Portfolio shows an exploration of in -depth ideas and techniques for solving a particular art problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art pr oduction. Some additional students supplies may need to be purchased. – An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail Sketchbook s. sketches, class notes, as well as personal responses related to their assignment - Be present for class, take part in discussions, make efficient use of time during class Participation/Life Skills work sessions, and act age appropriate. Responsibility - Be responsible for the proper use of tools, supplies, equipment, and the cle an up of the studio work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a timely manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core, district academic expectations, standards and rubrics. The assignments may include art production, written, oral and/or digital presentations. Evidence may be demonstrated via assigned commo n tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. 162

163 ASSESSMENT: Grading is balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course assessment (CCA). ACCOMMODATIONS/DIFFE RENTIATED INSTRUCTIONAL OPPORTUNITIES • Modifications will be made according to specifications s tated in student’s IEP, 504, or PLPs based in NECAP accommodations, which in consistently applied district wide. • Instructions will be repeated for all ELL students. • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. • Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. QUA QUARTER 1 QUARTER 2 QUARTER 3 RTER 4 Common Task Common Task COMPREHENSIVE Common Task COURSE ASSESSME NT (CCA) th • Ancient Rome & Early Elements & Modern Movement & 20 Art in the A mericas Principles of Art Century European Art Colonial Era to Christian Eras • th • Century Subject Matter Relationship • AND 20 between art • Gothic & Early Medias Related Studio • Museum/ Project Renaissance • • Difference in • Gallery Visit Styles Art & Architecture - High Renaissance in Italy • 19th Century Art from 1950 Introduction to Multi to the Present European Art Cultural Art • Northern/European Prehistoric Era • Art Current Chinese & • • • Related Studio Trends Project (Europe & Africa) Japanese Art International Impressionism • Ancient Near East & • • World Art RESEARCH PAPER Egypt • Related Studio • ete & Ancient Cr • • Museum/ Gallery Museum Visit Project Visit Museum/ • Greece Gallery Visit Introduction to Art Art Appreciation / Criticism Art Appreciation / Art Appreciation/ Criticism / Aesthetics Criticism / Aesthetics Criticism 163

164 CEPT OF TIME OOKING AT THE CON 049 TIME JOURNEYS: L LITERATURE, FILM AND ART THROUGH THE LENS OF One Year LENGTH OF COURSE: one -half English; 1.0 Fine Art CREDIT: GRADE PLACEMENT: - 12 11 PREREQUISITE: Honors, AP and/or recommendation of faculty based on grade level proficiency in reading and writing NATIONAL STANDARDS: NCTE 1 -9, NCTE 11, NCTE 12 DEPTH OF KNOWLEDGE: Level 4 GSE’S ADDRESSED: R4, R5, R11, R13, R14, R16, R17, W3, W4, W5, W6, W7, W9, W11, W13, W14, OC1, 12) -12) -1a,b,c, VAD 1(9 -12) -2a,b VAD 2(9 -12) -1e VAD 3(9 -12) -1b, VAD 3( 9-12) -2a, 4(9- OC2, VAD 1(9 - 1a,c,e,f COMMON CORE: 12.SL.2, 12.L.6, 12.RL.1 -7, 12.W.4 -7, 12.W.10, 2.MD.1, 2.MD.3 DISTRICT EXPECTATIONS: 7 -Reflective Writing, 25 -Arts PORTFOLIO REQUIREMENTS: Three proficient, uploaded common tasks with all artwork in addition to artif acts assigned by instructor, with the accompanied reflections. Course Description Long before and certainly since H.G. Wells fictionally presented it as a 4th dimension to be conquered hated, admired and derided, accepted and Einstein offered it in scientific terms, time has been loved and and challenged by the human species. Realistic, illusory, mysterious, fantastic and fanciful impressions of time will be examined and designed through a variety of artistic endeavors, including: the written and the world of fine art. Timely Journeys invites the participant to explore both the internal word, film, and external enormity of time. This course is designed for Non -Art Majors and introduces students to the world of Visual Arts through literature, visual arts, and written expression. an exploration of film, The processes by which art, literature and film is created, will be discussed and be presented in this class. Students will be understanding of the encouraged to formulate ideas, draw aesthetic conclusions and develop a basic importance of art, literature and film in their lives, community and the world. Some studio experiences may be included to enhance the understanding of the creative process. The use of a journal/sketchbook to demonstrate a process po rtfolio is required. Proficiency in this course will assist students in fulfilling some requirements for graduation in the Fine Arts as required by the Rhode Island Board of Regents. Students will work towards contributing a proficient artifact and ref lection to the CPS digital graduation portfolio. REQUIREMENTS: -- An unlined bound book that assembles a series of sketch paper and is used to keep thumbnail Sketchbook sketches, class notes, as well as personal responses related to their assignments. S ome additional students supplies may need to be purchased. Process Portfolio -- Generates a series of sequential exercises that build on skill, technique, and a concept that shows an exploration of in -depth ideas and techniques for solving a particular ar t problem. The sequential exercises show a measured building of ideas and concepts and provide decision making for the final art production. Participation/Life Skills -- Be present for class, take part in discussions, make efficient use of time during class work sessions and act age appropriate. 164

165 Responsibility -- Be responsible for the proper use of tools, supplies, equipment and the clean up of the studio timely work area. Demonstrate an attentiveness and willingness to learn and complete assignments in a manner. Proficiency – Will be measured by thoroughly exploring and completing the objectives of the assignment as demonstrated by a body of evidence, in accordance with the VAD GSE’s, Common Core ELA, district academic expectations, and rubrics. Th assignments may include art production, written, oral and/or e digital presentations. Evidence may be demonstrated via assigned common tasks, projects, quizzes/ tests and class work including worksheets, notes, and/or sketchbook. ASSESSMENT: Grading i s balanced between the creative ideas, planning process, the design methods employed, and the craftsmanship of the finished product. Methods may include self, peer or teacher evaluation, critiques, tests, quizzes, common tasks and comprehensive course asse ssment (CCA). ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIO NAL OPPORTUNITIES • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide. • ions will be repeated for all ELL students. Instruct • Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. 165

166 QUARTER 2 QUARTER 1 QUARTER 4 QUARTER 3 COMPREHENSIVE Common Task: Common Task: Common Task: COURSE ASSESSMENT: Students will design a Time Reflective essay, based English Component: Write : This industrial Machine on one of the readings, - Students will create a three an expository essay that - installation dimensional mini or the film, on a concept explains the artistic work one design will reflect form as well function that represents their personal of time, then taking one created according to guidelines provided. - (drafting/3D/mock of the concepts of time interpretation of exaggerated/ up/model future worlds. building). as a theme, complete a dimensional - two composition with a conceptual theme that focuses on time. THEME: THEME: THEME: THEME: Utopian /Dystopian/Future The Genesis of Time Utopian What is Time? Travel /Dystopian/Futu Reading: Worlds Einstein’s Reading: re Worlds The Time Machine Planet of the Apes Readings: Dreams (2 versions); other possibilit Readings: Brave New World ; ies: 1984; Anthem Planet of the Blade Runner; Metropolis ; War of the (1927) and (2001) Apes Films: (possibilities) Worlds: Artificial Intelligence ; ; Avatar The Shape of Things to Jurassic Park Brave New World; Come : Idiocracy; Equilibrium; The Matrix Jurassic Park Films: Somewhere in The Time Machine Films: Films: Films: Two with Time; Memento ( versions ) ; parental approval, Back to the Future; Time After Time The Butterfly Effect; Iceman; Timeline; A Christmas Carol ELA Component ELA Component ELA Component ELA Component Students create an Since the quarte Students write a As in the first two r is quarters, original based on cumulative readings and short story reflective essay students are asked to create film focusing on the concepts following an original narrative on time travel, of time studied, narrative th at is students are and their artistic procedures. asked to create The plot format, in the dystopian in nature and an original course of the emulating the narrative about year. thematic novels and intent of a time travel experience A summative journal that the narratives read, narrative as well as the emulating an reflects on the aspect of time literature read and should films viewed, the films viewed this quarter. travel emulate an in th e course of examined in aspect of either the the year is kept time studied in throughout the A summative journal literature read of the films the year and assessed that reflects on the literature viewed this literature on a regular basis. read and the read and quarter. films viewed in the films ive journal that A summat the course of viewed this quarter. the year is kept reflects on the literature read 166

167 throughout the and the films viewed in the year and A summative course of the year is kept ed on a journal that throughout the year and assess regular basis. assessed on a regular basis. reflects on the literature read and the films viewed in the course of the year is kept throughout the year and assessed on a regular basis. Art Component Art Component Art Component/Artist Art Component ic /Artistic Artifact /Artistic Artifact Artifact /Artistic Artifact Students will complete a Elements and Principles of Elements and Principles of Students will create a work of art in three sections color theory, Art addressed: two - dimensional Art addressed: form, shape, presenting a reflection of the composition with a shape/form, movement, unity and variety past, present and future in a balance, unity and variety conceptual theme that Media, techniques and — dystopian trilogy focuses on time. two/three - processes: Media, techniques and devolution as reflected in Elements and dimensional design, processes: drawing and novels read (i.e. Bosch’s, Principles of Art additive/industrial sculpture painting techniques, Garden of Earthly of addres Earthly Delights) line; value; sed: techniques, material /tool material/tool usages safety. shape, form, balance The students will then take Art History: Bosch, Dali, Art Hi Magritte, J. Cornell Media, techniques and History of story: two of the concepts from drawing, these themes and complete a machine/ Industrial design processes: The students will then take two dimensional tri - panel hatching, crossing two - composition. Introduction: The Critical hatching, application of of the concepts from these of evaluating - themes and create a three Method value to a drawn instillation artwork. dimensional mini - composition. with conceptual themes that focus on color theory, art Art History: Conceptual works based history and Utopian/Dystopian/ Future Worlds. on time, Andy Goldsworthy, Robert Smithson, various environment al artist 167

168 168

169 ELEMENTARY GRADE K- 6 STUDENT LEARNING ACTIVITIES & GOALS: Student success will depend upon the demonstration and evidence of learning. Students will work towards proficiency in performance, artifacts and presentations in the following: Students demonstrate knowledge and application of Visual Art and Design 1. VAD 1-1 RI GSE 2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual VAD 1-2 Art and Design RI GSE Students demonstrate knowledge and understanding of the role of Visual Art and Design in 3. VAD 2-1 RI GSE personal, cultural, and historical contexts 4. Students demonstrate the ability to communicate in the language of Visual Art and Design RI VAD 3-1 GSE 5. Students*demonstrate*the*ability*to*extract*meaning*fr om*works*of*art** VAD*3B2* RI*GSE * Students reflect upon, analyze and evaluate the work of self and others 6. VAD 4-1 RI GSE 7. Students will integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orall y. Common Core State Standards for English Language Arts K-5.SL.2 -specific words 8. Student will acquire and use accurately a range of general academic and domain and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Common Core K-5.L.6 169

170 9. Students will recognize the need for standard units of measurement and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the iterations they need to cover a given length. Common Core State Standards for Mathematics 2.MD.3 Students comprehend the visual art’s content and how it r elates within and across the 10. disciplines. 11. Students communicate, problem solve, analyze, take risks, apply tec hnology, be resourceful, work together and become responsible citizens. Students artistically discern and appreciate the visual arts. 12. KNOWLEDGE: (Cognitive-information, vocabulary and concepts related to content) The students will have expose to: 1. The Art Elements : line, shape, color, value, form & texture. Design Principles : balance, contrast/variety, 2. The and proportion. movement /rhythm, repetition/pattern 3. Technical properties: related to drawing, painting, printmaking, graphics, sculpture, crafts and environmental design. 4. Expressive properties: how visual works of art successfully convey thought based on ideas, feeling, memories, attitudes, themes, and/or human experience. Integrating of other disciplines to the visual arts. 5. Introduction of styles, artists and major works or art. 6. 7. How to describe and respond to a work of art. 8. Identifying careers in the visual arts. How to use art materials, tools and equipment safely. 9. 170

171 EXPECTATIONS Students should be able to display: 1. Appreciation of originality and ideas of their own work and work of their peers. 2. Accept responsibility of all classroom and content area expectations. 3. Have knowledge that the visual arts, has both historical and specific relationships to various cultures. Value diff erent in viewpoints. 4. 5. Respect the process and product of the creation of art. 6. Have awareness that learning the visual arts is an integral part of the education process. 7. Have an awareness that art is an important development which enables us to understand who we are. RATEGIES: INSTRUCTIONAL ST CLASSROOM ORGANIZATION ! Provide rules for the classroom expectations, behavior and safety of tools and materials. ! Provide individual and collaborative projects. Provided opportunity for creation and discussion about artwork. ! ! ! ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIONAL OPPORT UNITIES: ! • Modifications*will*be*made*according*to*specifications*stated*in*student’s*IEP,*504*or*PLPs* based*in*NECAP*accommodations,*which*in*consistently*applied*district*wide.* ! • Instructi ons*will*be*repeated*for*all*ELL*students. ! • Students* needing* accommodations* may* require* assistance* and* more* time* on* their* projects. ! Safety* First:* Material* list* should* be* created* when* using* any* art* supplies* and* or* products.* Accommodations*should*be*made*to*prevent*any*allergic*reactions*(ex.*Latex*allergy),*to*the* supplies*handed*out*in*the*classroom.*** 171

172 ! ORGANIZATION OF CONTENT GRADES*KB6* QUARTER*1* QUARTER*2* QUARTER*3* QUARTER*4* * Environmental* Elements*&* Suggested* Printmaking* * Color/Painting Principles*of* Sequence Design/* * Art*&*Design* Sculpture * * Drawing* Mixed*Media * Graphics* Crafts/Folk* Art* Art* Art* Art* Art* * Appreciation* Appreciation* Appreciation* Appreciation* *** TEACHING ACTIVITES: 1. Prepare, lecture, present content and encourage dialogue and creative think ing. Demonstrate skills and methods using determined media. 2. 3. Connect art lessons with classroom themes and subjects. 4. Modify lessons to meet specific needs of students. 5. Provide visuals, slides, reproductions, books, power point presentations, art-based web sites and DVD’s of artwork. 6. Provide support, encouragement additional resources as neede d to augment student progress. Encourage making, speaking and relating art to everyday life. 7. 8. Provide a variety of teaching method and strategies. 9. Provided a variety of assessment tools. 10. Prepare works for exhibits and competitions. 11. Relate art to other disciplines. Participate in community and regional sponsored events. 12. 172

173 STUDENT CLASSROOM RESPONSIBILITIES: Student’s interaction and success will depend on the following ! Demonstrating an attentiveness and willingness to learn ! Participating in all aspects of the lesson taught (introduction, demonstration, studio project, homework and critique) Acting age appropri ! ate and following classroom and school rules. FACILITIES & RESOURCES SUPPLIES & TOOLS: ! Drawing pencils (graphite & colored) ! Erasers (gum, pink pearl, kneaded) ! Pens (fine & board tip markers) Assorted brushes ! Assorted papers (white vellum, tracing, tissue, colored construction, oak tag ) ! Pastels (oil & chalk variety) ! Printmaking materials (inks, brayers, ink trays) ! ! Sculpture materials (air dry clay and/or plasticine clay, plaster, cardboard) ! Glue/ glue stick, paste Staplers, staple remover, staples ! ! Tape: masking & duck ! Craft material: beads, fabric paints/crayons, yarn, looms) Rulers ! ! Paint (tempera, watercolor, acrylic) 173

174 EQUIPMENT: ! Paper cutters ! Drying racks ! Extension cords Computer, printer, digital camera, LCD Projector and Document Camera (Elmo) ! Specifically designed art cart-if no classroom assigned ! FACILITY & FURNITURE: In order to fully implement the elementary arts curriculum, a classroom specifically designated for arts instruction must be provided. When an Art room id designated, it should have the following; ! Natural light ! Over head lighting (track and/or florescent) Double sinks with sediment traps ! ! Electrical Ventilation ! ! Cork & white boards ! Projection screen ! Art desk/tables Computer tables ! Storage cabinets for supplies with locks ! ! Safety cabinets with locks (for hazardous materials) * * * * * * * * * * * * 174

175 ELEMENTARY and 2 GRADE K, 1, RATIONALE: formulate ideas for creating their own works of art In grades K, 1, and 2, students and design using brainstorming strategies, sketching, and journaling; use a variety of me dia, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts tudents demonstrate knowledge and application of Visual Art and Design concepts by S and basic VAD concepts: line, shape, form, texture, color, pattern, and exploring identifying contrast and experimenting with a variety of strategies and techniques to address artistic problems VAD 1 (K-2) –1a & b Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual demonstrating knowledge of basic art vocabulary relating to describing Art and Design by lines, colors, and shapes VAD 1 (K-2) –2b Students demonstrate the ability to communicate in the language of Visual Art and Design by exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning VAD 3 (K-2) –1a Students demonstrate the ability to extract meaning from works of art by identifying subject matter and basic feelings evoked VAD 3 (K-2) –2a Students will confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is understood. Common Core State Standards for English Language Arts K.SL.2 Students will ask and answer questions about key details in text read aloud or information presented orally or through other media. Common Core State Standards for English Language Arts 1.SL.2 Students will recount or describe questions about key ideas or details from a text read aloud or information presented orally or through other media. Common Core State Standards for English Language Arts 2.SL.2 to, Students will use words and phrases acquired through conversations, reading and being read and responding to text. Common Core State Standards for English Language Arts K.L.6 Students will use words and phrases acquired through conversations, reading and being read to, and responding to text, including using frequently occurring conjunctions to signal simple relationships. Common Core State Standards for English Language Arts 1.L.6 175

176 Students will use words and phrases acquired through conversations, reading and being read to, and responding to text, including using adjectives and adverbs to describe. Common Core State Standards for English Language Arts 2.L.6 Students will estimate lengths using units of inches, feet, centimeters, and meters. Common Core State Standards for Mathematics 2.MD.3 1. Using art elements and design principles with drawing : ! Drawing media: pencil, chalk/pastel, crayons, markers ! Drawing skills: contour, gesture, value study ! Drawing subjects: still -life, landscape, figure, portrait, etc 2. color theory : Using art elements and design principles with Color theory : color wheel, value, intensity, warm/cool ! Painting media: tempera and watercolors ! still Painting styles/subjects: ! -life, landscape, figure, portrait, etc Using art elements and design principles to explore mixed media : 3. ! Mixed media: cut paper, collage, crayon resist, etc : 4. Using art elements and design principles to explore graphic design ! Graphic design: illustration, poster design, etc Using art elements and design principles to explore printmaking : 5. ! Printmaking techniques: mono-print, multi-color : 6. Using art elements and design principles to explore environmental design ! Environmental design: interiors, exteriors, product design 7. Using art elements and design principles to explore three dimensional design : ! Three dimensional technique: additive or subtractive sculpture clay, cardboard, paper, recycled materials Three dimensional media: ! Using art elements and design principles to explore craft skills : 8. ! Craft media: clay, fiber, beads, yarn, fabric, etc Introducing the characteristics of artwork from various eras and cultures* 9. 10. Exploring the works of art/artist: ! Subject: landscape, figure, portrait ! drawing, sculpture, painting, mixed media, etc Forms of expression: Artists: * See below chart ! Making, discussing and relating art to everyday life and other disciplines. 11. 12. Demonstrating safe use of art materials, tools and equipment. 176

177 - DRAW PAINTING MIXED ART CRAFT GRAPHIC PRINT - 3-D DESIGN ENVIR. SKILLS MAKING DESIGN MEDIA ING HISTORY DESIGN Grade K Grade K Grade K Gra de K Grade K Grade K Grade K Grade K Grade K ! Winslow Hen ! Dianne ! Winslow ! Nacy ! - Play ! ! Piet ! Max ! Graves ri Rousseau Modrian ground Homer Homer Itter Ernst Albrecht ! ! Frank Wassily Patrick Arch. plans ! ! * Durer Stella Kandins Renick ky Tomi ! Thomas ! DiPaolo Sully VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE * Grade 1 Grade 1 Grade 1 Grade 1 Grade K Grade K Grade 1 Grade 1 Grade 1 ! ! Vincent American ! African/ ! Claude ! ! Paul ! John Marin Beatrix ! - Jean De ! Gidman Native Buffet Klee Quilt van Gogh Potter Amer. ! Claude ! Erci ! ! Georges ! Native Chris Masks Monet American Carle van Braques Art Allsburg * Georges ! Pablo ! ! Maurice Seurat Picasso Sendack VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE 1 (K -2) – -2) -2) – – -2) 1 (K 1 (K -2) – 1 (K – -2) 1 (K 1 (K -2) – – -2) 1 (K – 1 (K 1 (K -2) – 2b 2b 2b 2b 2b 2b 2b 2b 2b Grade 2 Grade 2 Grade 2 Grade 2 Grade 2 Grade 2 Grade 2 Grade 2: Grade 2 Marisol Mary ! Mark ! Anne Joan ! Hele ! Paul ! David ! ! Osceola n Franken- Macauley Miro Klee Jacobson Rothko thaler Piet ! ! Vincent * van Modrian Gogh VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE -2)-1 1 (K -2)-1 1 (K -2)- 1 (K 1 (K -2)-1 1 (K -2)-1 -2)-1 1 (K -2)-1 -2)-1 -2)-1 1 (K 1 (K 1 (K a & b a & b a & b a & b a & b a & b a & b 1 a & b a & b 1 (K 1 (K – -2) 1 (K -2) – 1 (K 1 (K -2) – -2) -2) 1 (K -2) – 1 (K -2) – – – -2) 1 (K 1 (K – -2) – 2b 2b 2b 2b 2b 2b 2b 2b 2b 3 (K -2) 3 (K -2) 3 (K -2) – – – 3 (K -2) – -2) 3 (K -2) – 3 (K – -2) 3 (K 3 (K -2) – – – -2) 3 (K 1a 1a 1a 1a 1a 1a 1a 1a 1a -2) – – – -2) 3 (K 3 (K – 3 (K – -2) 3 (K 3 (K -2) – -2) 3 (K -2) – – -2) – -2) 3 (K 3 (K 3 (K -2) 2a 2a 2a 2a 2a 2a 2a 2a 2a ! 177

178 ELEMENTARY and 4 GRADE 3 RATIONALE: In grades , students formulate ideas for creating the ir own works of art and 3 and 4 design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feelings, and ideas; and apply basic art concepts S tudents demonstrate knowledge and application of Visual Art and Design concepts by identifying and applying basic VAD concepts: line, shape, form, texture, color, organization of visual composition , pattern and contrast. Applying basic strategies and techniques to address artistic problems. Using observation to develop a visual representation of basic objects VAD 1 (3-4) –1a,b,c Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by es with basic and using media, tools, techniques, and process identifying and three- dimensional works of art and design and demonstrating skill, while creating two- , and knowledge of basic art vocabulary relating to painting techniques and processes media, techniques, and processes VAD 1(3-4) –2a & b Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts comparing different purposes for making visual art and design VAD 2 (3-4) –1a Students demonstrate the ability to communicate in the language of Visual Art media, techniques, processes, and visual arts and identifying and applying and Design by Creating a unique solution for a basic design concepts to convey feelings, ideas, or meaning. visual art or design problem VAD 3 (3-4) –1a & b Students will determine the main ideas and supporting details of a text read aloud or information presented orally or through diverse media and formats, including visually, quantitatively, and orally. Common Core State Standards for English Language Arts 3.SL.2 Students will paraphrase portions of a text read aloud or information presented orally or through diverse media and formats, including visually, quantitatively, and orally. Common Core State Standards for English Language Arts 4.SL.2 Students will acquire and use grade-appropriate conversational, general academic, and domain - specific words and phrases, including those that signal spatial and temporal relationships. Common Core State Standards for English Language Arts 3.L.6 178

179 Students will acquire and use grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal precise actions, emotions, or andards for English states of being and that are basic to particular topic. Common Core State St Language Arts 4.L.6 Students will estimate lengths using units of inches, feet, centimeters, and meters. Common Core State Standards for Mathematics 2.MD.3 1. drawing : Using art elements and design principles with Drawing media: ! pencil, chalk/pastel, crayons, markers ! Drawing skills: thumb-nail sketches, sketches, contour, gesture, one point perspective and value study ! Drawing subjects: still -life, landscape, figure, portrait, etc 2. Using art elements and design principles with color theory : ! : color wheel, value, intensity, warm/cool and complementary Color theory ! Painting media: tempera, watercolors and mixed media ! Painting styles/subjects: still -life, landscape, figure, portrait and narrative ! 3. Using art elements and design principles to explore mixed media : ! Mixed media: cut paper, collage, crayon resist, etc Using art elements and design principles to explore 4. : graphic design ! logo , illustration, poster design, etc Graphic design: Using art elements and design principles to explore printmaking : 5. additive and subtractive relief, Printmaking techniques: mono-print and multi-color ! Using art elements and design principles to explore environmental design : 6. ! Environmental design: games, interiors, exteriors and product design three dimensional design 7. Using art elements and design principles to explore : Three dimensional technique: ! additive or subtractive sculpture ! Three dimensional media: paper-mache, clay and assemblage 8. Using art elements and design principles to explore craft skills : Craft media: ! clay, fiber, beads, yarn, fabric, etc Introducing the characteristics of artwork from various eras and cultures* 9. 10. Exploring the works of art/artist: ! Subject: landscape, figure, portrait drawing, sculpture, painting, mixed media, etc Forms of expression: ! * See below chart Artists: ! 179

180 Making, discussing and relating art to everyday life and other disciplines. 11. Demonstrating safe use of art materials, tools and equipment. 12. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 180

181 PA MIXED DRAWING INTING GRAPHIC PRINT ART CRAFT ENVIR. 3-D DESIGN DESIGN SKILLS MAKING DESIGN HISTORY MEDIA Grade 3 Grade 3 Grade 3 Grade 3 Grade 3 Grade 3 Grade 3 Grade 3 Grade 3 Joan Miro Stamps - Comm ! Japan & ! Totem ! Winslow ! ! ! Escher ! Henri ! Maurice ! * Sendack poles Homer Matisse unity Art Ghana ! - ! Signs & Ben Wall ! fibers * Edward ! ! ! Eric Romare Shaun Symbols paper design * Hopper Carle Beardon Saul ! Stienberg * VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1(3-4) – 1(3-4) –2 1(3-4) –2 1(3-4) – 1(3-4) –2 1(3-4) – 1(3-4) – 1(3-4) –2 1(3-4) – a & b 2a & b 2a & b 2a & b a & b a & b a & b 2a & b 2a & b 2(3-4)- 2(3-4)-1a 2(3-4)-1a 2(3-4)-1a 2(3-4)- 2(3-4)-1a 2(3-4)-1a 2(3-4)- 2(3-4)- 1a 1a 1a 1a 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 a & b 3(3-4)-1 a & b a & b a & b a & b 3(3-4)-1 a & b a & b a & b a & b ! Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 Grade 4 ! ! Edward Logos Lichten- ! ! Regional ! Calder ! Georges * Norma ! Pablo African Art ! ! Seurat Picasso Hopper stein Art Product African Art ! ! ! Rock - * Eskimo ! Inuit Art Stuart ! Charles ! ! ! Pablo design Masks well ! * Inuit Art Sheeler Picasso Davis Fritz - Cartoon ! ! ! Furniture ! Georgia ! Andrew Erche ing design n- Wyeth O’Keeffe berg VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1 (3-4) – 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1a,b,c 1(3-4) –2 1(3-4) – 1(3-4) –2 1(3-4) – 1(3-4) –2 1(3-4) – 1(3-4) –2 1(3-4) – 1(3-4) – 2a & b 2a & b 2a & b 2a & b 2a & b a & b a & b a & b a & b 2(3-4)- 2(3-4)-1a 2(3-4)- 2(3-4)-1a 2(3-4)- 2(3-4)-1a 2(3-4)- 2(3-4)-1a 2(3-4)-1a 1a 1a 1a 1a 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 3(3-4)-1 a & b a & b 3(3-4)-1 a & b a & b 3(3-4)-1 a & b 3(3-4)-1 a & b a & b a & b a & b 181

182 ELEMENTARY GRADE 5 and 6 RATIONALE: formulate ideas for creating their own works of art and 5and 6 In grades , students design using brainstorming strategies, sketching, and journaling; use a variety of media, techniques, and processes to express thoughts, feeling s, and ideas; and apply basic art concepts tudents demonstrate knowledge and application of Visual Art and Design concepts by S applying VAD concepts for intended purposes and explaining the effects : line, shape, form, texture, color. Using observation to develop a visual representation of a variety of shapes, with some accuracy. VAD 1 (5-6) –1a & c Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual tools, techniques, and processes different media, explaining purposes for using Art and Design by with basic skill, while creating two- and three- dimensional works of art and design. VAD 1(5-6) –2a Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts comparing a variety of purposes for making visual art and design. Analyzing the connections between Visual Arts and Design and other disciplines. . Identifying specific qualities about the visual arts and design in at least two cultures and time periods VAD 2 (5-6) –1a,b & e Students demonstrate the ability to communicate in the language of Visual Art selecting and Design by media, techniques, processes, and visual arts and design and applying concepts to convey feelings, ideas, or meaning. VAD 3 (5-6) –1a Students demonstrate the ability to extract meaning from works of art comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways between different artists. VAD 3(5-6)-2a Students demonstrate the ability to extract meaning from works of art comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways . VAD 4(5-6)-1a between different artists Students will summarize a written text read aloud or information presented orally or through diverse media and formats, including visually, quantitatively, and orally. Common Core State Standards for English Language Arts 5.SL.2 182

183 Students will interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Common Core State Standards for English Language Arts 6.SL.2 Students will acquire and use grade-appropriate conversational, general academic, and domain- specific words and phrases, including those that signal contrast, addition, and other logical relationships. Common Core State Standards for English Language Arts 5.L.6 Students will acquire and use grade-appropriate conversational, general academic, and domain - specific words and phrases; gather vocabulary knowledge when considering a word or a phrase important to comprehension or expression. Common Core State Standards for English Language Arts 6.L.6 Students will estimate lengths us ing units of inches, feet, centimeters, and meters. Common Core State Standards for Mathematics 2.MD.3 Using art elements and design principles with drawing : 1. ! Drawing media: pencil, chalk/pastel, crayons, markers, charcoal, ink ! Drawing skills: contour, gesture, thumb-nails sketches, one point perspective and value study ! Drawing subjects: still -life, landscape, figure, portrait, etc 2. Using art elements and design principles with color theory : ! Color theory : color wheel, value, intensity, warm/cool, analogous, monochromatic and complementary ! Painting media: watercolors, tempera, acrylic and mixed media still -life, landscape, figure, portrait, etc Painting styles/subjects: ! 3. : Using art elements and design principles to explore mixed media Mixed media: cut paper, collage, crayon resist, etc ! 4. Using art elements and design principles to explore graphic design : Graphic design: logo, calligraphy, illustration, poster design, etc ! 5. Using art elements and design principles to explore printmaking : Printmaking techniques: additive and subtractive relief, mono -print, multi-color ! 6. Using art elements and design principles to explore environmental design : ! Environmental design: games, interiors, exteriors, product design 7. Using art elements and design principles to explore three dimensional design : ! Three dimensional technique: additive or subtractive sculpture ! Three dimensional media: clay, cardboard, paper, recycled materials 8. Using art elements and design principles to explore craft skills : ! Craft media: clay, fiber, jewelry, weavings, textile design, etc 9. Introducing the characteristics of artwork from various eras and cultures* 183

184 10. Exploring the works of art/artist: landscape, figure, portrait ! Subject: ! Forms of expression: drawing, sculpture, painting, mixed media, etc ! Artists: * See below chart 11. Making, discussing and relating art to everyday life and other disciplines. 12. Demonstrating safe use of art materials, tools and equipment. 184

185 - ART PAINTIN CRAFT MIXED 3-D DESIGN GRAPHIC ENVIR. PRINT DRAW G MAKING DESIGN DESIGN MEDIA SKILLS G IN HISTORY Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 Albrecht ! ! Albrecht ! Colonial ! Chris ! Puzzles Paul ! Georges Henry ! ! Claude Durer * * Van Art Braque Moore Durer Revere Arch. ! Monet Allsburg Native ! Chinese ! Textiles Native Gerald ! ! ! Styles ! Piet Norman - Toulouse * Brommer American Art American ! Industrial Mondrian Rockwell Lautrec * Art Art design * CD covers * VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE 1(5- 6)-1 6)-1 1(5- 6)-1 1(5- 6)-1 1(5- 6)-1 6)-1 1(5- 6)-1 1(5- 1(5- 6)-1 1(5- 1(5- 6)-1 a & c a & c a & c a & c a & c a & c a & c a & c a & c 1(5- 1(5- 6)-2a 1(5- 6)-2a 1(5- 6)-2a 6)-2a 1(5- 1(5- 6)-2a 6)-2a 1(5- 6)-2a 1(5- 6)-2a 1(5- 6)-2a 2(5- 6)-1 2(5- 6)-1 2(5- 6)-1 2(5- 6)-1 6)-1 2(5- 2(5- 6)-1 2(5- 6)-1 2(5- 2(5- 6)-1 6)-1 a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e 6)-1a 6)-1a 6)-1a 6)-1a 3(5- 3(5- 6)-1a 3(5- 6)-1a 3(5- 6)-1a 3(5- 3(5- 3(5- 3(5- 6)-1a 3(5- 6)-1a 6)-2a 3(5- 6)-2a 3(5- 6)-2a 6)-2a 3(5- 3(5- 3(5- 3(5- 6)-2a 6)-2a 6)-2a 6)-2a 3(5- 6)-2a 3(5- 3(5- 6)-1a 4(5- 4(5- 6)-1a 6)-1a 4(5- 6)-1a 4(5- 6)-1a 4(5- 6)-1a 4(5- 6)-1a 4(5- 4(5- 4(5- 6)-1a 6)-1a * Grade 6 Grade 6 Grade 6 Grade 6 Grade 6 Grad e 6 Grade 6 Grade 6 Grade 6 - ! ! Vincent - Multi ! Piet ! George ! Romare ! Chris ! Non Claus ! ! Albrecht Segal Van weatern van Gogh Oldenberg Mondrian Beardon cultural Durer cultures Arts Allsburg ! ! Greek & Da Vinci ! ! Paul ! Calder Andy ! Logos Roman Cezanne Warhol * VAD VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE GSE 6)-1 6)-1 1(5- 6)-1 1(5- 6)-1 1(5- 6)-1 1(5- 1(5- 6)-1 1(5- 1(5- 6)-1 1(5- 6)-1 1(5-6)-1 a & c a & c a & c a & c a & c a & c a & c a & c a & c 1(5- 1(5- 6)-2a 6)-2a 1(5- 1(5- 1(5- 1(5- 6)-2a 6)-2a 6)-2a 6)-2a 1(5- 6)-2a 1(5- 1(5- 6)-2a 6)-2a 2(5- 6)-1 6)-1 6)-1 6)-1 6)-1 2(5- 2(5- 2(5- 2(5- 2(5- 6)-1 6)-1 6)-1 2(5- 6)-1 2(5- 2(5- a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e a,b & e 6)-1a 3(5- 6)-1a 3(5- 3(5- 3(5- 6)-1a 6)-1a 3(5- 6)-1a 3(5- 6)-1a 6)-1a 3(5- 3(5- 6)-1a 3(5- 6)-1a 6)-2a 3(5- 3(5- 6)-2a 3(5- 6)-2a 6)-2a 3(5- 6)-2a 3(5- 6)-2a 3(5- 6)-2a 3(5- 3(5- 3(5- 6)-2a 6)-2a 4(5- 4(5- 4(5- 6)-1a 6)-1a 4(5- 6)-1a 4(5- 4(5- 4(5- 6)-1a 6)-1a 6)-1a 4(5-6)-1a 4(5- 6)-1a 6)-1a * 185

186 186

187 ! MIDDLE SCHOOL GRADES 7 -8 STUDENT LEARNING ACTIVITIES & GOALS: will work Student success will depend upon the demonstration and evidence of learning. Students in the following: towards proficiency in performance, artifacts and presentations 1. Students demonstrate knowledge and application of Visual Art and Design. VAD 1-1 RI GSE 2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design. VAD 1-2 RI GSE 3. Students demonstrate knowledge and understanding of the role of Visual Art and Design in personal, cultural, and historical contexts. VAD 2-1 RI GSE 4. Students demonstrate the ability to communicate in the language of Visual Art and Design. VAD 3-1 RI GSE 5. Students demonstrate the ability to extract meaning from works of art. VAD 3-2 RI GSE 6. Students reflect upon, analyze and evaluate the work of self and others. VAD 4-1 RI GSE 7. Students will integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Common Core State Standards for English Language Arts 6-12.SL.2 8. -specific words Student will acquire and use accurately a range of general academic and domain and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Common Core 6-12.L.6 ! 187

188 ! 9. Students will recognize the need for standard units of measurement and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit, the iterations they need to cover a given length. Common Core State Standards for Mathematics 2.MD.3 10. Students comprehend the visual art’s content and how it relates within and across the disciplines. 11. Students communicate, problem solve, analyze, take r isks, apply technology, be resourceful, work together and become responsible citizens. Students artistically discern and appreciate the visual arts. 12. KNOWLEDGE: (Cognitive-information, vocabulary and concepts related to content) The students will have exposure to: 1. The Art Elements : line, shape, color, value, form, space & texture. Design Principles The : balance, contrast/variety, 2. movement, rhythm, unity, pattern, emphasis and proportion. 3. Technical properties: related to drawing, painting, printmaking, graphics, sculpture, crafts and environmental design. 4. Expressive properties: how visual works of art successfully convey thought based on ideas, feeling, memories, attitudes, themes, and/or human experience. Integrating other disciplines to the visual arts. 5. 6. art. Introduction of styles, artists and major works of and 7. How to describe to a work of art. respond 8. Careers in the visual arts. 9. How to use art materials, tools and equipment safely. EXPECTATIONS Students should be able to display: ! 188

189 ! 1. Appreciation of originality and ideas of their own work and work of their peers. 2. Accept responsibility for all classroom and content area expectations. Have knowledge that the visual arts, has both historical and specific relationships to various 3. cultures. 4. Value different viewpoints. 5. Respect the process and product of the creation of art. 6. Have awareness that learning the visual arts is an integral part of the education process. 7. rstand who we are. Have awareness that art is an important development that enables us to unde RATEGIES: INSTRUCTIONAL ST CLASSROOM POLICIES ! Provide rules for the classroom expectations, behavior and safety of tools and materials. ! Provide individual and collaborative projects. Provide opportunity for creation and discussion about artwork. ! ACCOMMODATIONS/DIFFERENTIATED UNITIES: INSTRUCTIONAL OPPORT • Modifications will be made according to specifications stated in student’s IEP, 504 or PLPs based in NECAP accommodations, which in consistently applied district wide . • Instructions will be repeated for all ELL students. Students needing accommodations may require assistance and more time on their projects. • Safety First: Material list should be created when using any art supplies and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. ! 189

190 ! ORGANIZATION OF CONTENT GRADE 8 GRADES 7-8 GRADE 7 GRADE 8 GRADE 7 QUARTERS QUARTERS QUARTERS QUARTERS 2 & 4 1 & 3 2 & 4 1 & 3 Elements & SUGGESTED Elements & Elements & Elements & Principles of Art Principles of Art Principles of Art SEQUENCE Principles of Art & Design & Design & Design & Design Drawing Drawing Drawing Drawing Printmaking Color Theory/ Environmental Painting Design/ Painting Environmental Design/ Sculpture Sculpture Common Task: Common Task: Observation Color Theory drawing with Value Art History Art History Art History Art History TEACHING ACTIVIT IES: dialogue and creative thinking. 1. Prepare, lecture, present content and encourage 2. Demonstrate skills and methods using determined media. Connect art lessons with classroom themes and subjects. 3. 4. Modify lessons to meet specific needs of students. 5. Provide visuals, slides, reproductions, books, power point presentations, art-based web sites and DVD’s of artwork. 6. Provide support, encouragement and additional resources as needed to augment student progress. 7. Encourage making, speaking and relating art to everyday life. 8. Provide a variety of teaching method s and strategies. Provide a variety of assessment tools. 9. ! 190

191 ! Prepare works for exhibits and competitions. 10. Relate art to other disciplines. 11. 12. Participate in community and regional sponsored events. STUDENT CLASSROOM RESPONSIBILITIES: Student’s interaction and success will depend on the following Demonstrating an attentiveness and willingness to learn ! ! Attend class regularly (per school policy) ! Take responsibility for lesson missed due to absence. ! Successfully complete and upload one Common Task per grade. ! Participating in all aspects of the lesson taught (introduction, demonstration, studio project, homework and critique) Acting age appropriate and following classroom and school rules. ! FACILITIES & RESOURCES SUPPLIES & TOOLS: Drawing pencils (graphite & colored) ! ! Erasers (gum, pink pearl, kneaded) ! Pens (fine & board tip markers) ! Assorted brushes ! Assorted papers (white vellum, tracing, tissue, mat board, chip board, oak tag) ! Pastels (oil & chalk variety) ! Printmaking materials (linoleum, inks, brayers, ink trays) ! Sculpture materials (clay, plaster, cardboard, wire and necessary tools) ! Glue/ glue stick, paste, hot glue gun ! Staplers, staple remover, staples, staple gun ! Tape: masking & duct Craft material: beads, fabric paints/crayons, yarn, looms) ! ! Rulers ! Pai nt (tempera, watercolor, acrylic, gesso) Drawing boards, portfolios ! ! Scissors, exacto knives, mat knives Clay, glaze and cones ! ! 191

192 ! MIDDLE SCHOOL GRADE 7 -8 RATIONALE: In grades 7and 8, students formulate ideas, reflec t upon and solve design problems, select appropriate media/ techniques relative to intended meaning, expression or product, and apply art concepts. Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts for intended purposes and analyzing the effects : line, shape, form, color schemes/groups, texture, space (positive/negative), color properties (hue, value, intensity) organization of visual compositions, emphasis/focal point, pattern, repetition, balance (symmetrical/ asymmetrical), contrast, rhythm, proportion, and movement.; generating, using observation to address artistic problems.; and techniques applying, and revising strategies hapes, to develop a visual representation of a variety of s with basic proportionality and limited perspective. VAD 1 (7-8) –1a,b, c Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and analyzing a variety of media, tools, techniques, an d processes in creating two- and three- dimensional works of art and design; demonstrating knowledge of vocabulary of media, techniques, and processes. VAD 1 (7-8) – 2 a & b Students demonstrate knowledge and skill of media, tools, techniques, and process es of Visual Art and Design by analyzing a variety of purposes for making visual art and design. VAD 2(7-8) –1a Students demonstrate the ability to communicate in the language of Visual Art and Design by analyzing and applying media, techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings; creating a unique solution for a visual art or design problem. VAD 3 (7-8) –1a & b interpreting subject Students demonstrate the ability to extract meaning from works o f art matter, symbols and ideas in works of art or design. VAD 3(7-8)-2a escribing subject Students reflect upon, analyze and evaluate the work of self and others d matter, media, techniques, processes, craftsmanship, and basic visual arts concepts seen in a work of art or design. Interpreting and evaluating one visual art or design work based on analysis of description and when and by whom the work was done; asking questions about other’s artwork relating to subject matter, medi a, and visual arts concepts and about when and where the work of art or design was created; analyzing own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject matter exemplar works of art or design. VAD 4(7-8)-1a, b, d, f based on the analysis of ! 192

193 ! Students will interpret information presented in diverse media and formats (e.g.,visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. Common Core State Standards for English Language Arts 7-8.SL.2 Students will acquire and use grade-appropriate conversational, general academic, and domain - specific words and phrases; gather vocabulary knowledge when considering a word or a phrase important to comprehension or expression. Common Core State Standards for English Language Arts 7-8.L.6 Common Students will estimate lengths using units of inches, feet, centimeters, and meters. Core State Standards for Mathematics 2.MD.3 Using art elements and design principles with drawing : 1. ! Drawing media: pencil, chalk/pastel, crayons, markers, charcoal, ink ! contour, gesture, thumb-nails sketches, one & two point perspective Drawing skills: and value study Drawing subjects: still -life, landscape, figure, portrait, etc ! Using art elements and design principles with color theory 2. : ! Color theory : color wheel, value, intensity, warm/cool, analogous, monochromatic and complementary ! Painting techniques: transparent, opaque, mixed media, etc. ! Painting media: watercolors, tempera, acrylic and mixed media ! Painting styles/subjects: -life, landscape, figure, portrait, etc still Using art elements and design principles to explore mixed media : 3. Mixed media: cut paper, collage, crayon resist, etc ! Using art elements and design principles to explore : graphic design 4. ! Graphic design: logo, calligraphy, illustration, poster design, etc 5. Using art elements and design principles to explore printmaking : additive and subtractive relief, mono ! Printmaking techniques: -print, multi-color Using art elements and design principles to explore 6. : environmental design ! Environmental design: games, interiors, exteriors, product design 7. Using art elements and design principles to explore sculpture : additive or subtractive sculpture ! Sculpture technique: ! Sculpture media: clay, cardboard, paper, recycled materials, assemblage 8. Using art elements and design principles to explore craft skills : ceramic, jewelry, textile design, etc Craft media: ! ! 193

194 ! Exploring and recognizing the w 9. orks of art/artist: Subject: ! landscape, figure, portrait, etc. ! Forms of expression: drawing, sculpture, painting, mixed media, etc Artists: * See below chart ! Making, discussing and relating art to everyday life and other disciplines. 10. Demonstrating safe use of art materials, tools and equipment. 11. - ART PAINTING GRAPHIC CRAFT PRINT DRAW ENVIR. SCULPTURE DESIGN DESIGN SKILLS ING HISTORY MAKING Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Grade 7 Da Vinci Toulouse - Henry ! Maria Pop Art Albrecht ! ! ! Claus ! Lautrec Diego Moore Durer Martinez Oldenburg Rivera CD covers Georgia ! Andy Arch. Faith ! ! Maria ! Impression ! M.C. Stamps O’K eefe Warhol Design Martinez Ringgold -ism Escher Picasso Frank ! Matisse Lloyd Wright VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE 8)-1 1(7- 1(7- 1(7- 8)-1 1(7- 8)-1 8)-1 1(7- 1(7- 1(7- 8)-1 8)-1 1(7- 8)-1 8)-1 a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c 1(7- 1(7- 1(7- 8)-2 8)-2 1(7- 8)-2 8)-2 1(7- 8)-2 1(7- 8)-2 1(7- 8)-2 8)-2 1(7- a & b a & b a & b a & b a & b a & b a & b a & b 2(7- 8)-1a 8)-1a 8)-1a 2(7- 2(7- 2(7- 2(7- 2(7- 8)-1a 8)-1a 8)-1a 2(7- 8)-1a 2(7- 8)-1a 3(7- 3(7- 3(7- 3(7- 3(7- 3(7- 8)-1 8)-1 8)-1 8)-1 8)-1 3(7- 8)-1 3(7- 8)-1 8)-1 a & b a & b a & b a & b a & b a & b a & b a & b 3(7- 3(7- 3(7- 8)-2a 3(7- 8)-2a 8)-2a 3(7- 8)-2a 8)-2a 8)-2a 3(7- 8)-2a 3(7- 3(7- 8)-2a 4(7- 8)-1 8)-1 4(7- 8)-1 4(7- 8)-1 8)-1 4(7- 4(7- 8)-1 8)-1 8)-1 4(7- 4(7- 4(7- a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Grade 8 Modern Tiffany ! M.C. ! ! Louise ! Claude ! Claus ! Chris ! Albrecht ! Ecsher Monet Van Art Durer Nevelson Oldenberg Andy ! Allsburg ! John Andy Edward ! Arch. ! ! ! Calder Golds - ! Logos Warhol design Hopper Biggers worthy ! 194

195 ! VAD VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE GSE 1(7- 8)-1 1(7- 8)-1 8)-1 1(7- 8)-1 1(7- 8)-1 1(7- 8)-1 8)-1 1(7- 1(7- 1(7- 8)-1 a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c a,b,c 1(7- 1(7- 8)-2 8)-2 1(7- 8)-2 1(7- 1(7- 8)-2 8)-2 1(7- 8)-2 1(7- 8)-2 8)-2 1(7- a & b a & b a & b a & b a & b a & b a & b a & b 2(7- 8)-1a 2(7- 8)-1a 2(7- 8)-1a 2(7- 2(7- 2(7- 2(7- 2(7- 8)-1a 8)-1a 8)-1a 8)-1a 8)-1a 3(7- 3(7- 8)-1 3(7- 8)-1 8)-1 3(7- 8)-1 3(7- 8)-1 3(7- 8)-1 3(7- 3(7- 8)-1 8)-1 a & b a & b a & b a & b a & b a & b a & b a & b 8)-2a 8)-2a 8)-2a 3(7- 8)-2a 3(7- 3(7- 8)-2a 3(7- 8)-2a 3(7- 3(7- 3(7-8)-2a 8)-2a 3(7- 8)-1 4(7- 8)-1 8)-1 8)-1 4(7- 8)-1 4(7- 4(7- 4(7- 8)-1 8)-1 4(7- 8)-1 4(7- 4(7- a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f a,b,d,f ! 195

196 196

197 ! HIGH SCHOOL GRADES 9 -12 STUDENT LEARNING ACTIVITIES & GOALS: Student success will depend upon the demonstration and evidence of learning. Students will work towards proficiency in performance, artifacts and presentations in the following: 1. Students demonstrate knowledge and application of Visual Art and Design. VAD 1-1 RI GSE 2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design. VAD 1-2 RI GSE the role of Visual Art and Design in 3. Students demonstrate knowledge and understanding of personal, cultural, and historical contexts. VAD 2-1 RI GSE 4. Students demonstrate the ability to communicate in the language of Visual Art and Design. VAD 3-1 RI GSE 5. Students demonstrate the ability to extract mean ing from works of art. VAD 3-2 RI GSE Students reflect upon, analyze and evaluate the work of self and others. 6. VAD 4-1 RI GSE Students will integrate and evaluate information presented in diverse media and formats, 7. including visually, quantitatively, and orally. Common Core State Standards for English Language Arts 6-12.SL.2 Student will acquire and use accurately a range of general academic and domain -specific 8. words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Common Core 6-12.L.6 ! 197

198 ! 9. Students will recognize the need for standard units of measurement and they use rulers and other measurement tools with the understanding that linear measure involves an iteration of units. They recognize that the smaller the unit , the iterations they need to cover a given length. Common Core State Standards for Mathematics 2.MD.3 10. Students comprehend the visual art’s content and how it relates within and across the disciplines. 11. Students communicate, problem solve, analyze, take risks, apply technology, be resourceful, work together and become responsible citizens. Students artistically discern and appreciate the visual arts. 12. KNOWLEDGE: (Cognitive-information, vocabulary and concepts related to content) Students should display proficiency in the following areas: 1. The Art Elements : line, shape, color, value, form & texture. Design Principles : balance, contrast/variety, The 2. movement /rhythm, repetition/pattern and proportion. 3. Technical properties: related to drawing, painting, printmaking, graphics, sculpture, crafts and environmental design. 4. Expressive properties: how visual works of art successfully convey thought based on ideas, feeling, memories, attitudes, themes, and/or human experience. Integrating other disciplines to the visual arts. 5. 6. Introduction of styles, artists and major works of art. , analyze, interpret, judge to a work of art. and respond 7. How to describe 8. Accessing information on works of art, artists, periods/movements. in the visual arts. 9. Identifying careers 10. How to use art materials, tools and equipment safely. ! 198

199 ! EXPECTATIONS Students should be able to display: 1. Appreciation of originality and ideas of their own work and work of their peers. 2. Accept responsibility for all classroom and content area expectations. 3. Have knowledge that the visual arts, has both historical and specific relationships to various cultures. 4. Value different viewpoints. 5. Respect the process and product of the creation of art. 6. Have awareness that learning the visual arts is an integral part of the education process. 7. Have an awareness that art is an important development which enables us to understand who we are. INSTRUCTIONAL ST RATEGIES: CLASSROOM ORGANIZATION ! Provide rules for the classroom expectations, behavior and safety of tools and materials. ! Provide individual and collaborative projects. ! Provide opportunity for creation and discussion about artwork. ACCOMMODATIONS/DIFFERENTIATED INSTRUCTIONAL OPPORT UNITIES: • ons stated in student’s IEP, 504 or PLPs Modifications will be made according to specificati based!in!NECAP!accommodations,!which!in!consistently!applied!district!wide.! • Instructions will be repeated for all ELL students. s. Students needing accommodations may require assistance and more time on their project • Safety First: Material list should be created when using any art supplies and or products. Accommodations should be made to prevent any allergic reactions (ex. Latex allergy), to the supplies handed out in the classroom. ! 199

200 ! TEACHING ACTIVIT IES: 1. Prepare, lecture, present content and encourage dialogue and creative thinking. 2. Prepare and present unit content and encourage student learning as a means to achieving proficiency. 3. Demonstrate skills and methods using determined media. Connect art lessons with classroom themes and subjects. 4. 5. Modify lessons to meet specific needs of students. 6. Provide visuals, slides, reproductions, books, power point presentations, art-based web sites and DVD’s of artwork. 7. Provide support, encouragement additional resources as n eeded to augment student progress. 8. Encourage making, speaking and relating art to everyday life. 9. Provide a variety of teaching method and strategies. 10. Provide a variety of assessment tools. 11. Prepare works for exhibits and competitions. 12. Relate art to other disciplines. Participate in community and regional sponsored events. 13. STUDENT CLASSROOM RESPONSIBILITIES: ! Student’s interaction and success will depend on the following Demonstrating an attentiveness and willingness to learn ! ! Attend class regularly (per school policy) ! Take responsibility for lesson missed due to absence. ! Successfully complete and upload one Common Task per grade. ! Participating in all aspects of the lesson taught (introduction, demonstration, studio project, homework and critique) Ac ting age appropriate and following classroom and school rules. ! ! 200

201 ! FACILITIES & RESOURCES SUPPLIES & TOOLS: ! Drawing, pencils (graphite & colored) ! Erasers (gum, pink pearl, kneaded) ! Pens (fine & board tip markers) ! Assorted brushes ! Assorted papers (white vellum, tracing, tissue, mat board, chip board, oak tag ) ! Pastels (oil & chalk variety) ! Printmaking materials (linoleum, inks, brayers, ink trays) ! Sculpture materials (clay, plaster, cardboard, wire and necessary tools) ! Glue/ glue stick, paste, hot glue gun ! Staplers, staple remover, staples, staple gun ! Tape: masking & duck ! Craft material: beads, fabric paints/crayons, yarn, looms) ! Rulers ! Paint (tempera, watercolor, acrylic, gesso) ! Drawing boards, portfolios sors, exacto knives, mat knives ! Scis !and!cones! Clay,!glaze ! EQUIPMENT: ! Paper cutters Kilns ! Light boxes ! ! Digital camera ! Drying racks ! Extension cords ! Computer, ! printer,! digital! camera! (one! per! school/dept.)! LCD! projector! (one! per! school/dept.)!and!document!camera!(Elmo)!(one!per!school/dept.)!!! ! Specif ically designed art cart-if no classroom assigned FACILITY & FURNITURE: arts curriculum, a classroom specifically designated In order to fully implement the high school for arts instruction must be provided. When an Art room id designated, it should have the following; ! Natural light ! Over head lighting (track and/or florescent) ! Double sinks with sediment traps ! Electrical ! Ventilation ! Cork & white boards ! Projection screen ! Art desk/tables ! Computer tables Storage cabinets for supplies with locks ! Safety cabinets with Locks (for hazardous materials) ! ! 201

202 ! HIGH SCHOOL GRADE 9 -12 RATIONALE: Students formulate ideas, reflect upon and solve design problems In grades 9- 12, independently; select and defend the use of media, techniques, and processes relative to intended me aning/expression or product; and synthesize their use of art concepts Students demonstrate knowledge and application of Visual Art and Design concepts by applying VAD concepts applying a variety of selected VAD concepts for two- and three - dimensional works of art and interpreting and evaluating the effects . Generating, applying, . Using revising, and evaluating strategies and techniques to address artistic problems observation to develop a reasonably accurate visual representation of a variety of shapes, proportionally and in perspective. VAD 1 (9-12) –1a,b, c Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design selecting and evaluating a variety of media, tools, techniques, and processes in VAD 1 (9-12) – 2 a creating two- and three- dimensional works of art and design. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual Art and Design by interpreting and evaluating and specific qualities about the visual arts design in two cultures and time periods. VAD 2(9-12) –1e Students demonstrate the ability to communicate in the language of Visual Art and Design by evaluating and applying media techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings . VAD 3 (9-12) –1a Students demonstrate the ability to extract meaning from works of art researching and evaluating subject matter, symbols and ideas in a work of art or design VAD 3(9-12)-2a Students reflect upon, analyze and evaluate the work of self and others describing subject seen in a relevant visual arts concepts matter, media, techniques, processes, craftsmanship and work of art or design. Evaluating creative elements in the work evaluating one’s own work for creativity, Contributing in individual or group discussions about work in which the student gives and receives constructive criticism Quality of craftsmanship, effective use of visual arts he analysis of exemplar works of and design concepts, and choice of subject matter based on t art or design VAD 4(9-12)-1a,c,e,f ! 202

203 ! Students will integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each sour ce. Common Core State Standard for English Language Arts 9-10.SL.2 Students will integrate multiple sources of information presented in diverse formats and media ) in order to make informed decisions and solve problems, (e.g., visually, quantitatively, orally evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Common Core State Standard for English Language Arts 11-12.SL.2 Student will acquire and use accurately general academic and domain -specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence I n gathering vocabulary knowledge when considering a word or a phrase important to comprehension or expression. Common Core State Standard for English Language Arts 9-12.L.6 Students will estimate lengths using units of inches, feet, centimeters, and meters. Common Core State Standards for Mathematics 2.MD.3 Using art elements and design principles with 1. drawing : ! Drawing media: pencil, chalk/pastel, crayons, markers, charcoal, ink ! Drawing skills: contour, gesture, thumb-nails sketches, one point perspective and value study -life, landscape, figure, portrait, etc still ! Drawing subjects: color theory 2. Using art elements and design principles with : ! : color wheel, value, intensity, warm/cool, analogous, monochromatic Color theory and complementary Painting techniques: transparent, opague, mixed media, etc.) ! ! Painting media: watercolors, tempera, acrylic and mixed media ! Painting styles/subjects: still -life, landscape, figure, portrait, etc : 3. Using art elements and design principles to explore mixed media Mixed media: cut paper, collage, crayon resist, etc ! graphic design : 4. Using art elements and design principles to explore ! Graphic design: logo, calligraphy, illustration, poster design, etc 5. Using art elements and design principles to explore printmaking : ! Printmaking techniques: additive and subtractive relief, mono -print, multi-color 6. Using art elements and design principles to explore environmental design : ! Environmental design: games, interiors, exteriors, product design sculpture : 7. Using art elements and design principles to explore additive or subtractive sculpture Sculpture technique: ! ! 203

204 ! ! Sculpture media: clay, cardboard, paper, recycled materials, assemblage : 8. craft skills Using art elements and design principles to explore ! Craft media: ceramic, jewelry, textile design, etc 9. Exploring and recognizing the works of art/artist: landscape, figure, portrait, etc. Subject: ! ! drawing, sculpture, painting, mixed media, etc Forms of expression: ! * See below chart Artists: Making, discussing and relating art to everyday life and other disciplines. 10. 11. Demonstrating safe use of art materials, tools and equipment. ! 204

205 ! BASIC ADVANCED ART BASIC -D FOUNDATIONS SENIOR/3 ADVANCE ADVANCED APPLICATION ART ART of ART STUDIO SCULPTURE ART SCULPTURE S 2 1 Grades Grade Grade s Grades Grade Grades Grades Grades 12 9-12 10- 12 12 12 9-12 9-12 9-12 11- 10- VAD VAD VAD VAD VAD VAD VAD GSE GSE GSE GSE GSE GSE GSE VAD GSE 12) 1(9- 1(9- 12) -1 -1 -1 12) 1(9- 1(9- 12) -1 -1 12) 1(9- 1(9- 12) -1 -1 12) 1(9- -1 12) 1(9- a,b,c a,b, a,b,c a,b,c a,b,c a,b,c a,b, a,b,c 1(9- 12) -2 a 12) -2 a 1(9- 1(9- -2 a,b 1(9- 12) -2 a - 12) 12) -2 a 12) 1(9- -2 a,b 1(9- -2 a 12) 1(9- 1(9- 12) 2 a -1e 12) 2(9- 12) 2(9- 2(9- 2(9- -1e 12) -1e 12) -1e -1e 2(9- 12) -1e 12) 2(9- 12) 2(9- -1e 2(9- 12) - 1e -1a 12) 3(9- 12) -1a 3(9- -1a 12) 3(9- -1a -1a 12) 3(9- 12) 3(9- -1a 3(9- 12) -1a 3(9- 12) 3(9- -2a 3(9- 12) -2a 12) 3(9- 12) -2a 12) 3(9- 12) - -2a 12) 3(9- 3(9- 12) -2a -2a -2a 12) 3(9- 3(9- 1a,d 4(9- 12) -1 12) 4(9- 4(9- -1 4(9- 12) -1 -1 -1 12) 4(9- 12) 4(9- 4(9- 12) -1 12) -1 ,f a,c,e 12) 3(9- a,c,e ,f ,f a,c,e a a a - a 2a ART MOVEMENTS & *** SUGGESTED ARTISTS ! 205

206 ! th th ! Picasso ! ! Tiffany ! Goya ! ! 16 -20 Goya c. Picasso Goya ! Tiffany ! art/artists & ! ! Segal - ! da Vinci ! ! Golds da Vinci ! da Vinci Picasso da Vinci ! movements worthy Matisse ! - ! el- Mich ! Klee Michel ! Klee ! Goldsworthy ! ! Picasso angelo angelo Chagell ! ! Picasso Chagell ! ! da Vinci ! Wyeth ! Wyeth ! Moore Moore ! ! ! O’Keeffe ! Amer. & O’Keeffe Oldenburg ! ! Durer ! Durer European ! ! Oldenburg Munch ! Munch th Late 19 ! Escher Escher ! Nevelson ! Warhol ! Warhol ! ! Degas th c. & 20 Picasso Calder ! ! Picasso ! ! ! Davis Davis Nevelson ! Warhol ! Matisse ! ! ! Matisse Martinez ! Paul lder Ca ! ! Paul Rand ! -Lautrec Toulouse ! Amer. & Frank ! ! Amer. & Rand Rodin Nevelson ! ! Munch ! European European Lloyd Nevelson ! ! Greek & ! E. Catlett th th Rodin ! & & late 19 Wright late 19 E. Catlett ! Roman art Olden ! -berg th th th 20 20 c. c. ! Calder c. 20 ! - ! Martinez ! Olden ! Calder M. Grear ! M. Grear ! Amer. Michelangelo ! berg Christo ! Moore ! Sculpture Warhol ! Warhol ! ! Calder ! Frank Lloyd Nevelson Munch ! Munch ! ! Moore ! Wright th ! Lautrec Butterfield ! ! Segal c. Amer. 20 f Rodin ! ! Segal Sculpture Impression ! ism Christo High & ! ! - Low Ren Modern ! aissance Art ! 206

207 Appendices ) 207

208 $EPTHOF+NOWLEDGE$/+ ,EVELS )DENTIFY ,IST $RAW $ElNE ,ABEL -EMORIZE )LLUSTRATE #ALCULATE 7HO 7HAT 7HEN 7HERE 7HY -EASURE !RRANGE .AME 3TATE 4ABULATE 2EPEAT 2EPORT )NFER 5SE 4ELL $ESIGN 2ECALL 1UOTE #ATEGORIZE 2ECOGNIZE 2ECITE -ATCH #OLLECTAND$ISPLAY #ONNECT )DENTIFY0ATTERNS ,EVEL 'RAPH /NE /RGANIZE 3YNTHESIZE 2ECALL #LASSIFY #ONSTRUCT 3EPARATE ,EVEL ,EVEL !PPLY#ONCEPTS $ESCRIBE -ODIFY #AUSE%FFECT 4WO &OUR %XPLAIN 0REDICT 3KILL %XTENDED )NTERPRET %STIMATE #RITIQUE #ONCEPT 4HINKING )NTERPRET #OMPARE ,EVEL $ISTINGUISH !NALYZE 2ELATE 4HREE 5SE#ONTEXT#UES 3TRATEGIC4HINKING #REATE -AKE/BSERVATIONS !SSESS 2EVISE $EVELOPA,OGICAL!RGUMENT 3UMMARIZE !PPRISE #ONSTRUCT 0ROVE 3HOW 5SE#ONCEPTSTO3OLVE.ON 2OUTINE0ROBLEMS #OMPARE #RITIQUE %XPLAIN0HENOMENAIN4ERMSOF#ONCEPTS &ORMULATE )NVESTIGATE $RAW#ONCLUSIONS $IFFERENTIATE (YPOTHESIZE #ITE%VIDENCE ,EVEL4HREE!CTIVITIES ,EVEL&OUR!CTIVITIES ,EVEL4WO!CTIVITIES ,EVEL/NE!CTIVITIES #ONDUCTAPROJECTTHATREQUIRES 3UPPORTIDEASWITHDETAILSAND )DENTIFYANDSUMMARIZETHEMAJOR 2ECALLELEMENTSANDDETAILSOFSTORY EXAMPLES SPECIFYINGAPROBLEM DESIGNINGAND EVENTSINANARRATIVE STRUCTURE SUCHASSEQUENCEOF CONDUCTINGANEXPERIMENT ANALYZING EVENTS CHARACTER PLOTANDSETTING 5SEVOICEAPPROPRIATETOTHE 5SECONTEXTCUESTOIDENTIFYTHE ITSDATA ANDREPORTINGRESULTS PURPOSEANDAUDIENCE MEANINGOFUNFAMILIARWORDS #ONDUCTBASICMATHEMATICAL SOLUTIONS CALCULATIONS )DENTIFYRESEARCHQUESTIONSAND 3OLVEROUTINEMULTIPLE STEPPROBLEMS !PPLYMATHEMATICALMODELTO DESIGNINVESTIGATIONSFORA ,ABELLOCATIONSONAMAP ILLUMINATEAPROBLEMORSITUATION $ESCRIBETHECAUSEEFFECTOFA SCIENTIlCPROBLEM PARTICULAREVENT 2EPRESENTINWORDSORDIAGRAMSA !NALYZEANDSYNTHESIZE $EVELOPASCIENTIlCMODELFORA INFORMATIONFROMMULTIPLESOURCES SCIENTIlCCONCEPTORRELATIONSHIP )DENTIFYPATTERNSINEVENTSOR COMPLEXSITUATION BEHAVIOR $ESCRIBEANDILLUSTRATEHOWCOMMON 0ERFORMROUTINEPROCEDURESLIKE $ETERMINETHEAUTHORSPURPOSE THEMESAREFOUNDACROSSTEXTSFROM MEASURINGLENGTHORUSING &ORMULATEAROUTINEPROBLEMGIVEN ANDDESCRIBEHOWITAFFECTSTHE DIFFERENTCULTURES PUNCTUATIONMARKSCORRECTLY DATAANDCONDITIONS INTERPRETATIONOFAREADING $ESIGNAMATHEMATICALMODELTO SELECTION $ESCRIBETHEFEATURESOFAPLACEOR /RGANIZE REPRESENTANDINTERPRET INFORMANDSOLVEAPRACTICAL PEOPLE !PPLYACONCEPTINOTHERCONTEXTS DATA ORABSTRACTSITUATION 7EBB .ORMAN,ANDOTHERSh7EB!LIGNMENT4OOLv*ULY7ISCONSIN#ENTEROF%DUCATIONAL2ESEARCH5NIVERSITYOF7ISCONSIN -ADISON&EBHTTPWWWWCERWISCEDU7!4INDEXASPX 208

209 209

210 210

211 211

212 ! RHODE ISLAND Grade K-2 ! V ISUAL A D ESIGN G RADE S PAN E XPECTATIONS RTS & Project #1 NAME: In Terms GSE Defined RI You VAD understand GSE’s VAD This GSE a. VAD 1 (K-2)-1 identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast means that in Students 1-1 this project b. demonstrate experimenting with a variety of strategies and techniques to address artistic problems (e.g., "What colors will I use to you will use knowledge and make a cloudy sky?") the Elements application of D and Principles -created art work and explaining basic maintaining a portfolio of self exploring visual representation based on observation c. Visual Art and E art concepts learned of Design to Design S make your I artwork G N VAD VAD 1 (K-2)- 2 recognizing and exploring media, tools, techniques, and processes while creating two a. - and three- dimensional works of art This GSE means that in and design (e.g., media, tools, and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media) Students 1-2 demonstrate this project M you will learn b. Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes knowledge and E about and use skill of media, D new tools, tools, I materials, techniques, and A techniques , processes of AND and Visual Art and T vocabular y to Design O create your O artwork. L S VAD This GSE VAD 2 (K-2)-1 identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, a. means that in Students creating functional objects) 2-1 this project demonstrate H you will recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists; b. knowledge and I discuss why scientists study objects by drawing them) understanding S is and how art of the role of T made and Visual Art and O in used c. Design in creating expressive images and Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, R different sculptures) personal, Y cultures and cultural, and AND history. d. historical recognizing how the visual arts and design are different and similar in different cultures or times C contexts U L T U R E exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning a. VAD This GSE VAD 3 (K-2) –1 means you will Students b. exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning 3-1 communicate demonstrate the P S or idea and ability to identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with c. R O solve a friendly cartoon characters tell us that the product is good) identifying how their own works of art or design are symbolic communicate in O L problem. the language of representations of events, ideas, feelings, or beliefs B V Visual Art and L E Design E M VAD This GSE VAD 3 (K-2) –2 Students e.g., a mother loving her child) identifying subject matter and basic feelings evoked ( a. means that 3-2 you will talk demonstrate the I about and find ability to extract N meaning in meaning from T artwork. works of art E R P R E T VAD This GSE a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements VAD 4 (K-2) –1 means you will Students reflect 4-1 view and asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the b. upon, analyze R discuss and evaluate the artwork’s meaning (e.g., Why is there so much red?) E artwork.. work of self and F contributing in individual or group discussions about work in which the student gives and receives con c. structive criticism others L comparing one’s own work with the work of others by recognizing similarities and differences of subject matter, colors E and shapes. C T I O N 212

213 ! RHODE ISLAND Grade 3-4 ! V ISUAL A RTS & ESIGN G RADE S PAN E XPECTATIONS D Project #1 NAME: In Terms RI GSE Defined You VAD understand GSE’s VAD This GSE VAD 1 (3-4)-1 means that in , Students a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions 1-1 emphasis/focal point, pattern, balance/ symmetry, and contrast this project demonstrate you will use knowledge and the Elements b. applying basic strategies and techniques to address artistic problems application of D and Principles Visual Art and E using observation to develop a visual representation of basic objects c. of Design to Design S make your I artwork -created art work and explaining art concepts learned maintaining a portfolio of self d. G N VAD identifying and using media, tools, techniques, and processes with basic skill, while creating two- and three- dimensional a. VAD 1 (3-4)- 2 This GSE means that in works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, Students 1-2 ceramics, digital media) demonstrate this project M you will learn knowledge and E about and use relating to painting techniques and processes , and media, techniques, and demonstrating knowledge of basic art vocabulary b. skill of media, D new tools, processes tools, I materials, techniques, and A , techniques processes of AND and Visual Art and T vocabular y to Design O create your O artwork. L S VAD This GSE VAD 2 (3-4)-1 means that in Students a. comparing different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, 2-1 this project creating functional objects) demonstrate H you will knowledge and I discuss why describing the connections between Visual Arts and Design and other disciplines b. understanding S art and how (e.g., artists communicate historical events; artists explain how things work in images) is of the role of T and made Visual Art and O in used c. Describing the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work Design in R well different personal, Y cultures and cultural, and AND history. describing in broad terms how the visual arts and design are different and similar in different cultures or times e. historical C contexts U L T U R E VAD This GSE VAD 3 (3-4) –1 means you will a. identifying and applying media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or Students 3-1 meanings communicate demonstrate the P S idea or and ability to R O creating a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled b. solve a communicate in O L materials) problem. the language of B V Visual Art and L E c. describing how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and Design E uniforms - represent meaning; how media advertising persuades consumerism) M d. describing how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs VAD This GSE VAD 3 (3-4) –2 Students means that 3-2 you will talk demonstrate the a. broad ideas (e.g., American pioneers struggling across the plains to find new homes in describing subject matter, feeling and I find the west) about and ability to extract N meaning in meaning from T artwork. works of art E R P R E T VAD This GSE VAD 4 (3-4) –1 means you will describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements Students reflect a. 4-1 view and upon, analyze R discuss making interpretations based on observations and evaluate the b. E artwork.. work of self and F c. recognizing creative elements in the work others L E d. asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the C artwork’s meaning (e.g., Why is the girl hiding her face?) T I e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism O N f. comparing one’s own work with the work of others by describing similarities and differences of subject matter, colors, shapes, and ideas 213

214 ! RHODE ISLAND Grade 5-6 ! V ISUAL A RTS & ESIGN G RADE S PAN E XPECTATIONS D Project #1 NAME: RI GSE Defined In Terms VAD You understand GSE’s VAD 1 - ) 6 This GSE 1 (5 VAD - applying a. for intended purposes : line, shape, form, texture, color, color explaining the effects means that in Students and VAD concepts 1 - 1 this project emphasis/focal point, pattern, balance/ symmetry, and contrast demonstrate schemes/groups, organization of visual compositions, knowledge and you will use b. application of applying Elements and revising strategies and techniques to address artistic problems the D Visual Art and and Principles E ccuracy variety of shapes, with some a concepts to of Design Design c. using observation to develop a visual representation of a S make your I identifying strengths and weaknesses documenting personal progress artwork - created art work through a portfolio of self d. G N VAD a. - and three 2 - ) 6 - VAD 1 (5 different media, tools, techniques, and processes with basic skill, while creating two - explaining purposes for using This GSE means that in Students dimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, 2 1 - this project demonstrate sculpture, ceramics, digital media) M knowledge and you will learn E vocabulary relating to printmaking, lino b about and use skill of media, . demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., D block, brayer/inking) new tools, tools, I techniques, and materials, A processes of , techniques AND and Visual Art and T vocabular Design y to O create your O . artwork L S VAD VAD 2 This GSE 1 - ) - a. (5 comparing a variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions, 6 creating functional objects, design) Students means that in 1 - 2 demonstrate this project H between Visual Arts and Design and other disciplines (e.g., how patterns the connections analyzing b. knowledge and in design relate to you will I discuss why mathematical concepts) understanding S is and how art of the role of T Describing the roles of the arts and artists in society and c. made to interpret events and cultures, to innovate and take risks while solving Visual Art and O problems Design in in used R personal, different Y and cultures describing a career opportunity in the arts and identifying the education required d. cultural, and AND history. historical C contexts . e identifying specific qualities two cultures and time periods about the visual arts and design in at least U L T U R E VAD 1 – ) 6 - VAD 3 (5 This GSE selecting Students and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or means you will a. 3 1 - demonstrate the meanings communicate P S and idea or ability to R O solve a b. creating a unique solution for a visual art or design problem (e.g., illustrating the major conflict in a novel or story read) communicate in O L problem the language of . B V Visual Art and (e.g., courage, fear, values, freedom, c. identify how different cultures use different visual symbols to represent similar ideas L E Design wealth) E M comparing within the s, or beliefs how their own works of art or design are symbolic representations of events, ideas, feeling d. context of historic and contemporary art VAD VAD 3 (5 - 6 – This GSE 2 ) means that are represented in different ways between different how subject matter, feeling and broad ideas comparing and contrasting Students a. - 3 2 (e.g., two works of art that represent heroism from different cultures or in different media) artists you will talk demonstrate the I about and ability to extract find N meaning in meaning from T artwork. works of art E R P R E T VAD – 1 VAD 4 (5 This GSE - 6 ) you will Students reflect seen in a work of art or media, and basic visual arts concepts describing subject matter, a. design means - 1 4 upon, analyze view and R discuss b. making interpretations based on observations and evaluate the E work of self and . artwork F c. others creative elements in the work describing L E media, and basic visual arts concepts and about when and d. asking questions about other’s artwork relating to subject matter, C (e.g., What was going on at the time?) where the work o f art or design was created T I contributing in individual or group discussions about work in which the student gives and receives constructive criticism e. O N f. craftsmanship, effective use of basic visual arts and design concepts, and describing one’s own work for creativity, quality of choice of subject matter based on the analysis of exemplar works of art or design 214

215 ! RHODE ISLAND Grade K-6 V ISUAL A RTS & D ESIGN G RADE S PAN E XPECTATIONS ! In Terms RI GSE Defined You VAD GSE’s understand a. VAD identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast VAD - This GSE VAD 1 (K 6 ) - 1 2 with a variety of strategies and techniques to address artistic problems (e.g., "What colors will I use to make a cloudy sky?") experimenting b. K - Students means that in exploring visual representation based on observation concepts learned maintaining a portfolio of self created art work and explaining basic art - 1 - 1 demonstrate this project knowledge and you will use and applying organization of visual compositions basic VAD concepts: line, shape, form, texture, color, describing emphasis/focal point, pattern, balance/ VAD a. , the Elements application of - , and contrast symmetry 3 4 D and Principles Visual Art and b. applying basic strategies and techni ques to address artistic problems E of Design concepts Design to c. using observation to develop a visual representation of basic objects S make your - d. maintaining a portfolio of self created art work and explaining art concepts learned I artwork G N VAD : line, shape, form, texture, color, color schemes/groups, organization of visual explaining the effects and purposes a. applying VAD concepts for intended - 5 compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast 6 and revising strategies and techniques to address artistic problems b. applying using observation to develop a visual representation of a variety of shapes, with some accuracy c. d. documenting personal progress through a portfolio of self - created art work identifying strengths and weaknesses VAD recognizing and exploring media, tools, techniques, and processes while creating two - and three - dimensional works of art and design (e.g., media, tools, a. VAD VAD 1 (K - 6 ) This GSE - 2 and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media) K 2 - Students means that in nowledge of basic art vocabulary relating to describing lines, colors, and shapes b. Demonstrating k 2 - 1 this project demonstrate M knowledge and you will learn E about and use skill of media, media, - and three dimensional works of art and design (e.g., VAD - , while creating two identifying and using media, tools, techniques, and processes with basic skill a. D new tools, tools, 4 3 tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media) - I materials, techniques, and relating to painting techniques and processes , b. demonstrating knowledge of basic art vocabulary techniques, and processes , and media A techniques , processes of AND Visual Art and and T Design vocabular y to VAD - and three - different media, tools, techniques, and processes with basic skill, while creating two explaining purposes for using dimensional works of art and a. O create your design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media) 5 - 6 O artwork . b. vocabulary relating to printmaking, lino block, brayer/inking) demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., L S identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects) a. VAD VAD - VAD 2 (K - This GSE 1 6 ) 2 b. iplines (e.g., clothes are designed by artists; scientists study objects by drawing - K recognizing connections between Visual Arts and Design and other disc Students means that in them) - 2 1 this project demonstrate Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and sculptures) c. H knowledge and you will recognizing how the visual ar ts and design are different and similar in different cultures or times d. I understanding discuss why S is art of the role of and how purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects) a. comparing different VAD T Visual Art and and made b. - 4 between Visual Arts and Design and other disciplines 3 the connections describing O Design in used in (e.g., artists communicate historical events; artists explain how things work in images) R personal, different to communicate stories, event s and feelings and to design things to work well Describing c. the roles of the arts and artist in society Y cultures and cultural, and e. describing in broad terms how the visual arts and design are different and similar in different cultures or times AND historical history. C contexts variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions, creating functional objects, design) a. VAD comparing a U 5 - 6 between Visual Arts and Design and other disciplines (e.g., how patterns in design relate to mathematical concepts) the connections b. analyzing L c. Describing the roles of the arts and artists in society oblems to interpret events and cultures, to innovate and take risks while solving pr T d. describing a career opportunity in the arts and identifying the education required U two cultures and time periods about the visual arts and design in at least e . identifying specific qualities R E exploring media, techniques, processes, and visual arts and design a. VAD concepts to convey feelings, ideas, or meaning VAD ) – 1 - VAD 3 (K 6 This GSE - 2 b. K exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning Students means you will c. identifying how visual symbols in everyday life represent meaning (e.g., red traf fic lights tell us to stop; packages with friendly cartoon characters tell us that - 1 3 communicate demonstrate the are symbolic representations of events, ideas, feelings, or beliefs works of art or design the product is good) identifying how their own P S or ability to and idea R O solve a communicate in media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meanings identifying and ap plying VAD a. O L the language of problem. 4 3 - (e.g., designing or redesigning a toy from recycled materials) creating a unique solution for a basic visual art or design problem b. B V Visual Art and street clothes and uniforms - how visual symbols in everyday life represent meaning (e.g. how different clothing styles describing c. represent meaning; how - E L Design media advertising persuades consumerism) E works of art or design lic representations of events, ideas, feelings, or beliefs are symbo d. describing how their M VAD and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or meanings selecting a. l art or design problem (e.g., illustrating the major conflict in a novel or story read) - 5 b. creating a unique solution for a visua 6 c. identify how different cultures use different visual symbols to represent similar ideas (e.g., courage, fear, values, freedom, wealth) within the context of historic and own works of art or design are symbolic representations of events, ideas, feelings, or beliefs how their comparing d. contemporary art a. identifying subject matter and basic feelings evoked ( VAD e.g., a mother loving her child) VAD (K 2 – ) 6 - This GSE VAD 3 2 - K means that Students - 2 3 demonstrate the you will talk subject matter, feeling and describing a. VAD (e.g., American pioneers struggling across the plains to find new homes in the west) broad ideas I find about and ability to extract - 4 3 N meaning in meaning from T artwork. works of art E VAD are represented in different ways between different artists (e.g., two works of how subject matter, feeling and broad ideas comparing and contrasting a. R 5 - 6 art that represent heroism from different cultures or in different media) P R E T VAD a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements VAD VAD 4 (K 6 ) – 1 This GSE - b. K - 2 understanding of the artwork’s meaning (e.g., Why is asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper means you will Students reflect there so much red?) 4 1 - and upon, analyze view c. contributing in individual or group discussions about work in which the student gives and receives constructive criticism R discuss and evaluate the by recognizing similarities and differences of subject matter, colors and shapes. comparing one’s own work with the work of others E . artwork work of self and VAD a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements F others ations b. making interpretations based on observ 3 - 4 L c. recognizing creative elements in the work E d. asking questions about other’s artwork relating to subject matter, colors, and shapes to gain a deeper understanding of the artwork’s meaning (e.g., Why is the C girl hiding her face?) T e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism I apes, and ideas f. comparing one’s own work with the work of others by describing similarities and differences of subject matter, colors, sh O media, and basic visual arts concepts VAD a. describing subject matter, seen in a work of art or design N b. making interpretations based on observations - 5 6 c. describing creative elements in the work d. asking questions about other’s artwork relating to subject matter, media, and basic visual arts concepts and about when and where the work of art or design was created (e.g., What was going on at the time?) sions about work in which the student gives and receives constructive criticism e. contributing in individual or group discus f. describing one’s own work for creativity, quality of craftsmanship, effective use of basic visual arts and design concepts, and choice of subject matter based on lysis of exemplar works of art or design the ana 215

216 -8 RHODE ISLAND Grade 7 ! RTS & D ESIGN G RADE S PAN E XPECTATIONS V ISUAL A Project #1 NAME: GSE Defined RI In Terms VAD You understand GSE’s space (positive/negative : line, shape, form, texture, analyzing the effects and ), for intended purposes applying VAD concepts a. VA This GSE means color schemes/groups, on of visual compositions, , organizati hue, value, intensity) emphasis/focal point, ( color properties VAD 1 (7 - 8) - 1 that in this repetition , balance ( pattern, symmetrical/ rhythm, proportion, and movement contrast, Students asymmetrical) , D demonstrate project you will , applying, and revising strategies use and know generating b. knowledge and and techniques to address artistic problems 1 - 1 the Elements application of and Principles with basic proportionality and limited perspective using observation to develop a visual representation of a variety of shapes, Visual Art and c. Design concepts of Design to D documenting make your art d. personal progress through a and analyzing E portfolio of self created artwork identifying strengths and work. - S weaknesses. I G N a. selecting and analyzing a variety of media, tools, techniques, and processes in creating two - and three dimensional works o f - VA This GSE means mixed media, collage, photomontage art and design (e.g., VAD 1 (7 - 8) - 2 ) demonstrating knowledge of vocabulary b. that in this of media, techniques, Students D demonstrate e.g., mixed media, collage, photomontage) and processes ( project you will and learn knowledge and use 2 1 - new tools, skill of media, M materials, tools, E techniques, and techniques, and D to processes of vocabulary I create your Visual Art and A Design artwork AND T O O L S VA 1 - (7 VAD 2 This GSE means purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, a. - analyzing a variety of 8) Students and emotions; creating functional objects,; making political and social commentary) that in this D demonstrate project you will relationship between music and the connections between Visual Arts and Design and other disciplines (e.g., analyzing b. knowledge and the talk about Why 1 2 - visual arts and design concepts such as color and repetition) made and understanding art is H used of the role of how art is I and the purpose nalyzing in times of conflict and harmony to express disapproval and unity VA&D in a c. the roles of the arts and artists S personal, of art in T d. different cultural, and describing at least two different artistic careers and the education required O historical cultures and in R . history contexts comparing and contrasting time periods two cultures and specific qualities about the visual arts and design in . e Y AND C U L T U R E and applying media, techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, analyzing a. VA This GSE means or meanings 1 – 8) - VAD 3 (7 Students you use what D b. communicate in you have creating a unique solution for a visual art or design problem (e.g., designing a percussion instrument that makes several the language of sounds) learned to 3 - 1 communicate VA&D P S an idea or analyzing how artists and designers use natural forms to inspire representations of ideas (e.g., how architects reference local to c. R O problem solve. landscape in architectural design) O L B V the symbolic representations of their own works of evaluating d. L E art or design referencing a particular historic and contemporary E art work M VA - VAD 3 (7 2 This GSE means – 8) a. interpreting subject matter, symbols and ideas in works of art or design. Students that you can use D demonstrate the what you know (E & P of ability to extract 2 - 3 Design) to talk meaning from I find works of art about and N meaning in a by... T piece of E artwork. R P R E T VA and basic visual arts concepts seen in a work of art or 1 – 8) - VAD 4 (7 craftsmanship, , techniques, processes describing subject matter, media, This GSE means a. design that you can talk Students reflect D reflect on and upon, analyze art work and evaluate the interpreting and evaluating b. one visual art or design work based on analysis of description and when and by whom the work 4 1 - was done work of self and R analyzing c. others creative elements in the work E F and about when and where visual arts concepts and asking questions about other’s artwork relating to subject matter, media, d. L the work of art or design was created (e.g., From which region in the world was the artist?) E C e. contributing in individual or group discussions about work in which the student gives and receives constr uctive criticism T I own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of analyzing f. O subject matter based on the analysis of exemplar works of art or design N ! 216

217 Grade 9 -12 RHODE ISLAND ARTS & DESIGN GRADE SPAN EXPECTATIONS VISUAL Project #1 NAME: RI GSE Defined In Terms VAD You GSE’s understand dimensional works of art and interpreting and evaluating the effects VAD - three and - for two applying a variety of selected VAD concepts a. 1 VAD This GSE means that generating, applying, revising, and 1 - 1 b. strategies and techniques to address artistic problems evaluating ) 12 " 9 ( 1 - in this c. using observation to develop a reasonably accurate visual representation of a variety of shapes, proportionally and in perspective project you Students will know and evaluating d. documenting created art work identifying strengths and weaknesses - personal progress through a portfolio of self D demonstrate use the and knowledge E Elements and and S application Principles of Visual of Design to I Art and make your G Design art work. concepts N VAD - digital dimensional works of art and design (e.g., - and three a. selecting and evaluating a variety of media, tools, techniques, and processes in creating two This GSE VAD 1 media, sculpture, found objects, assemblage ) 12 - - ( 2 ) 9 means that 1 2 - of emonstrating knowledge of vocabulary b. d media, techniques, and processes (e.g., digital, sculpture, found objects, assemblage) in this M project you Students will learn E demonstrate and use new knowledge tools, D and skill of materials, I media, tools, techniques, techniques, and A and vocabulary AND processes of to create Visual Art your T Design and artwork O O L S a. evaluating several unique purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating VAD VAD 2 This GSE functional objects; making political and social commentary) means that 2 1 - - ) 12 " 9 ( 1 Analyzing b. ceramics and chemistry, sculpture and physics, designing and other disciplines (e.g. the connections between Visual Arts and Design and in this engineering) H project you c. analyzing different cultures’ expectations and appreciation of the role of the artists in society Students will talk I analyzing d. two different career opportunities in the arts and learning pathways to be a professional artist demonstrate about Why knowledge two cultures and time periods e. interpreting and evaluating specific qualities about the visual arts and design in art is made S and and how art T understandi and is used ng of the the purpose O role of of art in VA&D in R different personal, cultures Y cultural, and in and AND history . historical C contexts U L T U R E 217

218 evaluating and applying media techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings VAD a. - 3 (9 VAD This GSE a unique solution for a visual art or design problem (e.g., create a researched blueprint design of a renovation for an area within the school) b. creating 1 – ) 12 means you 1 - 3 represent ideas and values evaluating how current popular media, political propaganda, and contemporary artists use visual symbols to c. (the visual culture) use what P S referencing historic or contemporary art in their own works of art or design and d. creating innovative symbols you have Students learned to R O communicat communica e in the O an idea te L language of or to B V VA&D problem solve. L E E M VAD researching and evaluating a. subject matter, symbols and ideas in a work of art or design This GSE VAD 3 - 12 9 ) – 2 means that 3 - 2 you can use Students I what you demonstrate know (E the ability to N & P of extract T Design) to meaning from works talk about E of art by... and find meaning in R a piece of P artwork. R E T subject matter, media, techniques, processes, craftsmanship and a. describing seen in a work of art or design relevant visual arts concepts VAD This GSE VAD 4 (9 ) 12 – - 1 means that 4 - ne b. interpreting and evaluating a visual art and design work based on analysis of description and when and by whom the work was do 1 you can talk Students creative elements in the work c. evaluating R and reflect reflect upon, on art work analyze and E evaluate the F work of self and others L E C T I O N ! ! 218

219 ISLAND Grade 9 -12 Ext. RHODE ARTS & DESIGN GRADE SPAN EXPECTATIONS VISUAL Project #1 NAME: RI In Terms GSE Defined VAD You understand GSE’s two - or three - VAD in a series of selected VAD concepts a. applying a variety of dimensional works of art, and interpreting and evaluating the effects VAD 1 This GSE 12 " 9 ( means that ) in a series of art works 1 b. generating, applying, revising and evaluating strategies and techniques to address artistic problems 1 - in this - Ext 1 c. using observation to develop a highly a visual representation of a variety of shapes with accurate proportion and perspective ccurate project you will know and focus d. documenting and evaluating personal progress created art work identifying strengths and weaknesses - through a portfolio of self D and the use Students demonstrate Elements E ! knowledge and S and Principles application of Design to I of Visual make your Art and G art work. Design concepts N a. selecting and evaluating relative to individual particular media, tools, and techniques in creation of two VAD of art and design dimensional works - and three - VAD 1 This GSE visual arts and design focus 12 - 9 ( ) means that - 2 1 2 - Ext b. demonstrating knowledge of vocabulary of relative to students visual arts and design focus media, techniques, and processes in this M project you learn will E Students ! use new and demonstrate D tools, knowledge materials, I and skill of techniques, media, tools, and A techniques, vocabulary and AND to create of processes your T Visual Art artwork and Design O O L S VAD a. for the making of a particular piece of visual art or design (e.g., telling a story; communicating ideas, researching and evaluating a specific purpose This GSE VAD 2 personal beliefs, and emotions; creating functional objects; making political and social commentary) ( ( 9 " 12 ) ( means that 1 - 2 Arts and Design and other disciplines b. Analyzing the connections between Visual Ext - 1 in this c. a culture’s expectation and appreciation of the role of the artist in society researching H project you determining hat career d. analyzing and evaluating a specific career opportunity in the arts and which learning pathway will lead to t will talk I Students interpretation and evaluation of a particular body of artwork or design from a particular period of time or culture e. and defending presenting a researched about Why the evidence that holds the artworks together demonstrate made art is S knowledge and how art T and and is used understandi the purpose O ng of the of art in role of R different VA&D in cultures Y personal, and in cultural, AND history . and C historical contexts U L T U R E 219

220 VAD in a series of work a. evaluating and applying media, techniques, process, and visual arts and design concepts to convey a specific feeling, idea, or meaning 3 This GSE VAD with a common theme - (9 ) 12 means you 3 - 1 menting an original renovation design for an area within the school) creating a unique solution for a visual art or design problem (e.g., imple b. 1 – Ext use what c. researching and evaluating the effectiveness of particular symbols used in current popular media (e.g., a particular advertising campaign directed toward P S a specific demographic) you have learned to d. in a series creating innovative symbols of their own works of art or design and referencing historic or contemporary art R O Students communica communicat O an idea te L e in the to or language of B V problem VA&D solve. L E E M a. researching and evaluating subject matter, symbols and ideas in a series of art works by a particular artist or designer to determine artist’s progress and VAD VAD 3 This GSE influences (9 - 12 ) means that 2 - 3 – 2 Ext you can use I what you Students know (E demonstrate N & P of the ability to Design) to T extract meaning talk about E from works and find of art by... meaning in R a piece of P artwork. R E T VAD a. describing subject matter, media, techniques, processes, craftsmanship, and relevant visual arts concepts seen in a work of art or design of student’s This GSE VAD 4 choosing 12 - (9 ) Ext – 1 means that 4 1 - iption and when and by whom the work was done I of visual art or design work based on analysis of descr a choice b. nterpreting and evaluating you can talk Students R c. evaluating creative elements in the work reflect and reflect upon, on art work analyze and E research of specific questions relating to the context of how, when, and where a work of art or design was created and the d. presenting and defending the work in historic relevance of or contemporary social contexts evaluate the F work of self e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism and others L of one’s own work for creativity, quality of craft smanship, effective use of visual arts and design concepts, and choice of subject an evaluation f. presenting and analysis of exemplar works of art or design research matter based on the E C T I O N ! ! ! 220

221 NATIONAL VISUAL ARTS STANDARDS (K -4) These standards provide a framework for helping students learn the characteristics of the visual arts by using a wide range of subject matter, symbols, meaningful images, and visual expressions , to reflect their ideas , feelings and emotions; and to evaluate the merits of their efforts. The standards address these objectives in ways that promote acquisition and fluency in new ways of thinking, working, communicating, reasoning, and investigating. They emphasize stud ent acquisition of the most important and enduring ideas , concepts, issues, dilemmas, and knowledge offered by the visual arts. They develop new techniques , approaches, and habits for applying knowledge and skills in the visual arts to the world beyond school. The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. They involve a wide variety of tools , techniques, and processes. The standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, analysis , as can any other fields within the historical and cultural investigation or visual arts. The standards present educational goals. It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum. To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various levels in visual, oral, and written form. The Kindergarten -Grade 4, young children experiment enthusiastically with art materials and investigate the ides presented to them through visual arts instruction. They exhibit a sense of joy and excitement as they make and share their artwork with others. Creation is at the heart of this . They Students learn to work with various tools, processes, and media instruction. learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance. As they move from kindergarten through the early grades, students develop skills of observation, and they learn to examine the objects and events of their lives. At the same time, they grow in their abi lity to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, the places, students learn to unravel the essence of artwork and to appraise its purpose and value. Through these efforts, students begin to understand and the meaning and impact of the visual world in which they live. 221

222 Content Standard #1: Understanding and applying media, techniques, and process Achievement Standards: • Students know the differences betwe en materials, techniques, and processes • Students describe how different materials, techniques, and processes cause different responses • Students use different media, techniques, and processes to communicate ideas, experiences, and stories Students use art m aterials and tools in a safe and responsible manner • Content Standard #2: Using knowledge of structures and functions Achievement Standards: • Students know the differences among visual characteristics and purposes of art in order to convey ideas • Students d escribe how different expressive, features and organizational principles cause different responses • Students use visual structures and functions of art to communicate ideas Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standards: Students explore and understand prospective content for works of art • • Students select and use subject matter, symbols, and ideas to communicate meaning Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standards: • Students know that the visual arts have both a history and specific relationships to various cultures • Students identify specific works of art as belonging to particular cultures, times, and places • Students demons trate how history, culture, and the visual arts can influence each other in making and studying works of art Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standards: Stu • dents understand there are various purposes for creating works of visual art • Students describe how people’s experiences influence the development of specific artworks Students understand there are different responses to specific artworks • Making connections between visual art and other #6: Content Standard disciplines 222

223 Achievement Standards: • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines • Students identify connections between the visual arts and other disciplines in the curriculum NATIONAL VISUAL ARTS STANDARDS (7 -8) These standards provide a framework for helping students learn the characteristics of mages, the visual arts by using a wide range of subject matter, symbols, meaningful i and visual , feelings and emotions; and to evaluate ideas expressions , to reflect their the merits of their efforts. The standards address these objectives in ways that promote acquisition and fluency in new ways of thinking, working, communicating, reasoning, and investigating. They emphasize student acquisition of the most important and enduring , concepts, issues, dilemmas, and knowledge offered by ideas the visual arts. They develop new , approaches, and habits for applying techniques knowledge and skills in the visual arts to the world beyond school. The visual arts are extremely rich. They range from drawing, painting, sculpture, and design, to architecture, film, video, and folk arts. They involve a wide variety of tools , techniques, and processes. The standards are structured to recognize that many elements from this broad array can be used to accomplish specific educational objectives. For example, drawing can be used as the basis for creative activity, historical and cultural investigatio n or analysis , as can any other fields within the visual arts. The standards present educational goals. It is the responsibility of practitioners to choose appropriately from this rich array of content and processes to fulfill these goals in specific circumstances and to develop the curriculum. To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts and must exhibit their competence at various The Kindergarten-Grade 4, young children levels in visual, oral, and written form. experiment enthusiastically with art materials and investigate the ideas presented to them through visual arts instruction. They exhibit a sense of joy and excitement as rs. Creation is at the heart of this they make and share their artwork with othe instruction. Students learn to work with various tools, processes, and . They media learn to coordinate their hands and minds in explorations of the visual world. They learn to make choices that enhance communication of their ideas. Their natural inquisitiveness is promoted, and they learn the value of perseverance. As they move from kindergarten through the early grades, students develop skills of observation, and they learn to examine the objects and events of their lives. At the same time, they grow in their ability to describe, interpret, evaluate, and respond to work in the visual arts. Through examination of their own work and that of other people, times, and places, students learn to unravel the essence of ar twork and to 223

224 appraise its purpose and value. Through these efforts, students begin to understand the meaning and impact of the visual world in which they live. Content Standard #1: Understanding and applying media, techniques, and process Achievement Standards: • Students know the differences between materials, techniques, and processes • Students describe how different materials, techniques, and processes cause different responses Students use different media, techniques, and processes to communicate idea s, • experiences, and stories • Students use art materials and tools in a safe and responsible manner Content Standard #2: Using knowledge of structures and functions Achievement Standards: • Students know the differences among visual characteristics and purposes of art in order to convey ideas organizational principles and • Students describe how different expressive features cause different responses • Students use visual structures and functions of art to communicate ideas Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standards: • Students explore and understand prospective content for works of art • Students select and use subject matter, symbols, and ideas to communicate meaning Content Standard #4: Understanding the visual arts in relation to history and cultures Achievement Standards: • Students know that the visual arts have both a history and specific relationships to various cultures • Students identify specific works of art as belonging to particula r cultures, times, and places • Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standards: Students understand there are various purposes for creating works of visual art • • Students describe how people’s experiences influence the development of specific artworks 224

225 • Students understand there are different resp onses to specific artworks Content Standard #6: Making connections between visual art and other disciplines Achievement Standards: • Students understand and use similarities and differences between characteristics of the visual arts and other arts disciplines • Students identify connections between the visual arts and other disciplines in the curriculum -12) NATIONAL VISUAL ARTS STANDARDS (9 In grades 9-12, students extend their study of the visual arts. They continue to use a wide range of subject matter, symbols, meaningful images, and visual expressions. They grow more sophisticated in their employment of the visual arts to reflect their fe elings emotions and continue to expand their abilities to evaluate the merits of their efforts. These standards provide a framework for that study in a way that promotes the maturing students' thinking, working, communicating, reasoning, and investigating skills. The standards also provide for their growing familiarity with the ideas, concepts, issues, dilemmas, and knowledge important in the visual arts. As students gain this knowledge lls in the visual arts and these skills, they gain in their ability to apply knowledge and ski to their widening personal worlds. The visual arts range from the folk arts, drawing, and painting, to sculpture and design, from architecture to film and video -- and any of these can be used to help students meet goals embodied in these standards. For example, graphic design (or any the educational 225

226 other field within the visual arts) can be used as the basis for creative activity, historical and cultural investigations, or analysis throughout the standards. The visual arts involv e varied tools, techniques, and processes all of which also provide opportunities for working toward the standards. It is the responsibility of practitioners to choose from among the array of possibilities offered by the visual arts to accomplish specific educational objectives in specific circumstances. To meet the standards, students must learn vocabularies and concepts associated with various types of work in the visual arts. As they develop greater fluency in n form, they must exhibit greater artistic communicating in visual, oral, and writte competence through all of these avenues. In grades 9-12, students develop deeper and more profound works of visual art that reflect the maturation of their creative and problem -solving skills. Students understand the multifaceted interplay of different media, styles, forms, techniques, and processes in the creation of their work. Students develop increasing abilities to pose insightful questions about contexts, these questions to examine works in light processes, and criteria for evaluation. They use of various analytical methods and to express sophisticated ideas about visual relationships using precise terminology. They can evaluate artistic character and aesthetic n-made environments. They can reflect on the qualities in works of art, nature, and huma nature of human involvement in art as a viewer, creator, and participant. Students understand the relationships among art forms and between their own work and that of others. They are able to relate understan dings about the historical and cultural contexts of art to situations in contemporary life. They have a broad and in -depth understanding of the meaning and import of the visual world in which they live. Content Standard #1: Understanding and applying media, techniques, and process Achievement Standards Proficient: apply media, techniques, and processes with sufficient skill, • Students confidence, and sensitivity that their intentions are carried out in their artworks, • Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to media, techniques, and processes they us, Achievement Standards Advanced: communicate ideas regularly at a high level of effectiveness in at • Students least one visual arts medium, 226

227 Students initiate, define, and solve challenging visual arts problems • independently using intellectual skills such as analysis, synthesis, and evaluation, Content Standard #2: Using knowledge of structures and functions Achievement Standards Proficient: • Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art, Students evaluate the effectiveness of artworks • in terms of organizational structures and functions, Students create artworks that use organizational principles and functions to • solve specific visual art problems, Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standards Proficient: • Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture, • se the skills Students apply subjects, symbols, and ideas in their artworks and u gained to solve problems in daily life, Achievement Standards Advanced: • Students describe and origins of specific images and ideas and explain why they are of value in their artwork and in the work of others, • Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation, • Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students’ works and in significant works by others, Understanding the visual arts in relation to history and Content Standard #4: cultures Achievement Standards Proficient: contexts in differentiate among a variety of historical and cultural • Students terms of characteristics and purposes of works of art, • Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places, 227

228 Finally, in regards to our approach to these standards, we have attempted to create a balance between the integration of curriculum and the need to maintain a high quality, rigorous approach to the study of the arts. We recognize the need for more arts instruction outside the art classroom, but equally recognize the need for more instruction led by qualified art professionals. Standard 1. CREATION / PERFORMANCE – All students will engage in self or group expression by creating original or interpreting w orks of art. Descriptor By Grade 4 By Grade 8 Apply knowledge of concepts Demonstrate knowledge of the Apply the basic elements of art and structures to create original basic elements of art and the and the principles of design when creating a work of art. and interpretive works of art principles of design when creating works of art. Demonstrate knowledge of Apply knowledge of media, Select media, techniques and tools, techniques and processes different art materials, processes; analyze what makes to create original and them effective or not effective techniques, and processes. interpretive works of art. in communicating ideas; and reflect upon the effectiveness of their choices. Exhibit a varied repertoire of Buil d a collection of their work. Document personal progress by artistic works in a variety of maintaining a portfolio of artwork. settings. Standard 2. PERCEPTION – All students will observe and experience objects and ideas through a multitude of senses and form a sophisticated, informed response. Descriptor By Grade 4 By Grade 8 Become aware of how the Establish and explain criteria Identify ways in which artists used the elements and for analysis and interpretation have elements and principles of of works of art. design are utilized to bring principles of design in a meaning to a work of art. specific way. Examine and discuss reasons Recognize that individual Reflect on criteria that are used preferences and choices affect to determine value in works of for the in dividual preferences art. and choices in response to responses to works of art. works of art. Identify specific strengths and Examine and discuss reasons Discuss and write about their artwork and that of others. weakne sses that are evident in for individual preferences and choices in response to works of their artwork. art. Interact with art and artisans in Experience a variety of artistic Become aware of how art and a variety of settings, settings. artists are part of their school and community. community exhibits, museums and galler ies. Standard 3. CONTEXT – All students will demonstrate an understanding of the relationships within personal, social, cultural and historical contexts. By Grade 8 Descriptor By Grade 4 Relate works of art to their Recognize that works of art are Identify and describe the art historical and cultural setting. produced by various cultures. produced by various cultures using the language of art and design. Recognize the personal Describe the personal value Demonstrate a connection to their personal lives through satisfaction of creating a work gained by involvement in the 228

229 of art. visual arts. artistic expression. Demonstrate an understanding Discuss how history, culture Recognize the value that an or group can gain of how the arts influence and the visual arts can individual society, and how society influence each other. from involvement in the visual influences the arts. arts. Standard 4. TOOLS– All students will develop the ability to communicate in the language of art forms through the study and use of appropriate vocabulary, materials, tools and techniques. Descriptor By Grade 8 By Grade 4 Use different media, techniques Select appropriate media, Demonstrate facility in the identification and use of a techniques and processes; and processes to communicate variety of vocabulary, ideas, and describe how analyze what makes them different materials, techniques materials, tools and techniques. effective or not effective in and processes cause different communicating ideas; and responses. reflect upon the effectiveness of their choices. rt media and tools in a safe Use a Demonstrate the selection of Use art media and tools in a safe and responsible manner tools appropriate to purpose, and responsible manner that is message and audience. that is age appropriate and age appropriate and appropriate appropriate to the media and to the media and intended intended audience. audience. Standard 5. INTEGRATION– All students relate arts knowledge and skills within and across the arts and other content areas. Descriptor By Grade 4 By Grade 8 Identify the commonality Recognize the commonality Apply process and knowledge from and to other content areas between what is learned in the between what is learned in the and across the arts. visual arts and other disciplines. visual arts and other disciplines. Demonstrate an understanding nstrate an understanding Demonstrate an understanding Demo that skills learned in the arts are that skills learned in the arts are of how the arts are present in the workplace. useful in the workplace and useful in the workplace and everyday life, and how they are everyday life, and how they are useful. useful. 229

230 Vocabulary: ABSTRACT - Paintings or other works of art that don't try to represent things from the real world. Even though they may not look like anything, abstract art works often express feelings and ideas through colors, shapes, and/or lines. ACRYLICS- Almost like oils but more durable, quicker to dry and you can paint on any unprimed surface and will not crack over time. ARCHITECT - An architect is a person trained in the planning, design and oversight of the construction of buildings. (Frank Lloyd Wr ight and Frank Gehry) ARCHITECTURE - How a building is designed and built. (Frank Lloyd Wright and Frank Gehry) ASYMMETRICAL BALANCE - A kind of balance in which the 2 sides of the design are very different. BALANCE - An arrangement of parts so that they h ave equal force. BACKGROUND The shapes that appear behind the foreground. - - Art that was ornately decorated, dynamic and was filled with emotion. BAROQUE BATIK - A method of dyeing cloth, originated in Indonesia, where you use wax to repel (resist) the d ye on parts of the design where you do not wish to use dye. BLOT - When you take an absorbent material to soak up or dry excess paint or water. BRUSHES- Tools used to apply paint and ink to a surface, consisting of hairs, or bristles held in place by a me tal ring or cap attached to a handle. The hair may be from several sources or synthetic (man made) materials. Brushes for acrylic and polymer paints generally have nylon bristles. Names of the shapes of some brushes are bright, filbert, flat, and round. BYZANTINE- This art was very religious and mostly created for the Eastern Orthodox Church. CANVAS- A prepared cloth surface used for painting. CARICATURE - An exaggeration or distortion of the subject which makes it comical, satirical, or grotesque. - CAST A form for reproducing (making copies) of something. A mold. 230

231 CASTING The process by which a sculpture may be reproduced from a mold into a - more durable material such as metal. CERAMICS- Referring to the technique of shaping and firing clay. CHROMA - Chroma is the quality that distinguishes a strong, dark color from a weak one. The intensity of a color. COIL, SLAB, and PINCH - Techniques used in claybuilding - The technique of building up a picture in two -dimensional form by using COLLAGE newspaper, magazines, wallpaper, and wood. Sometimes drawn or painted sketches where done over a collage background. COLOR VALUE - The color va lue is the position in reference to the amount of white and black. COMPOSE - To create and arrange the elements of art in an artwork. - COMPOSITION The plan, placement or arrangement of the elements of art in a work, usually according to the principles o f design. CONTE- A soft drawing tool made by adding clay and pigment to graphite. CONTRAST - Opposites placed next to or near each other in a picture. CONTOUR LINE- contour is the line which defines a form or edge - an outline. Contour drawing is the pla ce where most beginners start, following the visible edges of a shape. The contour describes the outermost edges of a form, as well as dramatic changes of plane within the form. CRAYONS- These can be made from wax, oil or plastic. Some crayons can be ble nded and others erased. CUBIST ART - This shows more than one view at a time. A Cubist painting may show the front of a face and the side of a face at the same time. (Pablo Picasso and Georges Braque) DADA- A reaction to the rationalization, rules and con ventions of mainstream art. DECOUPAGE - A method of creating pictures by cutting and pasting pieces of painted paper. - To draw or trace the outline of a sketch out. DELINEATE 231

232 DEPTH How deep or three -dimensional an artwork looks. The illusion of space ca n - be created using color, line, and shape. DESIGN- To create or plan in an artistic manner an idea in a decorative pattern. A measure of spatial extent, especially width, height, or length. DIMENSION- DISPLAY - To present or hold up to view so as to exhi bit artwork. DYE - A substance used to color materials. EASEL A stand that artists paint on. - ELEMENTS OF ART- The building blocks of art such as lines, shapes, form, texture, space, value and color. ENAMEL - A protective or decorative coating baked on metal, glass, or ceramic ware that dries to a hard, glossy finish. ENCOUSTIC - This type of artwork was done with beeswax. You draw with a steel needle on a metal plate. ENGRAVING - When an artist makes one part of a picture more important than - EMPHASIS another. - To cut into the surface by using chemicals to create a design. ETCH EXPRESSIONISM - The emotions of the artist communicated through emphasis and distortion, which can be found in works of art of any period. (Edvard Munch, Wassily Kandinsky, Paul Klee, and Jackson Pollock) Often used very bright, pure colors and short blunt brushstrokes. Very FAUVISM - emotional, raw, and shocking way to express emotion rather than to represent the real world. (Henri Matisse and Paul Gauguin) FIXATIVE - This is a type of spray used on artwork where charcoal, chalk or pastels where used so that they will not smudge. FOCAL POINT (or center of interest) - The part of an artwork you look at first. - The first shapes that appear in front of a picture. FOREGROUND FORM - The shape of an object that has many sides and viewpoints. - Drawn by hand without the aid of tracing or drafting devices. FREEHAND 232

233 FRESCO Wet plaster put onto a wall then pigment is applied directly onto the wet - plaster, mixing and spreading it quickly. - A place where artists can exhibit their works of art and sell them. GALLERY GENRE - An art work that depicts scenes or events from everyday life. GESSO - A plaster used for a base for painting that is absorbent and brittle. GEOMETRIC - Shapes such as circles, cylinders, spheres, ovals, triangles, cones, pyramids, cubes, squares and rectangular forms. GLAZE Used by puting a transparent color over anathor dry color. - - Having a smooth, shiny, lustrous finish. GLOSSY GRAPHIC -ART - The art of drawing and p rintmaking. GRAPHITE - A soft, steel -gray to black, allotrope of carbon with a metallic luster and a greasy feel, used in lead pencils, lubricants, paints, and coatings. GOUACHE - This is watercolor paint that chalk was added to make it opaque. HORIZON LI - The line where the earth meets the sky. NE HUE - The name of the color. IMPLIED LINES - Lines you cannot see. IMPRESSIONIST - Artists tried to capture an immediate impression of what the eye sees at a single glance, rather than what the viewer knows or feels about the work. (Claude Monet, Edouard Manet, Mary Cassatt, Paul Cezanne, Camille Pissarro, Georges Seurat and Edgar Degas) INDIA INK - A Black pigment that is lightfast and water resistant. INK - A pigmented liquid or paste used especially for writing or printing. - INTENSITY The brightness or pureness of a color. A bright color is at its highest intensity while a dull color is at its lowest. INTERMEDIATE COLOR - A color made by mixing a secondary color with a primary color. interpretation of an idea, scene, or writing, used to - ILLUSTRATION The artistic better describe text in books, magazines, and posters. (Maxfield Parrish and Norman Rockwell) 233

234 IRREGULAR SHAPE- Not geometric as most shapes in nature. ITAGLIO This process uses ink on plates and wh en pressed on wet paper the ink - releases itself from the grooves and makes a print. KAOLIN- A fine clay used in ceramics and refractories and as a filler or coating for paper and textiles. KINETIC - Any artwork with parts that move. LACQUER - A glossy, r esinous material, used as a surface coating. Outdoor scenes like city, sea, sky or land. LANDSCAPE- LINE - An element of art which refers to the continuous mark made on some surface by a moving point to define a space It may be two -dimensional three - dimensional (as with wire) or implied (the edge of a shape or form). LINEAR PERSPECTIVE - The way the eye perceives objects. Closer objects appear larger and they get smaller with distance. her Strong but light molding paper pulped with glue and ot - MACHE (PAPIER) substances, used most often in the construction of small and colorful sculptural creations. MASK - An opaque border or pattern placed between a source and a surface to prevent exposure on certain areas. Used in stencils, airbrushing, and watercolors. MAT - This is a way to protect your artwork and making it more attractive when framing it. A dull, often rough finish. MATTE - MEDIA - The material used to make the artwork was made such as oils, water color, acrylic, inks, to name a few. MEDIUM - The kind of material from which an artwork is made. METAMERISM- This refers to the situation where two color samples appear to match under one condition but not under another. A technique involving the use of two or more artistic media, such MIXED -MEDIA - as ink and pastel or painting and collage, that are combined in a single composition. This artist used new art movements instead of the traditional art. - MODERN ART For example: Expressionism and Surrealism. 234

235 MONOCHROMATIC Variation of one hue. - MOOD The feelin g created by an artwork. - MODEL - A person who poses for a work of art. NONOBJECTIVE - Having no subject matter nor definable objects. MURAL - A very large image, such as a painting or an enlarged photograph, applied directly to a wall or ceiling. A mix of ground pigments and linseed, poppy or walnut oil. Dries slowly so - OILS artists could take more time to work on details and capture textures. - Optical Art is about distorted shapes and vibrating colors that OPTICAL ART challenge and manipulate the eye to perceive the illusion of movement. (M.C. Escher, Bridget Riley, and Victor Vasarely) ORGANIC SHAPE - Shapes in nature, not geometric. OVAL - Like the shape of an egg. - When parts of a picture lie on top of other parts. OVERLAP PAINT People used to mak e paints by mixing vegetable, plant and earth pigments - together with water or animal fat. Now there are many choices available. PALLET- An object designed to hold paints which the artist lays out and mixes colors on. PALLET- - A tool, the working end of which is flat and is used especially for KNIFE mixing and/or applying paint. PASTELS - Pastels are sticks of color used for drawing. The texture of pastels can be chalky or oily depending on what the pigment is mixed with. They are bright, portable colors wi th no drying time. - You can create it by repeating a line, shape or color over and over PATTERN again. PERSPECTIVE - The technique artists use to project an illusion of the three - dimensional world onto a two -dimensional surface to create a sense of depth . PIGMENT - Pigments give color to paint. Today pigments are made from chemicals which come in brighter colors, resist fading, and are less expensive. A post -impressionist school of painting exemplified by Georges POINTILLISM - Seurat, characterized by the application of paint in small dots and brush strokes. 235

236 POLYMER - Paint, sculpture, and texture mediums made of numerous natural and synthetic compounds of usually high molecular weight consisting of up to millions of repeated linked units, each a relativel y light and simple molecule. POP ART - Pop art challenged tradition by asserting that an artist's use of the mass -produced visual commodities of popular culture is contiguous with the perspective of fine art. Pop removes the material from its context and i solates the object, or combines it with other objects, for contemplation. (Andy Warhol, Jasper John, and Wayne Thiebaud) A likeness of a particular person or animal. PORTRAIT- - All other colors are made from these and they cannot be PRIMARY COLORS made b y mixing other colors. They are red, yellow and blue. PRINCIPLES OF ART - These are balance, contrast, proportion, pattern, rhythm, emphasis, unity, and variety. PRINTMAKING - For a print to be an original, the artist must do the plates or the stones. If s omeone else does the work, then it is a reproduction. Woodcuts, etchings, engravings, and lithographs are forms of original prints. Each involves the artist's hand in brushing, or cutting. PROPORTION - mpared to Describes the size, location or amount of one thing co another. PURE COLOR - A color that has not been mixed with another color. - The exact way the an object really looks. REALISM RENAISSANCE - Naturalistic styles were the interest and and formal rules of composition. (Leonardo da Vinci, Michaelangelo, and Raphael) REPRESENTATION- Very close to the way an object really looks. REPRODUCTION - A print or process made without the artist hand being involved directly. RHYTHM - A repeated part or pattern in a picture. SCULPT - The act of sculpturing. SCU LPTURE- It's three dimensional art usually done in clay, bronze, marble, plaster, wire, or wood to name a few. (Henry Moore and Michaelangelo) This is an almost dry paint applied over a dried paint to make it look as SCUMBLE- a haze. 236

237 SECONDARY COLOR - A c olor made by mixing 2 primary colors as green, orange and violet. SHADE - The color made by mixing a pure color with black. SHAPE - The 2- dimentional flat space between or around objects. An drawing or painting often made as a preliminary study, n - ot the final SKETCH artwork. - STILL LIFE Inanimate objects grouped indoors. The empty place or surface in or around a work of art. Space can be two or SPACE- three dimensional, negative and/or positive. e world of dreams SURREALISM - Melding the conscious and the unconscious, th and fantasy along with reality. (Salvadore Dali and Rene Magritte) Something that represents another thing. SYMBOL - - A kind of balance in which both sides of design are SYMMETRICAL BALANCE exactly alike. TEMPERA - A type of paint made b y mixing powered pigments with egg yolks. Usually came from natural sources such as minerals, wood, plants or clay and dries quickly. TERRACOTTA - A reddish -brown baked clay. TEXTURE - Appears or feels rough or smooth. ht, length & width. Objects have heig THREE- DIMENSIONAL - TINT- The color made by mixing a pure color with white. TONE- When a color is mixed with gray. -DIMENSIONAL - TWO FLat, 2 sides only. Those items that help to make art such as: brush, pencil, paint, crayon, TOOLS- etc. When t he parts of a picture come together. UNITY - VALUE Refers to the lightness and darkness of what is seen. - 237

238 VARIETY- This occurs when an artist creates something that appears different from the rest of the artwork. VARNISH A paint containing a solvent used to co at a surface with a hard, glossy, - transparent film. VISUAL -ART - Any art for that can be viewed. - A Very thin coat of paint. WASH WOODCUT - With Special tools a block of wood is carved then used to print. Most of this vocabulary listing is provided with permission by the following site - .php -terms /art happyscribbles http:// www. .org 238

239 -wheel.php) The Color Wheel (http://www.happyscribbles.org/color The Color Wheel is a that sh ows how colors are related and sorted. chart This makes it easier for Artists to mix the right colors for painting. , and Primary colors are blue , red The yellow and cannot be made by mixing other colors together. and and are made by mixing two green , purple Secondary colors are orange wheel . primary colors from either side of the color Tertiary colors are made by mixing a primary and a secondary color together. Like , green purple and blue or and yellow blue and green. Intermediary colors are the result of not mix ing primary Colors in equal amounts. or green , Apple For example, mixing yellow and green could give us Chartreuse ount of each color mixed. depending on the am Complementary colors are opposite from each other on the color wheel and they contrast because they do not have any colors in common. Green is made by mixing yellow and blue , so it will complement red . colors on the color wheel are right next to each other and have a color Analogous in common. Like blue , blue/green, and green all contain blue . Red , orange and analogous because yellow are red and yellow make orange . and they remind you of cool green, blue and purple colors are made mostly of Cool things and make you feel cooler. Warm colors are made mostly of red , orange and yellow and they remind you of warm things and make you feel warm. Local color are realistic colors, as they appear in nature such as green grass, blue brown sky, earth, etc. 239

240 , , whites, . Black, grays wheels browns Earth colors are not seen on most color tans beiges and colors and can be made by mixing all three primaries are Earth or white. black together with some 240

241 Task Booklet 20__- 20__ School Year Value & Shading TH 7 GRADE On Demand Task Creating and Responding Visual Arts SCORE: 241

242 Value & Shading On Demand Task Creating and Responding Visual Arts 20__- 20__ Student Identification Please print your formal name and the additional information requested in the following spaces. First Name Last Name Year of graduation School Teacher Year Day Month / / Today’s Date 2 © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 242

243 Section 1. Task Conditions To complete this task: • nt will independently create an artwork that focuses on value and shading. Stude Student must work alone on studio assignment. • • Student may use a dictionary and thesaurus. Student will have access to various visual resources and texts. • • Student will use the rubric s to check and assess their own work throughout the process, • Students will engage in peer and self critiques. Students are allotted class time to complete the preparatory and studio portion of this task. • *Instructor recommended time frame Stu • -minute class periods to complete the written portion of the task. dents are allotted 1 -2, 45 Accommodations to Meet Special Needs To the teacher: Describe any accommodations required by the student’s IEP, 504 Plan, PLP, or in relation to his/her enterin g/beginning status as an English Language Learner that you made in the way this task was administered. Presentation/format: _______________________________________________________________________ Timing/scheduling: ________________________________________________________________________ Mode of response: _________________________________________________________________________ Environment/setting: _______________________________________________________________________ Scoring Modifications Students with in modification(s) in the way this task is scored . (For dividual learning needs may require a example, a student with dyslexia might not be scored on the spelling component of the rubric.) These individual learning needs should be described in the student’ s IEP, 504 Plan, PLP, or in relation to the student’s entering/beginning status on the ACCESS Test for English Language Learners. If the way this task is scored should be modified, be sure to describe this modification in the box on the cover of the task. © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 3 243

244 Section 2. Task Criteria This list of criteria shows only that part of the rubric that describes how a student meets standard. This document is riteria, with space provided for students to take notes. designed to be part of a teacher’s classroom discussion of these c Meets Standard Expectations Student Notes 3 8) 1 (7- –1a : VADGSE: 8)-2b, 3 (7- Project demonstrates Applies Media & Process • Emerging use of media DOK 3 value scales: ( techniques Strategic Thinking or smooth shading -hatching) hatching, cross range of Value Emerging • (value - darks, grey to lightest lights) Emerging use of materials • and tools VADGSE : 1 (7 -8)-1b, 4 (7- 8)-1 f Craftsmanship craftsmanship Emerging • DOK 3 exhibited throughout process. Strategic Thinking • Work is neat and proper use of material handling is seen throughout the project. Analysis of VADGSE : 1 (7 -8)-1b • Demonstrates*an* Solutions understanding*of*a*chosen* DOK 3 Elements*and/or*Principles* Strategic Thinking Design of*Art*and* .* -8)-1b VADGSE: 1 (7 Depth of Knowledge • Demonstrates initial DOK 3 vocabulary understanding of Strategic Thinking relating to task. Demonstrates command of <9.1< .5* W*10 Demonstrates control of • the written language grammar, usage, punctuation, * sentence structure and *Reflective Essay Rubric spelling will be used -Section 6 • Occasional errors do not interfere with meaning. © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 4 244

245 Write an essay that answers the following questions: What*element*of*art*did*you*use*in*this*task?** 1. Define*the*element*of*art*that*you*listed*above.* 2. 3. * What*is*the*purpose*of*having*to*create*a*value*scale? 4. Where*would*you*find*the*highlight,*mid

246 . TASK RUBRIC: Observational Drawing with VALUE Rubric Section 3 Scorer 1 . Instructions to Scorer: Use a ma gic marker to highlight the portion of each row in the rubric that matches the student’s performance. At the bottom of the p age indicate a score for overall performance and sign with your initials. EVALUATION RUBRIC , Expectations , Exceeds,Standards , Below,Standard, Meets ,Standard , Nearly,Meets,Standard 3, 2, 4, 1, Project demonstrates: Applies Media & Process Project demonstrates: Project demonstrates: Project demonstrates: VADGSE: 1 (7 -8)-2b, Limited • Emerging use of media • • Proficient/ Emerging use of • Develop use of media ing use of media 3 (7 –1a -8) techniques ( media techniques ( value scales: value scales: techniques ( techniques ( value value scales: DOK 3 smooth shading, or scales: smooth shading, smooth shading or hatching, or smooth shading Strategic Thinking -hatching ) ) -hatching hatching hatching, cross ) -hatching or cross cross -hatching) hatching, cross • Limited range of Value ing Proficient/ Emerging range range of Value • • Emerging range of Value • Develop of Value - darks, grey to (value - darks, grey to (value (value - darks, grey to lightest lights) - darks, grey to lightest lights) (value lightest lights) lightest lights) use of materials Emerging use of materials • Limited use of materials and • • Develop ing Proficient/ Emerging use of • and tools tools and tools materials and tools Craftsmanship Limited craftsmanship Develop • Emerging craftsmanship • ing craftsmanship Advanced craftsmanship • • -8)-1b, VADGSE: 1 (7 exhibited throughout process. exhibited throughout process. exhibited throughout process. exhibited throughout -8)-1 f 4 (7 process. Work is un • Work is extremely neat and cared for and • • Work is poorly maintained & DOK 3 • Work is neat and proper use proper use of material of material proper use proper use of material handling Strategic Thinking handling is seen throughout of material handling is seen handling is limited viewed isn’t seen throughout project the project. throughout the project. throughout the project. monstrates a limited Demonstrates an emerging • • De • De monstrate s a developing Demonstrates a • Analysis of proficient/emerging chosen understanding of understanding of chosen chosen understanding of Solutions Elements and/or Principles of Elements and/or Principles of understanding of chosen Elements and/or Principles of VADGSE: 1 (7 -8)-1b Art and Design. Art and Design. Elements and/or Principles of Art and Design. DOK 3 Art and Design. Strategic Thinking Depth of Knowledge Demonstrates initial • Demonstrates initial • Demonstrates initial • s initial Demonstrate • -8)-1b VADGSE: 1 (7 understanding of vocabulary understanding of vocabulary understanding of vocabulary understanding of vocabulary DOK 3 relating to task. relating to task. relating to task. relating to task. Strategic Thinking ___ Comments ________________________________________________________ Score ___________________ Scorer’s Initials ____________ 246 7 Rhode Island Skills Commission © 2010. Do not use for commercial purposes.

247 247

248 Task Booklet 20___– 20___ School Year Color & Glaze Advanced Sculpture and Ceramics Common Task #3 Extended Task Creating and Responding Visual Arts SCORE: 248

249 249

250 Color & Glaze Advanced Sculpture and Ceramics Common Task #3 Extended Task Creating and Responding Visual Arts 20___ 20___– Student Identification Please print your formal name and the additional information requested in the following spaces. First Name Last Name Year of graduation School Teacher Year Month Day / Today’s Date / 3 © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 250

251 Section 1. Task Conditions ! To complete this task: Student will independently to complete the • extended task focused on color and glaze • Student must work alone and/or in groups on studio assignment • Student may use a dictionary and thesaurus. • Student will have access to various visual resources and texts • Student will brainstorm/develop ideas in thei r sketchbook • Student will use the rubrics to check and assess their own work throughout the process • Students will engage in peer and self critiques Students are allotted class time to complete the preparatory and studio portion of this task. • Students are allotted 1, 45 - minute class periods to complete the written portion of the task. • ! Accommodations to Meet Special Needs or in relation to Describe any accommodations required by the student’s IEP, 504 Plan, PLP, To the teacher: his/her entering/beginning status as an English Language Learner that you made in the way this task was administered. Presentation/format: _______________________________________________________________________ ________________________________________________________________ Timing/scheduling: ________ Mode of response: _________________________________________________________________________ Environment/setting: _______________________________________________________________________ Scoring Modifications . (For Students with individual learning needs may require a modification(s) in the way this task is scored ot be scored on the spelling component of the rubric.) These example, a student with dyslexia might n individual learning needs should be described in the student’s IEP, 504 Plan, PLP, or in relation to the student’s f the way this task is scored entering/beginning status on the ACCESS Test for English Language Learners. I should be modified, be sure to describe this modification in the box on the cover of the task. 251

252 ( Section(2.(Task(Criteria ! This list of criteria shows only that part of the rubric that describes how a student meets standard. This document is designed to be part of a teacher’s classroom discussion of these criteria, with space provided for students to take notes. ! ! Meets Standard Expectations Student Notes 3 VADGSE: 1(9 -1a&b, 1- 2a&b -12) Subtractive!Sculpture ! ! Applies(Media(&( demonstrates :!!! Process( • Proficient t wo -dimensional design for subtractive sculpture -dimensional Proficient three • composition Proficient use of media • techniques • Proficient use of variety of negative & positive space Proficient form in artwork • 1 a & f -12) VADGSE 1(9 -1 b, 4- • Proficient craftsmanship Craftsmanship( exhibited throughout process. Work is neat and proper use • material handling is seen of throughout the project. -1b, 4- 1f VADGSE 1(9 -12) • Shows proficient day to day Level(of( progression, Participation( use of Displays proficient • (Work(Ethic) ( class time, • Does some work is done outside of the class, • Willing to make some revisions when needed, Has some proper use of tools • and materials, Most of the time the area • clean and neat: tables washed, tools put away • Project was late but completed ! VADGSE 4 (9 -1 a -12) Demonstrates! • initial! Depth(of(Knowledge( understanding!of! informational!text!that! meets!expectation. ! WGSE 10 -9.1- 5 • Demonstrates control of Demonstrates( grammar, usage, punctuation, command(of(the( sentence structure and written(language( spelling. ( • Occasional errors do not *Reflective(Essay( interfere with meaning. Rubric(will(be(usedJ Section((6 ( 5 Rhode Island Skills Commission © 2010. Do not use for commercial purposes. 252

253 Write!a!reflective!essay!that!addresses!the!understanding!and!knowledge!learned.! Respond!in!writing!your!skills!in!subtractive!sculpture,!the!elements!of!art!&! !design!and!developed!sculpture!techniques. principles!of ! ! ! ! Lines(are(needed( ! ! ! ! ! ! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________!!! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! ______________________________________________________________________________________________________________________! ! © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 6 253

254 ______________________________________________________________________________________________________________________! ! ( GLAZING(YOUR(TILES ! ( STEPS: 1.!!CHOOSE!GLAZE!COLORS! ! 2.!!LABEL!EACH!BLOCK!WITH!CORRECT!GLAZE!NAME 3.!!4!TILES!MUST!BE!DIVIDED!AND!TESTED!W ITH!MATTE!&!CLEAR!GLOSS**! 4.!!4!TILES!MUST!HAVE!A!COMBINATION!OF!2!OR!MORE!GLAZES!!!OVERLAPPED! ! ( HOW(TO(GLAZE: 1.!!APPLY!AN! .((ONLY(GLAZE(ONE(TILE(AT(A(TIME.((CLEAN(YOUR( !OF!GLAZE!TO!TILE EVEN(COAT BRUSH(OUT(EACH(TIME(YOU(SWITCH(TO(A(DIFFERENT(GLAZE(( EACH!COAT!DRY!BEFORE!APPYLING!THE!NEXT!COAT! 2.!!LET! 3.!!EACH!COLOR!NEEDS!TO!BE!APPLIED!3!TIMES! WARNING(COLOR(WILL(DIFFER(FROM(BOOK( 4.!!GLAZE!TILES!TWICE!WITH!COLOR!THEN!APPLY!THAT!MATTE!&!GLOSS!TWICE***(SEE!ABOVE!***! SECTION)! 5.!!LABEL!EACH!BACK!OF!TILE!WITH!UNDERGLAZE!PENCIL!WITH!NAME!AND!DIVISION!OF!GLAZE.! 6.!!GLAZE!ALL!BACKS!OF!TILES!WITH!GLOSS!GLAZE!TWICE!TO!PROTECT!THE!LABELING! ! ! ! ! ! ! ! ! ! ! ! ! ! !!!!!!!!!!!!_________!!!! ! !!!!!!!!!____________! !!!_____________! !!!!!!!! !!!!!!!!!!!!____________! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !!!!___________! !!!!!!!!!!!!____________! !!!!!!!!!!!!!!!____________! !!!!!!!!!!!!!!!!!!!!___________! © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 7 254

255 Section 3. TASK RUBRIC: Color and Glaze Rubric rformance. At the . Instructions to Scorer: Use a magic marker to highlight the portion of each row in the rubric that matches the student’s pe Scorer 1 itials. bottom of the page indicate a score for overall performance and sign with your in EVALUATION*RUBRIC * * Exceeds*Standards * Below*Standard* Meets*Standard * Nearly*Meets*Standard * Expectations 3* 2* 4* 1* Applies*Media*&*Process * Subtractive+Sculpture+ Subtractive+Sculpture+ Subtractive+Sculpture+ Subtractive+Sculpture+ demonstrates:++ + -1 a&b, demonstrates:++ VADGSE: 1(9 demonstrates:++ + + -12) demonstrates:++ + 1-2 a&b • Advanced+two 6dimensional+ Limited+two • • • +two 6dimensional+ Proficient 6dimensional+ dimensional+design+ Poor+two6 * subtractive+ for+subtractive+sculptu design+for+ re+ design+for+ subtractive+ subtractive+ design+for+ + + sculpture sculpture + sculpture Poor+three • 6+dimensional+ + composition • 6+dimensional+ Limited+three Proficient • +three 6+ 6+ • Advanced+three composition + dimensional+composition + dimensional+composition + techniques+ • Poor+use+of+media+ Advanced+use+of+media+ • +use+of+media+ Limited+use+of+media+ • Proficient • Poor+use+of+variety+of+ • techniques+ techniques+ techniques+ negative+&+positive+space + • • • Proficient +use+of+variety+of+ Limited+use+of+variety+of+ Advanced+use+of+variety+of+ + Poor+form+in+artwork • negative+&+positive+space negative+&+positive+space + + negative+&+positive+space + + + • • Proficient +form+in+artwork + Advanced+form+in+artwork+ • Limited+form+in+artwork Craftsmanship* Some+craftsmanship+ • • • Advanced+craftsmanship+ Limited+craftsmanship+ • Good+craftsmanship+ * 612)61a VADGSE+4(9 exhibited+throughout+ exhibited+throughout+ exhibited+throughout+ exhibited+throughout+ process.++ + process.++ + process.++ + process.++ + • Work+is+neat+and+proper+ ncared+for+and+ Work+is+u • Work+is+extremely+neat+and+ • Work+is+poorly+maintained+&+ • proper+use+of+material+ use+of+material+handling+is+ proper+use+of+material+ proper+use+of+material+ handling+isn’t+seen+ handling+is+limited+viewed+ handling+is+seen+ seen+throughout+the+ + + throughout+the+project. + + throughout+project+ throughout+the+project. project. ****Level*of*Participation * Does+not+show++minimal+day+ Shows+limited+day+to+day+ • • Shows+proficient+day+to+day+ • • Shows+advanced+day+to+day+ (Work*Ethic)* to+day+progressi + progression, on, + + progression, progression, + VADGSE 1 (9 -12) -1b Displays+proficient+use+of+ • • Displays+limited+use+of+ • Displays+advanced+use+of+ • Displays+minimal+use+of+class+ -1f -12) VADGSE 4(9 class+time, time, + + class+time, time, + + Does+not+work+outside+of+the+ • • +is+done+ • Does+limited+work • Does+some+work+is+done+ Does+work+outside+of+the+ * + outside+of+the+class, + + class, + outside+of+the+class, class, • • Makes+no+revisions+when+ Makes+limited+revisions+ • Willing+to+make+some+ Willing+to+make+all+ • when+needed, + + revisions+when+needed,+ revisions+when+needed+all+ + needed, the+time, + • • Has+some+proper+use+of+ • Never+uses+tools+or+materials+ Has+limited+use+of+tools+and+ and+ • Proper+use+of+tools+ + properly, tools+and+materials, + + materials, materials, + • Area+is+not+always+clean+ Does+not+keep+area+clean+and+ • • Most+of+the+time+the+area+ Area+is+Always+kept+clean+ • clean+and+neat:+tables+ and+neat:+tables+washed,+ neat:+tables+are+not+washed,+ and+neat:+tables+washed,+ tools+are+not+put+away + + washed,+tools+put+away + tools+put+away, + tools+put+away, • Project+not+completed+on+ • Project+completed+on+time+ • Project+was+late+but+mostly+ + time+&+limited+work+done.+ + completed. + • Project+completed+on+time+ Depth*of*Knowledge * Demonstrates+initial+ • Demonstrates+initial+ • Demonstrates+initial+ • Demonstrates+initial+ • * 612)61a+ VADGSE+4+(9 understanding+of+ understanding+of+ understanding+of+ understanding+of+ informational+text+that+is+ informational+text+that+ informational+text+that+ informational+text+that+ + below+expectation. + exceeds+expectation. + + nearly+expectation. meets+expectation. + + 8 © 2010. Do not use for commercial purposes. Rhode Island Skills Commission 255

256 ! Quarter!1 ! Quarter!2 ! Quarter!3 ! Quarter!4 ! Common!Task Course ! Common!Task ! Common!Task ! ! ! Common!Task Writing!a! Basic&Art&&& ! & &&&&& χ &&&&&&& &&& χ & &CCA && & Design Persuasive! or & essay!that! min address! critical! method!&!Pop! Art & & Color!Theory ! Basic&Art&&& Writing!a! Designing! with! & &&&CCA *WORKSHEET Design Persuasive! Line ! & & & essay!that! full&year address! critical! method!&!Pop! Art ! iting!a! ! Wr Linear! Foundations& Observational! & Persuasive! ! Perspective of&Art Drawing!with! & &&&CCA concentration!on! essay!that! & ! & ! & address! *WORKSHEET Value & & *&FLAT&SHADING& critical! full&year & GEOMETRICAL& method!&! SHAPE Impressionist! & art & ! Advanced& Writing!a! Observational! Color! Theory/ Persuasive! & ! Still!Life!drawing! Teacher' Art&1 essay!that! ! with!Value Choice ' & & &&&CCA *WORKSHEET ! ! TEST&PIECE & address! * critical! & full&year m ethod!&! Modern!art ! & ! ! Advanced& Color!Theory Writing!a! Drawing!with! & Concentration! Art&2 ! ! Persuasive! ! & *WORKSHEET on!Portrait & essay!that! !!!!! ! CCA *&CONTOUR& & full&year address! DRAWINGS critical! & method!&! ! Renaissance! art & 256

257 Creating!a! Portfolio! ! Senior& Writing!a! ! / Personal!Art! ! Development: & Studio Legacy! Interpreting ! ! D&Senior& ; ! Philosophy 3 Proposal personal & ! ! Stud io & CCA !!!!! artistic growth WRITTEN& * & ! *CLASS& & ARTIST& - & *3 4 artworks l STATEMENT & Proposa ! & full&year & ing!a! Writ & Basic& χ ! χ &&&&&&& &&& ! !!! & & & &CCA & Sculpture Persuasive! & essay!that! min or address! critical! N D! method!&!3 art && & ! Subtractive Basic& Writing!a! Relief!Sculpture ! &&&&& & CCA & Persuasive! TEST&PIECE ! * Sculpture Sculpture ! essay!that! * ! & full&year TEST&PIECE address! critical! method!&!3 N D! ! art ! Advanced& & Writing!a! Design!with!Line ! Hand!building! ! with!Multiple! Persuasive! Sculpture & !!!!!! CCA ! & & TEST&PIECE techniques ! full&year * essay!that! address! ! ! & ! critical! method!&!3 N D! art ! ! 257

258 Objective Re-submit Length of Performance Materials to be Visual Arts submitted task time Section: Section: CCA SCORED GRADED Due: th Schedule week of 4 Start time Febuary Basic Art & April: 1 rotation 3 weeks Last week of • CCA Lesson st Design regular school due: May Begin between 1 plan st nd week minor and 2 between 1 Project sample • nd week and 2 (jpeg, or color copy) • De partment CCA rubric Focus: • designing with line & color theory April 1 week Finals schedule Basic Art & 3 weeks CCA Lesson • st Design due: May Begin between 1 plan st nd week full year and 2 between 1 • Project sample nd week and 2 (jpeg, or color copy) • Department CCA rubric • Focus: designing with line, color theory, 1 point perspective & 3-d design (CHOOSE 3 • OF THE ABOVE) 3 weeks Finals schedul Foundations of April: e CCA Lesson • st Art Begin between 1 1 week due: May plan nd st week and 2 between 1 • Project sample nd week and 2 (jpeg, or color copy) full year Department • CCA rubric • Focus: color/value, linear perspective & composition Finals schedul 1 week 3-4 weeks Advanced Art 1 e Finals schedule: Power point/ Term due: May Paper Focus: st between 1 • Observational nd week full year and 2 Still Life drawing with Value • Color Theory • Portrait • Functional Design (CHOOSE 2 OF 258

259 THE ABOVE) Performance Objective Re-submit Materials to be Length of Visual Arts submitted Section: Section: time task CCA GRADED Due: SCORED th Schedule Start time week of 4 Febuary Advanced Art 2 Finals schedule 1 week 3-4 weeks Finals schedule due: May Power point/ Term Focus: st full year Paper between 1 ing with Draw • nd week and 2 Concentration on Portrait Color Theory • Additive • Sculpture CHOOSE 2 OF THE ABOVE) 1 week Senior Studio/ 3 weeks April: Exit Portfolio st 3-D Senior Studio due: May Begin between 1 • Artist nd st week full year and 2 between 1 statement nd week and 2 • Resume • 6 - 10 artwork s 1 rotation Basic Sculpture 3 weeks Last week of April: CCA Lesson • st minor due: May Begin between 1 regular school plan st nd week and 2 between 1 Project sample • nd week and 2 (jpeg, or color copy) • Department CCA rubric Focus: relief & • subtractive sculpture April: Finals schedule Basic Sculpture 3 weeks • CCA Lesson st full year Begin between 1 1 week due: May plan nd st week and 2 between 1 Project sample • nd week Basic Sculpture and 2 (jpeg, or color copy) full year Department • CCA rubric Focus: relief, • assemblage & color theory Finals schedule 1 week 3 weeks Advanced April: • CCA Lesson st Sculpture due: May Begin between 1 plan nd st full year week and 2 between 1 Project sample • nd week and 2 (jpeg, or color copy) • Department CCA rubric • 259

260 Focus: • additive, atic & them color theory 260

261 Rhode Island Unit of Study Title:My Special City Overall days: 4 Discipline/Content Area Focus Visual ARTS Grade Level: Grade 2 Discipline Content: : Students will learn the following concepts: basic definitions of and Modern Art Abstract - reference the name of Wassily Kandinsky = to ‘father of Modern Art’ - locate Europe - spec. Germany and Russia on a large world map apply (grade 1) knowledge of line concepts as they learn that intersecting lines create - endless varieties of shapes combine cu t paper lines, shapes and colors to create an individualized city (roads/buildings) - material usage & safety (i.e. cutting techniques et.al.) - - Processes: knowledge and skill of vocabulary,media, tools, techniques, and Students will demonstrate processes Students reflect upon,analyze and evaluate the work of self and others ( describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements) Students will demonstrate knowledge and applicati on of Visual Art and Design concepts (e.g. shape,form,color,pattern,texture) Students will communicate in the language of art and design ( exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or mean ing) Students will write a written reflection of their imaginary city. (could include descriptive names of buildings and roads based upon student experiences ) Essential Questions: How do we use materials to create an individual statement as an art ist? Can you create a variety of shapes and colors using the materials provided? setting - What words will you choose to describe your work ( title - characters) How does an artist make decisions when creating artwork? Written Curriculum Grade Level Expect ations/Grade Span Expectations: - - 2a VAD 1(K 2) VAD 4 (K 2) – 1b - VAD 1 (K - 2) – 1b VAD 4 (K - - 1c 2) Taught Curriculum Instructional Sequence: Day1 Introduce lesson by showing the map of Europe - asking them to locate Russia and Germany. Write the n - 1944 ame of Wassily Kandinsky and the years of his life: 1866 Explain that at this time Art was changing rapidly. It was a time for people to explore more and more! Explain how Kandinsky loved color and shape..eventually becoming known as the father of Mod ern Art. Students draw 7 lines across 1 - piece of tag board using black marker. Let them express what they see as shapes are formed from intersecting lines. Add layers of color to these shapes using oil pastels 261

262 previous week’s lesson as you pas s around small visuals of Kandinsky’s works allowing Day2 Review – students to hold, look, and discuss WHAT they see. ( If possible have students sit around in a circle at this point) Briefly discuss ABSTRACT as a term meaning “change” a change in the way someone sees things. – Speak of how Kandinsky had a a strong desire to begin exploring the wonderful worlds of color and line and shape as he created his many famous works. y interesting people Allow students to see his works as resembling small cities, small worlds possibly inhabited b and creatures. Return students’ works and have them choose a scissor. They then proceed to cut out simple shapes from the reverse sides of their colored works. As they cut they will begin to arrange these ‘pieces’ in chosen areas of t heir (12x18) papers. It is now that we begin to glue down our shapes, overlapping them into buildings of unique shape and form. Day3 Students one another’s works and see what each artist did the week prior. observe s point by students and directed to peers Up to 3 questions may be asked at thi Place Kandinsky works next to particular chosen student works ...ask students to describe what they see in master work and student work r buildings? Ask students to think about what their city could use. A roadway? A bridge? Othe Teacher demo’s how to create a road using 1 or more lengths of papers. Demo how to create a bridge glueing so as to make it go ‘over’ previously glued down pieces. – (low relied is allowed at this point. Day 4 Teacher has previously viewed K andinsky works displayed on board or tablesHave student works out when class arrives. Finding their own, students willl listen to the titles given by Kandinsky to his own work. We will begin to design names for our works as teacher passes around prepared o versized labels ( e.g. ‘My work of art is titled________________’) spelling techniques learned in grade 1. Students carefully write in their titles use word - Teacher can distribute lined paper for students to write a brief 5 sentence description of the work s at hand.(Tell a very short story describing the who’s. what’s, why’s, where’s of their creations) Adhere these writings below the works or on the reverse side. Resources and Materials: Power Point Presentation sky ( calendars;books; et.al.) Photographic visuals of Wassily Kandin Websites - - Wassily.html Ki/Kandinsky http://www.notablebiographies.com/Jo Art Materials: lined paper 9x12 manilla (or colored) tagboard black redi - smart markers ( provided in annual order) labels for naming works oil pastels (old or new ) thin - line markers 5” fiskars (finger) glue 12x18 brilliant colored pape rs construction scraps from previous lessons Instructional Considerations: Key Vocabulary: Europe Abstract Modern Art intersect overlap arrange Differentiation Strategies (for all student learners): Power Point Structured Overview ussions Disc Demonstrations 262

263 Cooperative Learning Critique Written Reflection Depth of Knowledge: Level Three (Strategic Thinking)=DOK3 Using concepts to solve non - routine problems/draw conclusions/ investigate construct Apply concepts/Analyze/Prove/Design Level Four (Extended Thinking)=DOK4 Institute for Learning (IFL) Strategies/Research Based Strategies: Accountable talk during teacher lead discussions and throughout project development Clear expectations in the completion of student projects Teachin g Strategies: As lesson begins students encouraged to individually create basics of their form. Collaboration in small groups is essential when solving construction problems and when applying particular concepts of the lesson Assessed Curriculum: Teacher / Peer feedback throughout. Critique/Rubric Assessment Options Embedded, Formative Assessments Teacher will monitor progress via observations as students are creating imaginative cities/places Teacher will consistently check for accountable talk Teac her will encourage collaboration in/among established groups Summative/Unit Assessments Formal critique ( where students will be allowed to pose 1 question to a peer) Final created city works showing varied colors. Shapes, and use of paper ssessments Benchmark A Kandinsky City Rubric 263

264 Rubric: Kandinsky City Grade 2 Paul Carpentier Rubric 5 4 3 2 1 / Poor quality Acceptable Inconsistent Creative work High quality quality of NO work at all and creative work developing work work skills at grade level No application of LL Rarely apply Apply some of the Apply A Sincere effort to , apply skills expected skills skills focused concepts – expected skills upon in lesson especially those especially those understanding focused upon in focused upon in ex: line -shape— -shape— ex: line and of lesson lesson ex: line -shape— color variety color variety ex: line -shape— r variety colo application of ex: line —color -shape color variety variety art concepts Do not Always Participate in Sometimes Usually participate in participate in participate in participate in class and use participation class and use class and use class and use class or use time well time well time well time well time well Use materials Use materials Often need Use materials Require some remin inappropriately appropriately appropriately der on reminding on use of and with no with little proper use of and foolishly proper use of materials reminders reminding materials materials Very rarely Usually follows Usually follows Always follow art Never follows studio rules and studio rules and studio rules and follows studio studio rules and frequently causes rules and never cause a occasionally very rarely causes Behavior disturbance disturbances in sturbance causes a sometimes causes a di disturbance when when in class a disturbance in class class in class 264

265 Rhode Island Unit of Study Title: Keith Haring – Sculpture Overall days: 11 days Discipline/Content Area Focus: Visual Arts th Grade Level: General Art, 7 grade Discipline Content: Students will learn the following concepts: ! History of Keith Haring as a person and his style ! Use of line, gesture drawing and proportion ! Use of materials and new techniques ! Sculpture design and building techniques ! Conveying an idea through the art work Processes: We will focus on his style of figure drawings, and Students will be introduced to the artist Keith Haring. how he uses the elements and principles to create unified piece of artwork within an environment. ! Students will demonstrate knowledge and apply the elements and principles of art into their art work. ! Students will demonstrate the knowledge of vocabulary, media , techniques, and processes. ! Students will be familiar with the history and particular style of the artist. ! Students will successful convey a message through their artwork ! Students will write a reflection that focuses on their artistic processes. Essential Questions: ! How does public art affect the community? ! How do I use my knowledge of art skills and vocabulary to create art? How do I successful communicate and idea within an artwork? ! How does art connect to other learning? ! Written Curriculum Grade Level Expectations/Grade Span Expectations: Objectives/VA GSE’s: Students will... be introduced to the artist Keith Haring. Students will learn about him and his artwork. • VAD 2 (7-8) -1 a o • have an understanding of how an artist gets his or her ideas. o VAD 3 (7-8) -1 a & c • combine the elements of two or more art forms to communicate ideas or information. o VAD 2 (7-8) 1 a, VAD 3 (7-8) -2 a critique their work and the work of others. • VAD 3 (7-8) -1 d VAD 4 (7-8) -1 f o use Dance to inspire a work of art • VAD 2 (7-8) – 1 b o • use personal symbols within a design o VAD 1 (7-8)-1 a & c • use materials and tools correctly, drawing, painting and sculpture o VAD 1 (7-8) -2 a &b • work together to create an installation within the school. VAD 4 (7-8) -1 e o Notes, clarifications, and prerequisites regarding standards: Additional Learner Outcomes (not necessarily assessed): 265

266 Taught Curriculum Instructional Sequence: Art$Activity/Procedure: $ $ Day 1 Intro to Keith Haring, Prediction Sheets and Video, Discussion, and Project Overview Discussion on Movement, Dance Videos, Sketching, Gesture, and coming up with a design for Day 2 their individual figure. Day 3 Finalize figure, Demo construction of human sculp ture Construct Figure Day 4 Day 5 Construct Figure Day 6 Plaster Gauze Front Plaster Gauze Back Day 7 Intro to Color Theory, Mixing paint for person. Day 8 Day 9 Paint Figure Front Paint Figure Back Day 10 Day 11 Paint Designs on front Finish designs, Talk about assemblage Day 12 Day 13 Construct installation Day 14 Installation Critique Resources and Materials: Motivations/Visuals Video: Keith Haring – Drawing the Line 1. Gesture/ Movements 2. 3. Demonstrations of sculptures and paining techniques Visuals of installations 4. Internet site www.keithharingkinds.com 5. Art Materials: ! Paper, Pencils Chipboard ! ! Hot glue ! Scissors ! Plaster Gauze, water, bowls ! Sandpaper ! Paint, Paintbrushes ! Projector Computer Instructional Considerations: Key Vocabulary: Primary, Secondary, Intermediate, Tints, Shades, Complementary, Analogous ! ! Pattern, Repetition, Balance, Unity ! Texture, Opaque, Juxtaposed, Adjacent ! Organic & Geometric Shapes Proportion ! ! Gesture, Sketch Differentiation Strategies (for all student learners): ! Examples of past artwork ! PowerPoint presentation Break down of class instruction ! ! Demonstrations 266

267 ! Peer critiques ! Written Reflections Depth of Knowledge: ! The students will name and recognize colors and vocabulary (1) ! Students will create their own gesture using inspiration through Keith Haring(2) The students will plan, create, and problem solve to design a composition that communicates an ! idea (4) The students will critique their own work and the work of others. (3&4) ! Institute for Learning (IFL) Strategies/Research Based Strategies: Accountable talk will occur as students: ! Use the Elements and Principles of Design to critique their work and the work of others. Use ! color concepts to convey an idea or message. Creating a successful sculpture in the style of Keith Haring ! Clear expectations during the project. ! Teaching Strategies: Assessed Curriculum: Assessment Options Embedded, Formative Assessments ! Teacher will monitor progress through the making during proportions and gesture drawings as well as design process to their sculpture ! Teacher will check for accountable talk ! Teach will ensure that students are on task and progressing with their sculpture. Summative/Unit Assessments ! Formal Critique within a group Final Sculpture ! ! Individual reflections Common Tasks Benchmark Assessments ! Keith Harking Sculpture Rubric and Constructed Response Rubric Refection ! School wide 267

268 Rhode Island Unit of Study -Portrait Title: Cut Paper Self Overall days: 12 days Discipline/Content Area Focus: Visual Arts Grade Level: Senior Studio, Grade 12 Discipline Content: Student will learn the following concepts: The correction proportions of the face - An understanding of what make a composition high -quality - Color theory /Value and it’s relationship to Spatial Depth - - Problem solving strategies for completing a visual arts assignment - Transferring & technical cutting techniques Material usage & safety - Processes: Students will show evidence of generating, applying, revising, and evaluating strategies and techniques to address artistic - problems . - Student will demonstrate knowledge of vocabulary of media, techniques, and processes . - create a unique solution for a visual art or design problem . Students will (gro up critique) and informally (corporative learning). - Students will discuss (evaluate) their projects formally . Students will write a written reflection that states their artistic process and gr owth that has resulted from this lesson - - Student will upload project and reflection to REIPS Essential Questions: - How do we use materials to make an artistic statement? - How do I use my knowledge of art skills & vocabulary to create? - How does an artist make decisions for artworks? Written Curriculum Grade Level Expectations/Grade Span Expectations: VAD 1 (9 -12) –1 a & b VAD 1 (9 -12) –2 a & b VAD 3 (9 -12) –1 b W-10- 6.1 -6.2, 6.4 Taught Curriculum Instructional Sequence: Introduce lesson to students through the use of a Power - Day 1: point presentation that clearly defines the goals of the lesson. Teacher reviews lesson requirements, GSE’s and rubri draw three self -portraits that include Assignment: cs. the face and portion of the body. The compositions should be interesting and there should be a focal point. The drawing needs to fill 85% of the paper. Day 2: Student/Teacher critique of above assignment. Student should make all facial proportion correc tions . - . Student will then add area of shadow in the following areas: detail & emphasis - Day 3: Demonstration of trace and transfer method. Work in progress - Day 4: Trace and transfer: Work in progress ife safety - Day 5: Demonstration of technical cutting and x -acto kn - Day 6: Technical cutting - work in progress - Day 7: Technical cutting - work in progress Day 8: Review Color Theory/Value and it s effect on spatial depth . Student then will choose color scheme & - intensities. - Day 9 : Demonstration of cut paper assembly and material use . - Day 10: Cut paper assembly - work in progress - Day 11: Cut paper assembly - work in progress - Day 12: Group Critique & Individual reflection Resources and Materials: - Power Point Presentation - Teacher & student work samples Web sites: - http://video.about.com/drawsketch/How -to-Draw- a-Face.htm - http://www.portrait -artist.org/face/ Art Materials: - er 18”x 24” newsprint pap 18” x 24” black paper - 268

269 - 18” x 24” white paper - Black Sharpie: fine point Pencil & eraser - - Mirror - X-acto knife - Cutting surface - White conte crayon - Colored Paper - 18” x 24” - Spray adhesive Instructional Considerations: Key Vocabulary: - Proportion - Composition - Spatial Depth Value - High intensity - - Low intensity - Analogues Color scheme - Split Complementary - Intermediate Color s Differentiation Strategies (for all student learners): - Examples of past projects - Power point presentation - Structured Overview - Learning Cooperative - Discussion Demonstrations - Inquiry - Critique - - Written reflection & RIEPS uploaded portfolio artifact Depth of Knowledge: Level Four/ DoK 4: Extended Thinking -Students are expected to make connections -related within content area -and have to select or devise one approach among many alternatives on how the situation can be solved. Institute for Learning (IFL) Strategies/Research Based Strategies: Accountable talk during teacher led discussion and project development - - Clear expectations in the completion of student projects Assessed Curriculum: Teacher/Peer feedback on composition decisions, Critique, Rubric Assessment Options Embedded, Formative Assessments Teacher will monitor progress through observations as stu dents are working on their self- portrait. - Teacher will check for accountable talk. - Teacher will rotate to ensure that students are on - -task and progre ssing with their cut paper self -portrait Summative/Unit Assessments - Formal Critique - Final Cut paper self portrait Benchmark Assessments Cut Paper Self Portrait Rubric - Cranston Public School District Wide Reflective Essay Rubric - 269

270 SENIOR- STUDIO - CUT PAPER ART RUBRIC Emerging Advanced Proficient Developing Expectations 0 3 4 2 1 Students will show developing Demonstrates Artistic proficient Students will show Students will show advanced Students will show emerging evidence of generating, applying, evidence of generating, applying, evidence of strategies and techniques Processes evidence of strategies and revises and evaluating revising, and address portrait techniques to to address portrait u strategies nit. evaluating strategies and unit. techniques to address portrait unit . portrait and techniques to address . unit Student will d emonstrate developing Student will d knowledge of vocabulary emonstrate of media, emonstrate proficient Student will d Student will d emonstrate knowledge emerging knowledge of techniques, and processes. advanced of vocabulary of vocabulary knowledge of media, of media, vocabulary of media, techniques, techniques, and processes. techniques, and processes. and processes. Applies strategies and techniques to address artistic problems. Generates, applies, revises, and Generates, applies, revises, and -1b -12) VAD 1 (9 Applies strategies and techniques evaluates strategies and techniques evaluates strategies and techniques to address artistic problems with to address artistic problems. to address artistic problems with limited success. VAD 1 (9 -12) -1b highly developed craftsmanship and -12) VAD 1 (9 -1b technical skills. VAD 1 (9 -12) -1b a proficient and - Demonstrates the ability Students will create Students will create an emerging Students will create an advanced and Students(will(create(a(developing( unique solution for a visual art or to and unique solution for a visual unique solution for a visual art or communicate using and(unique(solution(for(a(visual(art( art or design problem. design problem. media, techniques, design problem. or(design(problem. ( processes, and VAD Creates a unique, sophisticated concepts Attempts a solution for a design Creates a solution for a desig n problem. Creates a unique solution for a solution for a design problem. problem. VAD 3 (9 VAD 3 (9 -1b design problem. -12) -1b -12) -1b VAD 3 (9 -12) -12) VAD 3 (9 -1b Students demonstrate a Students demonstrate an Students demonstrate an Demonstration of Students demonstrate a advanced/depth of knowledge and developing/superficial knowledge and Knowledge proficient/understanding of emerging/vague knowledge and knowledge and skill of media, tools, skill of media, tools, techniques, skill of media, tools, techniques, and skill of media, tools, techniques, and and processes of Visual Art and processes of Visual Art and Design techniques, and processes of Visual processes of Visual Art and Design by selecting and evaluating a Art and Design by selecting and by selecting and evaluating a variety variety of Design by selecting and media, tools, techniques, and processes of media, tools, techniques, and evaluating a variety of media, evaluating a variety of media, tools, tools, techniques, and processes processes in processes in creating two in creating two - and three - dimensional - and three - techniques, and in creating two dimensional works of art and design - creating two- works of art and design and three - dimensional - and three -12) -12) VAD 1 (9 works of art and design – 2a – 2a dimensional works of art and VAD 1 (9 -12) – 2a design VAD 1 (9 -12) – 2a VAD 1 (9 Students will write a developing Students will write a proficient Students will write an emerging Student Reflection Students will write an advanced written reflection that states their their written reflection that states their written reflection that states written reflection that states their artistic process and growth that artistic process and growth that has artistic process and growth that has process and growth that has artistic resulted from this lesson. has resulted from this lesson. resulted from this lesson. resulted from this lesson. Organizes and develops Arranges ideas/concepts by using a Identifies relevant information. Organizes ideas/concepts by using a ideas/concepts by using a text text structure appropr iate to text structure appropriate to W-10- 6.1 -6.2, 6.4 focus/controlling idea or thesis and structure appropriate to focus/controlling idea or thesis and selecting appropriate and relevant focus/controlling idea or thesis and selecting appropriate and relevant selecting appropriate and relevant information to set context; and draw information to set context; and draw a a conclusion by synthesizing conclusion. information to set context; and dr aw information. 6.1 -6.2, 6.4 W-10- a conclusion by synthesizing information. -6.2, 6.4 6.1 W-10- W-10- 6.1 -6.2, 6.4 270

271 CRANSTON PUBLIC SCHOOLS DISTRCIT- WIDE ARTS RUBRICS K-12 271

272 Expectations Meets Standard Below Standard Exceeds Standards Nearly Meets Standard 2 3 1 4 Attempts to generate, apply, revise, Little or no attempt to generate, Generates, applies, revises, and Skillfully generates, applies, revises, 1. Demonstrates Artistic Processes d evaluate artistic and technical and evaluates artistic and technical evaluates artistic and technical an apply, revise, and evaluate artistic VAD 1 (9 ) 1b & 2b - 12 - echniques to address strategies and t strategies and techniques to address strategies and techniques to address strategies and techniques to address - 1 M 1 (9 - 12) artistic problems. artistic problems artistic problems. artistic problems. - 12) - T 1 (9 1, 2 1, 2 D 1 (9 - 12) - Demonstrates little knowledge of Skillfully demonstrates mastery of Demonstrates knowledge of Demonstrates some knowledge of vocabulary of tools, techniques, and vocabulary of tools, techniqu es, and vocabulary of tools, techniques, and vocabulary of tools, techniques, and processes. processes. processes. processes. Analyzes, interprets, and evaluates lfully analyzes, interprets, and Skil Little or no attempt to analyze, Attempts to analyze, interpret, and 2. Personal, Cultural & Historical existing works of art, music, theater, evaluate existing works of art, interpret, and evaluate existing evaluates existing works of art, Context works of art, music, theater, and and dance within social, cultural, music, theater, and dance within music, theater, and dance within - 1a & 1b - 12) VAD 2 (9 social, cultural, and historical and historical contexts. cial, cultural, and dance within so social, cultural, and historical 12) 1 & 2 M 2 (9 - - historical contexts. contexts. contexts. 12) 3 - T1 (9 - T 2 (9 12) - 1 Little or no attempt to reflect aspects of Skillfully reflect aspects of culture, Reflect aspects of culture, time, and Attempts to reflect aspects D 2 (9 - 1 12) - place in original work. culture, time, and place in original of culture, time, and place in original time, and place in original work. work. work. Skillfully analyzes and synthesizes Recognizes little connection Attempts to analyze and synthesize Analyzes and synthesizes the e connections between the arts and connections between the arts and the connections between the arts and between the arts and other th other disciplines. other disciplines. other disciplines. disciplines. Skillfully synthesizes, evaluates, and Synthesizes, evaluates, and applies Attempts to synthesize, evaluate, a nd Limited or no attempt to synthesize, 3. Communication, Demonstration & tools, techniques, processes, and arts apply tools, techniques, processes, applies tools, techniques, processes, evaluate, and apply tools, Performance techniques, processes, and art s and arts concepts to convey specific and arts concepts to convey feelings, concepts to convey specific feelings, VAD 3 (9 12) - 1a & 1b - ideas, or meanings. feelings, ideas, or meanings. ideas, or meanings. concepts to convey feelings, ideas, 12) M 3 (9 - - 1 or meanings. T 3 (9 - 12) - 1 & 2 D 3 (9 1, 2, 3 - 12) - Creates a partially effective solution Creates an effective solution for a Skillfully creates an effective and Attempts a solution for a creative lution for a creative for a creative problem. problem. creative problem. unique so problem. Attempts to apply knowledge and Little or no attempt to apply Applies knowledge and skills in art Skillfully applies knowledge and 4. Aesthetic Judgment knowledge and skills in art skills in art discipline to reflect on discipline to reflect on and evaluate skills in art discipline to reflect on - 1 VAD 4 (9 12) - and and evaluate the work of self and discipline to reflect on and evaluate the work of self and others. evaluate the work of self and M 4 (9 1 & 2 12) - - others. others. the work of self and others. 12) - 1 T 4 (9 - 12) 1, 2 - - D 4 (9 272

273 Exceeds Standards Meets Standard Expectations Nearly Meets Standard Below Standard 3 4 2 1 with experiment Little or no attempt with a experiment Attempts to of with a variety Experiments with a variety experiments Skillfully es 1. Demonstrates Artistic Process a variety of strategies and techniques variety of strategies and techniques strategies and techniques to address of strategies and techniques to - VAD 1 (K - 2) 1b & 2b s artistic problems to address artistic problems to address artistic problems address artistic problems basic art Demonstrates knowledge of D emonstrates some knowledge of Skillfully demonstrates Demonstrates little knowledge of knowledge of basic art vocabulary relating to vocabulary relating to describing basic art vocabulary relating to basic art vocabul ary relating to describing lines, colors, and shapes lines, colors, and shapes describing lines, colors, and shapes . describing lines, colors, and shapes a variety of purposes for Attempts to identify a variety of a variety of identifies Skillfully Little or no attempt to identify Identifies a 2. Personal, Cultural & Historical variety of purposes for making making visual art and design purposes for making visual art and purposes for making visual art and Context design visual art and design design VAD 2 (K - 2) - 1a & 1b recognize Recognizes the connections between Recognizes little connection the pts to Attem Skillfully connections recognizes between Visual Art s and Design and connections between the arts and between the arts and other the arts and other disciplines. other disciplines. other disciplines disciplines. Explores media, media, techniques, media, techniques, processes, explore Skillfully explores media, techniques, Limited or no attempt to Attempts to explore 3. Communication, De monstration & processes, and visual arts and design processes, and visual arts and design and visual arts and design concepts to techniques, processes, and visual arts Performance concepts to convey feelings, ideas, or and design concepts to convey feelings, concepts to convey feelings, ideas, or convey feelings, ideas, or meaning - 1a & 1b VAD 3 (K - 2) ideas, or meaning meaning meaning Explores the use of colors, shapes, and explores Partially Attempts to Skillfully explores the use of colors, explore the use of colors, lines to create a unique expression the use of colors, shapes, and lines to create a unique ng, idea or meaning representing a feeli shapes, and lines to create a unique shapes, and lines to create a unique sion representing a feeling, idea or idea or a feeling, idea or expression representing expression representing a feeling, expres . meaning meaning meaning Little or no attempt to apply Attempts to apply knowledge and Skillfully applies knowledge and Applies knowledge and skills in art 4. Aesthetic Judgment skills in art discipline to reflect on skills in art discipline to reflect on discipline to reflect on and evaluate knowledge and skills in art VAD 4 (K - 2) - 1 he work of self and others. and evaluate the work of self and and evaluate the work of self and t discipline to reflect on and evaluate others. others. the work of self and others. 273

274 Expectations Exceeds Standards Below Standard Meets Standard Nearly Meets Standard 3 2 4 1 with a experiment Attempts to experiment with Little or with a variety of Experiments with a variety no attempt experiments Skillfully 1. Demonstrates Artistic Processes variety of strategies and techniques strategies and techniques to address a variety of strategies and techniques of strategies and techniques to 4) - 1b & 2b VAD 1 (3 - artistic problems to address artistic problems ic problems to address artistic problems s address artist Skillfully demonstrates knowledge basic art Demonstrates some knowledge of Demonstrates little knowledge of Demonstrates knowledge of ating to describing vocabulary rel basic art vocabulary relating to of basic art vocabulary relating to basic art vocabulary relating to describing lines, colors, and shapes lines, colors, and shapes describing lines, colors, and shapes . describing lines, colors, and shapes a variety of identifies Identifies Skillfully a identify Little or no attempt to a variety of purposes for a variety of identify Attempts to 2. Personal, Cultural & Historical making visual art and design purposes for making visual art and variety of purposes for making purposes for making visual art and Context design visual art and design design VAD 2 (3 - - 1a & 1b 4) Recog nizes the connections between the recognize Attempts to Skillfully connections Recognizes little connection recognizes between Visual Arts and Design and the arts and other disciplines. connections between the arts and between the arts and other other disciplines. disciplines. other disciplines Explores Attempts to media, explore media, techniques, explores media, explore Skillfully Limited or no attempt to 3. Communication, Demonstration & techniques, processes, and visual media, techniques, processes, and techniques, processes, and visual processes, and visual arts and Performance arts and design concepts to convey n concepts to convey feelings, convey desig arts and design concepts to ncepts to visual arts and design co VAD 3 (3 - 4) 1a & 1b - ideas, or meaning feelings, ideas, or meaning convey feelings, ideas, or meaning feelings, ideas, or meaning the use of colors, shapes, the use of explores the use of colors, Attempts to Skillfully Explores Partially explores the use of colors, explore colors, shapes, and lines to create a shapes, and lines to create a unique and lines to create a unique shapes, and lines to create a unique expression representing a feeling, unique expression representing a expression representing a feeling, expression representing a feeling, feeling, idea or meaning idea or meaning idea or meaning idea or meaning . Applies knowledge and skills in art Little or no attempt to apply Attempts to apply knowledge and Skillfully applies knowledge and 4. Aesthetic Judgment art discipline to reflect on knowledge and skills in art skills in art discipline to reflect on discipline to reflect on and evaluate skills in 4) - 1 VAD 4 (3 - ate the work of self and the work of self and others. and evaluate the work of self and discipline to reflect on and evaluate and evalu the work of self and others. others. others. 274

275 Expectations Exceeds Standards Meets Standard Below Standard Nearly Meets Standard 2 3 1 4 with a Attempts to with a variety of Experiments experiment Little or no attempt experiment with Skillfully experiments with a variety 1. Demonstrates Artistic Processes of strategies and techniques to variety of strategies and techniques a variety of strategies and techniques strategies and techniques to address - 1b & 2b - VAD 1 (5 6) to address artistic problems to address artistic problems artistic problems s address artistic problems Demonstrates knowledge of basic art Demonstrates litt knowledge Skillfully demonstrates le knowledge of Demonstrates some knowledge of basic art vocabulary relating to of basic art vocabulary relating to vocabulary relating to describing basic art vocabulary relating to describing lines, colors, and shapes describing lines, colors, and shapes describing lines, colors, and shapes . lines, colors, and shapes identify a variety of a variety of purposes for Identifies Attempts to a variety of identifies Skillfully Little or no attempt to identify a 2. Personal, Cultural & Historical king visual art and purposes for making visual art and purposes for ma variety of purposes for making making visual art and design Context design design visual art and design VAD 2 (5 1a & 1b - 6) - the recognize Attempts to Recognizes the connections between Recognizes little connection Skillfully recogniz es connections between the arts and other the arts and other disciplines. between Visual Arts and Design and connections between the arts and ciplines. other disciplines other disciplines. dis media, explore Attempts to Limited or no attempt to media, techniques, Explores explore media, explores Skillfully 3. Communication, Demonstration & media, techniques, processes, and techniques, processes, and visual techniques, processes, and visual processes, and visual arts and Performance visual arts and design concepts to arts and design concepts to convey arts and design concepts to convey design concepts to convey feelings, 1a & 1b - 6) - VAD 3 (5 convey feelings, ideas, or meaning feelings, ideas, or meaning ideas, or meaning feelings, ideas, or meaning explores the use of colors, Explores the use of Partially explores the use of colors, explore Attempts to Skillfully the use of colors, shapes, d lines to create a unique shapes, and lines to create a unique colors, shapes, and lines to create and lines to create a uniqu e a shapes, an expression representing a feeling, unique expression representing a xpression representing a feeling, e expression representing a feeling, idea or meaning idea or meaning feeling, idea or meaning idea or meaning . Skillfully applies knowledge and Attempts to apply knowledge and Applies knowledge and skills in art Little or no attempt to apply 4. Aesthetic Judgment knowledge and skills in art line to reflect on and evaluate skills in art discipline to reflect on skills in art discipline to reflect on discip - VAD 4 (5 - 1 6) and evaluate the work of self and discipline to reflect and evaluate the work of self and the work of self and others. on and evaluate the work of self and others. others. others. 275

276 Expectations Exceeds Standards Below Standard Meets Standard Nearly Meets Standard 3 2 4 1 with experiment Little or no attempt with a experiment Attempts to with a variety of Experiments with a variety experiments Skillfully 1. Demonstrates Artistic Processes a variety of strategies and techniques and techniques to variety of strategies and techniques of strategies strategies and techniques to address 1b & 2b VAD 1 (7 - 8) - address artistic problems artistic problems s to address artistic problems to address artistic problems Demonstrates little knowledge of basic art knowledge edge of Demonstrates some knowledge of Skillfully demonstrates Demonstrates knowl of basic art vocabulary relating to vocabulary relating to describing basic art vocabulary relating to basic art vocabulary relating to describing lines, colors, and shapes lines, colors, and shapes describing lines, colors, and shapes . describing line s, colors, and shapes identifies a variety of purposes for Identifies Attempts to identify a variety of Skillfully a identify tle or no attempt to Lit a variety of 2. Personal, Cultural & Historical purposes for making visual art and ng visual art and design purposes for making visual art and variety of purposes for making maki Context design design visual art and design 8) - VAD 2 (7 1a & 1b - Attempts to Recognizes little connection Recognizes the recognize the connections between connections recognizes Skillfully connections between the arts and between Visual Arts and Design and between the arts and other the arts and other disciplines. other disciplines other disciplines. disciplines. media, techniques, media, Explores explore Skillfully explores media, Limited or no attempt to Attempts to explore 3. Communication, Demonstration & media, techniques, processe te sual s, and chniques, processes, and visual esses, and visual arts and proc techniques, processes, and vi Performance design concepts to convey feelings, visual arts and design concepts to arts and design concepts to convey arts and design concepts to convey VAD 3 (7 - 8) - 1a & 1b ideas, or meaning convey feelings, ideas, or meaning feelings, ideas, or meaning feelings, ideas, or meaning explores Skillfully explores Explores the use of colors, explore the use of Attempts to the use of colors, shapes, the use of colors, Partially and lines to create a unique shapes, and lines to create a unique shapes, and lines to create a unique colors, shapes, and lines to create a expression representing a feeling, expression representing a feeling, expression representing a feeling, unique expression representing a idea or meaning idea or meaning idea or meaning feeling, idea or meaning . Attempts to apply knowledge and applies knowledge and Skillfully Applies knowledge and skills in art Little or no attempt to apply 4. Aesthetic Judgment scipline to reflect on skills in art discipline to reflect on skills in art di knowledge and skills in art discipline to reflect on and evaluate 8) - 1 VAD 4 (7 - the work of self and others. and evaluate the work of self and and evaluate the work of self and discipline to reflect on and evaluate others. others. the work of self and others. 276

277 Art Education Associations National Art Education Association arteducators .org/ http ://www. Rhode Island Art Education Association http ri.net /RIAEA / ://www. Alliances for Arts in Education ://riallianceforartseducation http .com / .wordpress Rhode Island State Council on the Arts ://www. .ri.gov / http arts VSA of RI ://www. vsartsri .org http Art Museums Boston Museum of Fine Arts ://www. .org/ http mfa - Boston Isabel Gardner Museum ://www. gardnermuseum .org/ http Rhode Island School of Design Museum http ://www. risdmuseum .org/ Newport Art Museum http ://www. newportartmuseum .org/ Worcester Art Museum http ://www. worcesterart .org/ Metropolitan Museum of Art - New York metmuseum ://www. http .org/ The Institute of Contemporary Art ICA - - Boston ://www. icaboston http .org/ - New York - MOMA Museum of Modern Art ://www. moma .org/ http - New York The Guggenheim http guggenheim .org/ ://www. - Washington, DC The National Gallery of Art http ://www. nga. gov / Smithsonian - Washington, DC http ://www. si.edu/ Philadelphia Museum of Art - Philadelphia, PA ://www. .org/ http philamuseum Famous Artists Websites Web Museum - Biography of many artists http ://www. ibiblio .org/ wm / ArtCyclopedia http ://www. artcyclopedia .com / FactMonster - Biography of famous artists .com html /A0882839. /ipka http ://www. factmonster 277

278 Artists Links ://www. .org/ artist .php http happyscribbles Famous Artists http ://www. allfamousartists .com / Vincent VanGogh’s Gallery http vangoghgallery .com / ://www. Pablo Pica sso’s Official Website http ://www. picasso .fr/us/picasso _page_ index .php Pablo Picasso - Famous Artists My Kids Art _My http ://www. mykidsart .com .au/ Pablo _Picasso _Famous _Artists .html _Kids _Art Welcome to Claude Monet’s Site http ://giverny .org/ monet /welcome .htm Salvadore Dali’s Museum - St. Petersberg, FL http ://thedali .org/ Henri Matiss e http ://www. henri -matisse .net / Camille Pissarro - The Complete Works http ://www. camille -pissarro .org/ Cultural an d Academic Connections The Awesome Aztec (Grade 6) .org/ http ://aztecs .mrdonn - Interactive (Grade 6) Mayan Kids http .com / mayankids ://www. Ancient Mexico (Grade 6) ://ancientweb. org/ explore /country/ Mexico http - Ancient places in the world The Ancient Web http org/ global ://ancientweb. Idioms by Kids (Grades 3 -6) http ://www. idiomsbykids .com / -6) Egyptian - Kids Connect (Grade s 4 .html http ://www. kidskonnect .com /subject -inde x/16 -history /253 -ancient -egypt Resources - Lessons and more... Art Education - ARTSEDGE Kennedy Center of the Arts http ://artsedge. kennedy -center .org/ educators .aspx - Education Resources The J. Paul Getty Museum _resources http getty. edu/ education/ teachers /classroom ://www. /index .htm beau coup - Resources for basic art education .htm http ://www. beau- coup .com /articles /learn -art - Education Crayola 278

279 http crayola .com /educators / ://www. - Classroom Resources National Gallery of Art nga. gov http classroom / ://www. /education/ Smithsonian Education ://www. smithsonianeducation .org/ educators /lesson _plans /art _desig n.html http Metropolitan Museum of Art ://www. .org/ explore / http metmuseum Art Education 2.0 ://arted20. ning. http / com Artsonia http ://www. artsonia .com /teachers / Incredible @rt Department http ://www. .com /groups /iad /links /artstuff .html princetonol Making Art Fun ://makingartfun .com / http @rt Junction ://www. artjunction. org/ http Davis Publication http ://www. davisart .com /Portal /Sc hoolArts /SADefault .aspx ?curPage =School -Arts -Online - Lesson -Plans The Teacher’s Guide http ://www. theteachersguide .com /Artlessonplans .html Dick Blick Art Lesson Plans / -plans .com dickblick /lesson http ://www. Art -rageous art .net /Art -Plans .html http -rageous ://www. KinderArt ://www. kinderart .com / http art21 ://www. pbs .org/ art onlinelessonlibrary education/ http .htm l 21/ Artyfactory ://www. com /sitebody /gallery 1.htm http artyfactory. The Teaching Palette http ://theteachingpalette .com / Happy Scribbles Kids Art http ://www. happyscribbles .org/ Art Websites for Kids - Interactive National Gallery of Art - NGA Kids ://www. gov /kids/ http nga. National Gallery of Art - The Art Zone ://www. http gov /kids/ zone /zone .htm nga. Mr. PicassoHead http ://www. picassohead .com / Keith Haring Kids http ://www. haringkids .com / Destination Modern - MoMA http ://www. moma .org/ interactives /destination/ MoMA Kids Wing kids/ enter kids_ .html http ://www. mowa .org/ 279

280 SmART Kids ://smartmuseum .edu/ smartkids /php/ exitSurvey /exitSurvey .php http .uchicago The Artist’s Toolkit http ://www. artsconnected. org/ toolkit/ index .html A. Pintura: Art Detective http artsconnected. org/ toolkit/ index .html ://www. Mondrimat by Stephen Linhart http ://www. stephen .com /mondrimat /index 3.html ? Inside Art - Go on an Art History Adventure /insideart / http ://www. eduweb. com Restoring a Masterpiece - The Minneapolis Institute of Arts ://www. http org/ restoration -online / artsmia. Wacky Kids from the Denver Art Museum http ://www. wackykids .org/ The Art Safari - MoMA moma http ://www. .org/ interactives /artsafari /index .html Kids - Smithsonian http ://www. si.edu/ Kids The Childrens Museum of Indianapolis http ://www. childrensmuseum .org/ SmartHistory - (High School) .org/ http ://smarthistory - Backyards created by visionary artists Off the Map http ://www. .org/ independentlens /offthemap / pbs - Red Studio (Middle and High School) MoMA ://redstudio .moma .org/ http Art Specialists Websites/Blogs - great for ideas! Bloggers - http ://teacherportal .com /edubloggers /art Art Lessons for Kids - Elementary ://artlessonsforkids .wordpress http / .com Deep Space Sparkle - Elementary http ://www. deepspacesparkle .com / Art Projects for Kids - Elementary http ://www. artprojectsforkids .org/ Laugh, Paint, Create - Elementary http ://laughpaintcreate .com / .blogspot Elementary Art Lesson Plans ://syrylynrainbowdragon .tripod .com /home. htm l http - Elementary smART Class http ://elementaryartfun .blogspot .com / Vivid Layers - Elementary http blogspo t.com / ://vividlayers. Oodles of Art - Elementary http ://oodlesofart .blogspot .com / Mrs. Art Teacher - Elementary http ://applesloveorangespdx .blogspot .com / Her Dabbles - Elementary and Middle School / .com .blogspot http ://herdabbles 280

281 The Blooming Palette of High School Art - High School ://www. thebloomingpalette http .com / .blogspot Art lessons from Belgium - Middle School http ://artlessonsfrombelgium .blogspot .com / Mrs. Macre’s Art Class - High School http ://macresartroom .blogspot .com / artsensefromhartville - High School .com http ://artsensefromhartville. blogs pot / PHS Art - High School ://www. paristigerart .blogspot .com / http - Middle School Somewhere in the middle .blogspot ://yoursinart .com http / Learning from the Luninouspage - High School http ://luminouspage .blogspot .com / Inside the Art Room - Middle School / http ://sthelenartroom .blogspot .com Art+Tech+Education - Art Education and Technology - RI High School Art Teacher html http://www. /art --tech --education- blog. com arttecheducation. Ms. Motta’s Mixed Media - Elementary - Art and Special Needs (frm. RISD Student) http ://artwithr motta .blogspot .com / Web 2.0 Apps for the Art Room Voki - Create your own Avatar http ://www. voki .com Blabberize - Using photos to create moving mouth presentation .com http blabberize ://www. Prezi - Presentation Tool http ://www. prezi .com Wordle - Word Cloud wordle http ://www. .net Zamzar - Convert YouTube videos to watch in the Art Room http ://www. zamza r.com Weebly - create your own classroom website - There is a free version ://www. http .com weebly 281

282 Instructional Materials In order to implement a sequential comprehensive and interdisciplinary visual arts program, digital e-book licenses, textbooks, instructional reproductions and technology (computers, LCD projects, etc) are an integral part of the a rt curriculum. The following digital textbook licenses and textbooks have been reviewed and are recommended. GRADE/COURSE DIGITAL E - BOOK PUBLISHER LICENSES/ TEXTBOOKS K - 6 Explorations in Art Davis Publications, Inc (Individual grade editions) *DEL A 7 - 8 Explorations in Art - Davis Publications, Inc Global Pursuit *DEL Art & Design Application Davis Publications, Inc The Visual Experience *DEL Davis Publications, Inc 703M Basic Art & Design The Visual Experience *DEL Davis Publications, Inc 700/01 Foundations of Art The Visual Experience *DEL CP Honors/ Discovering Art History Davis Publications, Inc *T Davis Publications, Inc 726/28 Advanced Art 1 The Visual Experience Honors/CP *DEL Discovering Art History Davis Publications, Inc *T Davis Publications, Inc 731/ 32 Adva nced Art 2 The Visual Experience Honors/CP *DEL Davis Publications, Inc Discovering Art History *T Davis Publications, Inc 734/35 Studio Art The Visual Experience *DEL Discovering Art History Davis Publications, Inc *T 713M Basi Davis Publications, Inc c Sculpture & The Visual Experience *DEL Ceramics 711/12 Sculpture & Davis Publications, Inc Discovering Art History Ceramics Honors/CP *T 716/17 Advanced Sculpture Beginning Sculpture Davis Publications, Inc *T & Ceramics Honors/CP Dimensional - 736 Three Studio required for implementation of curriculum *DEL- DIGITAL E-BOOK LICENSES *T- TEXTBOOKS required for implementation of curriculum 282

283 The ISTE National Educational Technology Standards (NETS•S) Performance Indicators for Students 1. Creativity and Innovation !Students!demonstrate!creative!thinking,!construct!knowledge,!and!develop!innovative! products!and!processes ! using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. c. use models and simulations to explore complex systems and issues. nd forecast possibilities. d. identify trends a 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. process data and report results. d. 283

284 The ISTE National Educational Technology Standards (NETS•S) Performance Indicators for Students 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. plan and manage activities to develop a solution or complete a project. b. c. collect and analyze data to identify solutions and/or make informed decisions. d. use multipl e processes and diverse perspectives to explore alternative solutions. 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. legal, and responsible use of information and technology. advocate and practice safe, b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship. 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. b. select and use applications effectively and productively. c. troubleshoot systems and applications. d. transfer current knowledge to learning of new technologies. © 2007 International Society for Technology in Education. ISTE® is a registered trademark of nternational Society for Technology in Education. the I ! 284

285 Appendix B 284

286 living. FINE ARTS VISUAL AND PERFORMING ARTS DEPARTMENTS TIMELY JOURNEYS Term: FY Grade: 11 -12 PBGR: 0.5 E/LA Elec 049 tive And 0.5 Fine Arts Prerequisite: English 10 (011) or teacher recommendation. th dimension to be conquered, and Einstein offered it in scientific terms, time Long before and certainly since H.G. Wells fictionally presented it as a 4 has been loved and hated, admired and derided, accepted and challenged by the human species. Realistic, illusory, mysterious, fantastic and fanciful examined and designed through a variety of artistic endeavors, including: the written word, film, and the world of fine art. impressions of time will be Timely Journeys invites the participant to explore both the internal and external enormity of time. Validated Common Tasks are required and are to be inserted in the Digital Portfolio System: Two in E/LA and Two in Fine Arts. This elective course thematically focuses on the concept of time in a variety of artistic endeavors. It is designed to elicit active participation in the reading and design of creative narratives; the critical evaluation of film; an aesthetic appreciation for artistic design and form ; the value of dialogue; and the power of the written and spoken word in a literate and artistic community. The course is offered for Juniors and Seniors who have successfully completed their sophomore or junior year and have received recommendation of a faculty member (the latter includes members of the Guidance Dept.) FOUNDATIONS IN ART HONORS 700 Term: FY Grade: 9 -12 PBGR: 1.0 Fine Arts Prerequisite: Teacher recommendation This is an entry -level course for students wishing to pursue further studies in the Visual Arts. This course is designed to provide an overview of the Visual Arts while allowing students to develop an experie nce with a broad variety of art media, materials and tools. With an emphasis on studio ental design and production, the students explore and develop skills in drawing, painting, graphic design, printmaking, architectural/environm rt production with emphasis on development of higher -level thinking appropriate to art -related technology skills, art sculpture . Students learn a appreciation, art criticism, and aesthetics. Students use a sketchbook to demonstrate a process portfolio which is required. Upon successf ul have proficient knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. This course of study completion, students will -rounded education. The Foundations in Art course is a prerequisite for is proving valuable to all students applying to major colleges as part of a well Advanced Art 1, Advanced Art 2, and Studio Art. will Proficiency in this course assist s students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island work towards contributing proficient artifacts and reflections to the CPS digital graduation portfolio. Bo will ard of Regents. Students 701 FOUNDATIONS IN ART Term: FY Grade: 9 -12 PBGR: 1.0 Fine Arts Prerequisite: Teacher recommendation This course is intended for academically and creatively motivated students who are seriously interested in pursuing further studies in the v isual arts. This is an entry -level course for the High School Visual Arts curriculum and is designed to provide an overview of the Visual Arts while allowing students to apply a broad variety of art media, materials and techniques. With an emphasis on studio production, students explore in depth, drawing, painting, graphic design, printmaking, architectural/environmental design and sc ulpture . Students develop higher -level thinking appropriate to the study of visual arts, art -related technology skills, art appreciation, art criticism, and aesthetics. Additionally, there is a greater emphasis on ccessful completi research, art history, and independent study. The use of a sketchbook to demonstrate a process portfolio is required. Upon su on of this course, students have proficient knowledge and skills to create, appreciate, assess, and relate art to their everyday li ves. This course of study is The Foundation in Art Honors course is a prerequisite -rounded education. proving valuable to all students applying to major colleges as part of a well for Advanced Art 1, Advanced Art 2, and Studio Art. s students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Proficiency in course knowledge and skills assist Rhode Island Board of Regents. Students work towards contributing proficient artifacts and reflections to the CPS digital graduation portfolio. ART & DESIGN APPLICATION Term: FY Grade: 9 -12 PBGR: 1.0 Fine Arts 702 ART & DESIGN APPLICATION 702S Term: FY Grade: 9 -12 PBGR: 0.5 Fine Arts 702S offered at NEL/CPS Charter School only. Prerequisite: Teacher recommendation Art and Design Application is a basic art course, providing students with a general experience in design arts. This course provides an overview and introduction to two and three -dimensional design, fine crafts, a variety of media and cultures. With an emphasis on studio production, this course is designed to develop higher -level thinking, art -related technology skills, art appreciation, art criticism, and aesthetics. Upon successful completion of this course, students will gain proficient knowledge and skills to create, appreciate, and assess multicultural and applied a rts. The use of a sketchbook to demonstrate a process portfolio is required for this course. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient artifacts and ref lections to the CPS digital graduation portfolio. 703 BASIC ART & DESIGN Term: FY Grade: 9 -12 PBGR: 1.0 Fine Arts -12 703M Term: FY Grade: 9 PBGR: 0.5 Fine Arts BASIC ART & DESIGN Prerequisite: None ool. Note: 703M is also offered at the NEL/CPS Charter Sch Basic Art and Design is an exploratory art course, which provides students with an exposure to the design arts. Students explore a variety of media -dimensional design, fine crafts, their media and the cultures they represent. With an emphasis on studio production in two and three , assignments in this are designed to promote students’ higher -level thinking appropriate to art, art related technology skills, art appreciation, art criticism, and course aesthetics. Upon successful completion of this course, students will gain general knowledge and skills to create, appreciate, and assess multicultural and applied arts. The use of a sketc hbook is required for this course. Proficiency in completion of the requirements of this course assists students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students work towards contributing a proficient artifact and reflection to the CPS digital graduation portfolio. - - 33 285

287 SCULPTURE & CERAMICS Term: FY Grade: 10 -12 PBGR: 1.0 Fine Arts 711 - HONORS Prerequisite: Basic Sculpture & Ceramics Students learn the basic concepts, skills, and vocabularies used to create three -dimensional works of art. Students are introduced to a variety of s found objects. Instruction and techniques in both clay and mixed media including cardboard or paper, paper mache`, wire or metal, as well a experience for learning design and drawing as a three -dimensional plan, additive and subtractive sculpture, ceramics, environmental design, as well as fine crafts, their media, and the cultures they represent are provided. With an emphasis on studio production, students develop higher -level thinking as related to art, art -related technology skill, art criticism, art history, and aesthetics. The use of a sketchbook to demonstrate a process portfolio is required. Upon successf - ul completion of this course students have proficient knowledge and skills to create, appreciate and assess three dimensional art. s students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Proficiency in this course assist Board of Regents. Students contribute proficient artifacts and reflections to the CPS digital graduation portfolio. SCULPTURE & CERAMICS 712 Term: FY Grade: 10 -12 PBGR: 1.0 Fine Arts Prerequisite: Art and Design Application or Foundations in Art This course is a basic three -dimensional art course, providing students with basic concepts, skills, and vocabularies used to create three - dimensional works of art. Students will be introduced to a variety of techniques in both clay and mixed media including cardboard or pap er, paper mache`, wire or metal, as well as found objects. The various vocabularies, tools and concepts associated with the various media will also be examined. Students will learn about the relationships among three -dimensional art forms and between their own art production and that of others. They will learn about the historical and cultural contexts of art and it’s relationships t o contemporary life. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion of this course, the student will gain a general knowledge of creating, appreciating, -dimensional art. assessing, and valuing three iciency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Prof Board of Regents. Students will contribute proficient artifacts and reflections to the CPS digital graduation portfolio. 713M BASIC SCULPTURE & CERAMICS Term: FY Grade: 10 -12 PBGR: 0.5 Fine Arts 713S BASIC SCULPTURE & CERAMICS Term: FY Grade: 9 -12 PBGR: 0.5 Fine Arts 713S offered at NEL/CPS Charter School only Prerequisite: Basic Art and Design or Art and Desi gn This course provides students with an exploratory experience in three -dimensional design. Students will be introduced to a variety of techniques in both clay and mixed media. Vocabularies, tools and concepts associated with the various media will also be examined. Upon successful completion of this course, students gain a general knowledge of creating, appreciating, assessing, and valuing three -dimensional art. The use of a sketchbook is required for this course. Proficiency in meeting the requiremen this course assists students to fulfill some requirements for graduation in the Fine Arts Standard as ts of CPS digital graduation required by the Rhode Island Board of Regents. Students work towards contributing a proficient artifact and reflection to the portfolio. ADV. SCULPTURE & CERAMICS HONORS 716 Term: FY Grade: 11 -12 PBGR: 1.0 Fine Arts Prerequisite: Sculpture & Ceramics and teacher recommendation Advanced Sculpture and Ceramics is a course offered to those students who, upon recommendation from his/her teacher from the previous introductory course in Ceramics and Sculpture, wish to pursue further study of the subject. Students will work with a variety of 3 -D art media to create increasingly sophisticated works of art. They will understand the rel ationships among three -dimensional art forms and between their own art production and that of others. They will be able to relate understanding about the historical and cultural contexts of art to situations in contemporary life. Students will demonstrate proficient to advanced proficiency in creating, appreciating, assessing, and relating three -dimensional art to everyday life. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion of this course, the student sh ould demonstrate proficient to advanced proficiency in solving three -dimensional problems with creative insight, reason, and technical skill. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Sta ndard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation por tfolio. ADVANCED SCULPTURE AND CERAMICS 717 PBGR: 1.0 Fine Arts Term: FY Grade: 11 -12 Prer equisite: Sculpture & Ceramics This course is intended for academically and creatively motivated students who are seriously interested in pursuing further studies in three – dimensional design and have received a recommendation from his/her teacher from the previous introductory course in Ceramics and Sculpture. Students will demonstrate proficient to advanced proficiency in creating, appreciating, assessing, and relating three -dimensional art to everyday life. Students will work independently and confident ly with a variety of 3 -D art media to create increasingly sophisticated works of art, while establishing a personal voice. Students will understand, synthesize, and use with confidence sensory, formal, expressive and technical pro perties. They will analyze the relationships among three -dimensional art forms and between their own art production and that of others. They will be able to relate understanding about the historical and cultural contexts of art to situations in contemporary life. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion of this course, the student should demonstrate proficient to advanced proficiency in solving three - dimensional problems with creative insight, reason, and technical skill. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island tal graduation portfolio. Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digi 722M FINE ARTS APPRECIATION Term: FY Grade: 9 -12 PBGR: 0.5 Fine Arts Prerequisite: None t -Art Majors and introduces students to the world of Visual Arts through an exploration of its most importan This course is designed for Non The processes by which art is created, a vocabulary to discuss and write historical periods, artists, masterworks and the cultures surrounding them. Students will be encouraged to form ulate ideas, draw aesthetic conclusions and art and the media used to make art will be presented in this class. Some studio experiences may be included to enhance develop a basic understanding of the importance of art in their lives, community and the world. the understanding of the creative process. The use of a sketchbo ok to demonstrate a process portfolio is required. - - 34 286

288 Upon successfully completing this course, students will be able to formulate individual ideas and conclusions about the sourc es, development and ficiency in this course will assist students to fulfill some requirements for graduation in the purposes of art through history, heritage, and culture. Pro Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing a proficient art ifact and reflection to the CPS digital graduation portfolio. ADVANCED ART I HONORS Term: FY Grade: 10 726 PBGR: 1.0 Fine Arts -12 Prerequisite: Foundations in Art Honors or teacher recommendation The Advanced Art 1 Honors level is intended for the academically and creatively motivated student and is designed to provide further development in the visual arts and continued opportunities to experience a broad variety of art media, materials, tools and t echniques. Students will understand, synthesize and use with confidence the elements and principles of design to create increasingly sophisticated works of art. Students will build upon and refine their prior knowledge to further explore compositional arrangements, color theory, drawing, painting, design and sculptural rt related technology. They will develop a sophisticated and mature level of problem solving, critical thinking and decision - skills and incorporate a making skills. Students will continue to gain an appreciation for art and artists from other cultures both past and present. Thi s course, emphasizing art production will continue to engage students in art appreciation, art criticism, and aesthetics. In addition to studio wor k, galleries, museums, and/or artists' studios will be utilized as an extension of the classroom. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion, students will have proficient knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. This continued art study is proving valuable to all students applying to colleges as part of a well -rounded education. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Advanced Art I is a prerequisite for Advanced Art 2, and Studio Art. ADVANCED ART 1 Term: FY Grade: 10 728 PBGR: 1.0 Fine Arts -12 Prerequisite: Foun dations in Art This sequential course is designed to provide further development in the visual arts and continues to provide opportunities t o experience a broad variety of art media, materials, tools, and techniques. The elements of art and principles of d esign are reviewed and the concepts of color theory and the skills of, drawing, painting, graphics, printmaking, and three -dimensional design are developed in depth. Students will also have the opportunity to explore additional art medias and incorporate a rt-related technology. Students will develop a sophisticated and mature level of problem solving, critical thinking, and decision -making skills while exploring their own ideas and beginning to establishing a personal voice. They will learn to recognize the connections of the visuals arts to other disciplines while drawing upon and incorporating that knowledge to create works of a rt. They will continue to gain an appreciation for art and artists from other cultures both past and present and relate the histor ical and cultural contexts of art to contemporary life. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion, the student should be able to solve creative problems with insight, reason, and technical proficiency and have proficient knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. Advanced Art I course is a prerequisite for Advanced Art 2, and Studio Art. Proficiency in this course will assist students to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient artifacts and reflections to the CPS digital graduation portfolio. 730 COMPUTER VISUAL ARTS PBGR: 1.0 Fine Arts -12 Grade: 10 Term: FY Prerequisite: Foundations of Art 701 & Advanced Art I 728 background that To qualify for this course, students need to have successfully completed these two courses that provide knowledge and skills skills set and a broad vocabulary. evidence a proficient uter lab and art Students learn computer skills and applications for drawing, design, graphics and photography. Work is completed in the comp studio, combining digital work with traditional materials. Class assignments explore the elements and principles of art while enabling students to learn applications of the “Photo Shop” and other software to transform drawings, photographs and other traditional media thro ugh digital manipulation, importation, scanning, and printing. 731 ADVANCED ART II HONORS Term : FY Grade: 11 -12 PBGR: 1.0 Fine Arts Prerequisite: Advanced Art I Honors Advanced Art 2 Honors level is intended for the academically and creatively motivated student. This course provides the student with an opportunity to work independently and confid ently to create increasingly sophisticated works of art. Students will be challenged to demonstrate their r skills with compositional arrangements, color theory, drawing, painting, design and sculpture, while, establishing a personal voice. They will furthe develop sophisticated and mature levels of problem solving, critical thinking and decision - making skills and strengthen their appreciation for art and artists from other cultures both past and present. Students will be introduced to possible career oppo rtunities in the visual arts, and begin to define xhibits consistent and their goals. They will continue to work towards contributing proficient to advanced proficient artworks to a portfolio that e independent performance in each benchmark of the creating and responding rubrics. The use of a sketchbook to demonstrate a process portfolio is is also an integral part of required. Using artist studios, galleries, and museums as an extension of the classroom and relating art to other disciplines h an emphasis on studio production, this course is designed to develop higher -level thinking, art -related technology skills, art this course. Wit appreciation, art criticism, and aesthetics. Upon successfully completing this course, the student should demonstrate advanc ed knowledge and skills to create, appreciate, assess, and relate art to their everyday lives. This continued art study is proving valuable to all st udents applying to colleges as part of a well -rounded education. Proficiency in this course will assist stu dents to fulfill some requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Advanced Art 2 is a prerequisite for Studio Art. PBGR: 1.0 Fine Arts 732 ADVANCED ART II Term: FY Grade: 11 -12 Prerequisite: Advanced Art I -depth overview of the Visual Arts while developing advanced proficiency with a broa This course is designed to provide a more in d variety of art media, materials, tools and techniques. Students will utilize the elements of art and principles of design to work independently and confidently to rior knowledge to further explore compositional create increasingly sophisticated works of art. Students will build upon and refine their p dio work, galleries, arrangements, color theory, drawing, painting, design and sculpture, while, establishing a personal voice. In addition to stu museums, and/or artists' studios will be utilized as an extens ion of the classroom. Students will be introduced to possible career opportunities in the - - 35 287

289 visual arts, and begin to define their goals. The use of a sketchbook to demonstrate a process portfolio is required. With an emphasis on studio se is designed to develop higher -level thinking, art production, this cour -related technology skills, art appreciation, art criticism, and aesthetics. Upon successfully completing this course, the student should demonstrate advanced knowledge and skills to create, appreciate, assess, and relate art to their -rounded education everyday lives. This continued art study is proving valuable to all students applying to colleges as part of a well Proficiency in this course will assist students to fulfill some requirements for graduatio n in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. Advanced Art 2 is a prerequisite for Studio Art. VISUAL ARTS IN SOCIETY (ART 201) EE Term: FY Grade: 11 733M PBGR: 0.5 Fine Arts -12 Prerequisite: Teacher or counselor recommendation This course is an introduction to the Fine Arts and is presented through a sampling of art, architecture, sculpture and related artifacts from various historical periods. The Function and the interrelationships among the art forms are studied within the context of cultures and societies. In addition to direct observation and discussions, writing and studio work are also included as an aid to visual understanding. This course is designed for Art and –Art Majors and adheres to the National and Rhode Island Visual Art Standards. Successful completion of this course fulfills the requirements Non through Rhode Island College. for Early Enrollment college credit offered * Students may opt for one -half unit high school credit only without the independent work, which fulfills some requirements for graduation proficiency in the Fine Arts as required by the Rhode Island Board of Regents. 734 STUDIO ART HONORS Term: FY Grade: 12 PBGR: 1.0 Fine Arts Prerequisite: Advanced Art I, Portfolio Review, and teacher recommendation Studio Art, a senior class, offers students an opportunity to develop a portfolio of proficient to advanced proficient work that reflects growth in skill development, independent decision -making, and aesthetic appreciation. Students will develop breadth in drawing, painting, and two - dimensional design, and work independently in an area of concentration, while showing evidence of a personal style. In addition to studio work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Students will be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and begin to define their go als. Students will also gain knowledge in the preparation, digital presentation, and exhibition of their artwork. Narrative reflections, research on Contemporary artists, and self - evaluations of all works are a part of the learning process. The use of a sketchbook to demonstrate a process portfolio is re quired. During the second half of the year, leaving a legacy to the school and/or community is an important part of the values emphasi zed in this class. At the Honors level, students have the option to submit portfolios to the College Board for Advanced Placement credit. Upon successfully completing this course, the student will be prepared to pursue college or a career in the art field. Proficiency in this course will assist students to fulfill requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. STUDIO ART Grade: 12 PBGR: 1.0 Fine Arts 735 Term: FY Prerequisite: Advanced Art I, Portfolio Review and teacher recommendation Studio Art, a senior class, offers students an opportunity to develop a portfolio of proficient work that reflects growth in skill development, independent decision -making, and aesthetic appreciation. Students will develop breadth in drawing, painting, and two -dimensional design, and work independently in an area of concentration, while showing evidence of a personal style. In addition to studio work, an emphasis is placed on art appreciation using museums, galleries, and artists’ studios as an extension of the classroom. Students will be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and begin to define their goals. Students will also gain knowledge in the preparation, digital presentation, and exhibition of their artwork. During the second half of the year, students will contribute and solve real problems in visual communications for the school and/or the community. Upon successfully completing this course, the student will be prepared to pursue college or a career in the art field. Proficiency in this course will assist students to fulfill requirements for graduation in the Fine Arts Standard as required by the Rhode Island Board of Regents. Students will work towards contributing proficient to advanced artifacts and reflections to the CPS digital graduation portfolio. 736 THREE DIMENSIONAL STUDIO Term: FY Grade: 12 PBGR: 1.0 Fine Arts Prerequisites: Successful Completion of courses 712 and 716 which are the sequential course pathway. This is a Senior Class. Students build upon and refine their prior knowledge to further demonstrate sequential growth in comp ositional arrangements, drawing, design and sculpture, while establishing a personal voice and developing a portfolio of proficient work that reflects sequential growth in skill development, independent decision making and aesthetic appreciation. The use of a sketchbook to demonstrate a process portfolio is required. Mature levels of problem solving, critical thinking and decision -making skills are used to strengthen appreciation for art and artists from other cultures both past and present. Students analyze the elements of art and principles of design and work independently and con te fidently to crea sophisticated three -dimensional works of art. In addition to studio art, an emphasis is placed on art appreciation using museums, galleries, and artists’ on, digital presentation, and exhibition of their studios as an extension of the of the classroom. Students will also gain knowledge in the preparati artwork. Integral to the culmination of the four years in the visual arts program, students will contribute to solving real problems in visual ill create a legacy (a permanent gift of appreciation) to the school and/or communications for the school and/or the community. Students w community. Upon successful completion of this course, students are prepared to pursue college or a career in the art field. Students wil l be able to meet with college representatives, be introduced to possible career opportunities in the visual arts, and refine their goals. 740 HUMANITIES: ART AND MUSIC Term: FY Grade: 9 -12 PBGR: 1.0 Fine Arts 740M HUMANITIES: ART AND MUSIC Term: FY Grade: 9 -12 PBGR: 0.5 Fine Arts ite: None Prerequis HUMANITIES (ART AND MUSIC) is both an introduction to the Fine Arts/Music and a historic perspective of selected periods and artists. be This course is presented through a sampling of visual art, architecture, artifacts, sculpture, and key pieces from various centuries and movements. The tures and societies. In interrelationships among the visual arts and musical forms will also be presented and studied within the context of eras, cul addition to direct observation, discussion and writing, guest ar tists visits and performance participation; creative art experiences could also be included as an aid to visual understanding. This course is for students interested in combining art and music to learn about cultures and their - - 36 288

290 st 21 (as borrowed from www.P21.org ) Century Learning Skills CHSE English Department Coding System ***For all district documents (quarterly overviews, syllabi, teacher validated tasks, common tasks, common core assessments), we must continue to use the language of the skill rather than these codes. For now, the codes are only for use on your personal do cuments and plan books. (L&IS) Learning and Innovation Learning and innovation skills increasingly are being recognized as the skills that separate students who are prepared for increasingly se who are not. A focus on creativity, critical thinking, complex life and work environments in the 21st century, and tho communication and collaboration is essential to prepare students for the future. L&IS 1. Creativity & Innovation a. Think Creatively Use a wide range of idea creation techniques (such as • brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts b. Work Creatively with Others communicate new ideas to others effectively • Develop, implement and Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new id eas • • View failure as an opportunity to learn; understand that creativity and innovation is a long -term, cyclical process of small successes and frequent mistakes c. Implement Innovations • Act on creative ideas to make a tangible and useful contribution to t he field in which the innovation will occur LI&S 2. Critical Thinking & Problem Solving a. Reason Effectively • Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation b. Use Systems Thinking • interact with each other to produce overall outcomes in complex systems Analyze how parts of a whole c. Make Judgments and Decisions • Effectively analyze and evaluate evidence, arguments, claims and beliefs Analyze and evaluate major alternative points of view • • Synthesize and make connections between information and arguments • Interpret information and draw conclusions based on the best analysis • Reflect critically on learning experiences and processes d. Solve Problems • Solve different kinds of non -familiar problems in both conventional and innovative ways • Identify and ask significant questions that clarify various points of view and lead to better solutions LI&S 3. Communication & Collaboration a. Communicate Clearly tten and nonverbal communication skills in a variety of forms and contexts • Articulate thoughts and ideas effectively using oral, wri Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions • • Use communication for a range of purposes (e.g. to inform, instruct, motivate and persu ade) • Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact • Communicate effectively in diverse environments (including multi -lingual) b. Collaborate with Others • Demonstrate ability to work effectively and respectfully with diverse teams • Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal made by each team member • Assume shared responsibility for collaborative work, and value the individual contributions 289

291 (IM&T) Information, Media and Technology Skills People in the 21st century live in a technology and media -suffused environment, marked by various characteristics, including: 1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make individual contributions on an unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit a related to information, media and technology. range of functional and critical thinking skills IM&T 1. Information Literacy a. Access and Evaluate Information • Access information efficiently (time) and effectively (sources) • Evaluate information critically and competently b. Use and Manage Information • Use information accurately and creatively for the issue or problem at hand • 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 IM&T 2. Me dia Literacy a. 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 beli efs and behaviors • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media b. Create Media Products • Understand and utilize the most appropriate media creation tools, characteristics and conventions nd effectively utilize the most appropriate expressions and interpretations in diverse, multi • Understand a -cultural environments IM&T 3. ICT (Information, Communications & Technology) Literacy a. Apply Technology Effectively • Use technology as a tool to research, organize, evaluate and communicate information • etc.), communication/networking tools and social networks Use digital technologies (computers, PDAs, media players, GPS, ully function in a knowledge economy appropriately to access, manage, integrate, evaluate and create information to successf Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies • (L&CS) Life and Career Skills ing skills and content knowledge. The ability to navigate the complex life Today’s life and work environments require far more than think and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills. L&CS 1. Flexibility & A daptability a. Adapt to Change Adapt to varied roles, jobs responsibilities, schedules and contexts • Work effectively in a climate of ambiguity and changing priorities • b. Be Flexible • Incorporate feedback effectively • Deal positively with praise, setbacks and criticism • Understand, negotiate and balance diverse views and beliefs to reach workable solutions, particularly in multi -cultural environments L&CS 2. Initiative & Self- Direction a. Manage Goals and Time 290

292 • criteria Set goals with tangible and intangible success Balance tactical (short -term) goals • -term) and strategic (long • Utilize time and manage workload efficiently b. Work Independently Monitor, define, prioritize and complete tasks without direct oversight • c. Be Self- directed Learners mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise • Go beyond basic • 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 L&CS 3. Social & Cross- Cultural Skills a. Interact Effectively with Others Know when it is appropriate to listen and when to speak • • Conduct themselves in a respectable, professional manner b. 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 i deas and increase both innovation and quality of work L&CS 4. Productivity & Accountability a. 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 b. Produce Results Demonstrate additional attributes associated with producing high quality products including the abilities to: • Work positively and ethically o Manage time and projects effectively o o -task Multi o Participate actively, as well as be reliable and punctual o Present oneself professionally and with proper etiquette o Collaborate and cooperate effectively with teams o Respect and appreciate team diversity o Be accountable for results L&CS 5. Leadership & Responsibility a. 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 a. Be Responsible to Others • Act responsibly with the interests of the larger community in mind 291

Related documents

Department of Defense   Law of War Manual (June 2015)

Department of Defense Law of War Manual (June 2015)

D E A R T M E N T O F D E F E N S E P N A L O F W A R M A W U A L J U N E 2 0 1 5 O F F I C E O F G E N ER A L C O U N S E L D P A R T M E N T E O F D E F E N S E

More info »
Numerical Recipes

Numerical Recipes

Sample page from NUMERICAL RECIPES IN C: THE ART OF SCIENTIFIC COMPUTING (ISBN 0-521-43108-5) Permission is granted for internet users to make one paper copy for their own personal use. Further reprod...

More info »
June2018CUR

June2018CUR

CHANCELLOR'S UNIVERSITY REPORT JUNE 25 2018

More info »
Art & Finance report 2017

Art & Finance report 2017

Art & Finance Report 2017 th edition 5 REFUGEE ASTRONAUT II © YINK A SHONIBARE MBE (2016), PHOTOGRAPHER: STEPHEN WHITE

More info »
DEC CUR

DEC CUR

CHANCELLOR'S UNIVERSITY REPORT DECEMBER 10, 2018

More info »
City 2018 2019

City 2018 2019

2018–2019 CATALOG Fall 2018, Spring 2019, Summer 2019 1313 Park Blvd., San Diego, CA 92101 619-388-3400 www.sdcity.edu Ricky Shabazz, Ed.D. President San Diego City College is accredited by the Accred...

More info »
OctoberCUR2018

OctoberCUR2018

CHANCELLOR'S UNIVERSITY REPORT OCTOBER 29 2018

More info »
Massachusetts Arts Curriculum Framework   November 1999

Massachusetts Arts Curriculum Framework November 1999

Massachusetts Arts Curriculum Framework November 1999 Massachusetts Department of Elementary & Secondary Education 350 Main Street, Malden, MA 02148 Phone 781- 338 -3000 TTY: N.E.T. Relay 800 -439- 23...

More info »
How to do Creative Placemaking Jan2017

How to do Creative Placemaking Jan2017

how to do creative placemaking National Endowment for the Arts

More info »
Savannah College of Art and Design   2018 19 Course Descriptions

Savannah College of Art and Design 2018 19 Course Descriptions

2018 - Course D escriptions 19 Students should consult their professional staff adviser and faculty adviser each quarter prior to registering for courses to be sure they are meeting graduation require...

More info »
Law & Justice2.pmd

Law & Justice2.pmd

THE CONSTITUTION OF INDIA Preamble. WE, THE PEOPLE OF INDIA, having solemnly 1 resolved to constitute India into a [SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC] and to secure to all its citizens: ...

More info »
HIV/AIDS Guidelines

HIV/AIDS Guidelines

Guidelines for the Use of Antiretroviral Agents in Adults and Adolescents Living with HIV Downloaded from https://aidsinfo.nih.gov/guidelines on 5/7/2019 Visit the AIDS info website to access the most...

More info »
The Qualities of Quality: Understanding Excellence in Arts Education

The Qualities of Quality: Understanding Excellence in Arts Education

Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q Q ...

More info »
All Our Futures: Creativity, Culture and Education

All Our Futures: Creativity, Culture and Education

National Advisory Committee on Creative and Cultural Education All Our Futures: Creativity, Culture and Education Report to the Secretary of State for Education and Employment the Secretary of State f...

More info »
ECSO State of the Art Syllabus v2

ECSO State of the Art Syllabus v2

STATE OF THE ART SYLLABUS Overview of existing Cybersecurity standards and certification schemes v 2 WG1 – S tandardisation, certification, labelling and supply chain management DECEMBER 2017

More info »
Microsoft Word   Teacher Shortage Areas Report 2017 18.docx

Microsoft Word Teacher Shortage Areas Report 2017 18.docx

Teacher Shortage Areas Nationwide Listing 1990–1991 through 2017–2018 June 2017 U.S. Department of Education Office of Postsecondary Education Freddie Cross Senior Statistician U.S. Dept. of Education...

More info »