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1st 9 Weeks +
1. Sketchbook: Weeks 1-9
2. Pocket Value Still Life (8.5x11)
TSW: 1. review/define value, composition, contour line, proportion,
texture, still life.
2. Demonstrate in a unified still life, concepts previously
learned, from objects in their pockets, or backpacks.
3. Discuss as a group, the definition of self/possessions,
as well as the success of artistic skills and personal communication.
3. My Colorful (Still) Life (12x18)
TSW: 1. define color, intensity, reflectivity, and terms from lesson
2. study/discuss examples of colorful still lives
3. With colored pencil or watercolor, create a neat,
unified still life demonstrating skills discussed, and facets of oneself.
4. Metaphorical Me (12x18)
TSW: 1. define metaphor, symbolism
2. Study historical examples of symbolic self portraits
3. using their choice of materials, create a neat,
unified, original composition demonstrating concepts of the lesson.
4. Write a reflective essay regarding the symbolism they
created
5. discuss/reflect/critique in a group dialogue
5. Me in a Nutshell
TSW: 1. study/discuss define open/closed sculpture
2. study/discuss various sculptors and choices of materials
3. study/discuss the importance of maps, places, symbolism
4. Create a well-crafted sculpture in choice of materials
demonstrating the lessons concepts
5. Write a haiku that depicts the finished sculpture or
oneself.
6. Wardrobe Self Portrait (12x18)
TSW: 1. study/discuss/identify wardrobes, costumes, cultural clothing,
portraits
2. study/discuss human facial proportions
3. Create an accurate self portrait, in costume that they
can relate, with choice of materials.
4. Write a detailed description of costume, and reasons why
they selected it.
7. Opposition: Our struggles (12x18)
TSW: 1. study/discuss define oppositions, internal/external conflicts
2. study/discuss artworks that relate to oppositions
3. Create a neat, unified composition demonstrating concepts
discussed and artistic skills previously learned, with choice of materials.
4. Write a reflective summary describing process of creation
and intentions.
8. Community and Me
TSW: 1. study/discuss the sense of community in artwork, and in oneself
2. create a neat, unified work of art that represents the
artists identity in relation to a group, with choice of materials.
9. Campaign Logo (8.5x11)
TSW: 1. study/discuss campaign logos
2. Define graphic design(er), logo, and campaign
3. Create a simple logo representing personal perspective and
affiliations, with choice of materials
4. Write a motto to correlate with finished logo.
10. 2 Point (Future) Perspective (12x18)
TSW: 1. study examples of 2 Pt. Persp.
2. Define 2 pt. persp., vanishing pt, diminishing line,
atmospheric persp., architect, engineer
3. discuss places and how they define oneself, future
ambitions
4. Create a neat 2 pt drawing of a place in which they wish
to live in the future
5. Color w/colored pencil, demonstrating atmospheric
perspective.
Academic Standards
Demonstrates understanding and utilization of visual arts concepts, elements
of design, and principles of design to create multiple solutions to a
problem.
Creates personal art using a variety of media and techniques.
Utilizes and applies knowledge of elements of art and principles of design.
Demonstrates effective control of various media, techniques, and processes
in two and three-dimensional formats.
Develops further skills in:
o Application of media
o Techniques
o Processes
Develops craftsmanship through the successful integration of skills.
Manipulates tools, media, processes, and techniques proficiently and in a
safe and responsible manner.
Explores and demonstrates techniques and processes related to:
o Drawing
o Painting
o Printmaking
o Sculpture
o Digital and technological media
o Photography
o Surface design (fibers)
o Fine Craft
o Mixed Media
Demonstrates a safe, responsible use of tools and
materials.
Employs correct facial and figurative proportion skills in context of
direct observation.
Investigates drawing concepts, techniques, and skills such as:
o Observation
o Outline
o Contour
o Gesture
o Value
o Implied line
o Two point perspective
Demonstrates proficient work in color schemes:
o Analogous
o Monochromatic
o Complementary
o Warm/cool
Develops further skill using sculptural techniques.
Develops further printmaking techniques.
CREATION AND COMMUNICATION
Exhibits critical and creative thinking skills with the perceptual awareness
necessary for understanding and producing works of art.
Demonstrates the ability to answer essential questions about the big idea
(theme).
Uses a variety of thematic subject matter (big idea) to create works of
art.
Demonstrates personal responsibility and integrity for ethical procedures
when producing works of art, including copyright laws.
Applies multiple solutions to art production through a variety of media,
techniques and tools (e.g. relief printing, acrylics or oils, sculpture,
graphic design, ceramics, fibers, digital creation, architectural models,
and photography).
Develops criteria for making effective choices related to art production
and criticism.
Uses planning and organization to develop creative thinking.
Initiates, defines, and solves visual arts problems independently.
Investigates solutions to visual art problems by using higher- order
thinking skills (i.e., analysis, synthesis, interpretation, evaluation).
Applies appropriate solutions to a given visual art problem.
Integrates a range of subject matter, symbols, ideas, and images to express
personal meaning.
Maintains a teacher-directed sketchbook/journal.
Creates original works using teacher and self-selected subject matter,
symbols, and meaningful images.
Presents a cumulative portfolio, including process and product, using a
variety of media.
Maintains a portfolio that reflects:
o A variety of materials and techniques
o Observational drawings
o Knowledge of composition
o Exploration of personal expression
o Application of the elements of art and principles of design within teacher-
given parameters
o Written statement of intent and meaning
Participates in available school and community exhibitions.
Demonstrate ability to write effectively about works of art.
Communicates concepts regarding personal artwork through effective writing:
o Assessment/critique
o Motivations and decisions in the artistic process
o Artist statement
Explains art processes through writing directions using
sequential steps.
Understands and applies the art making process.
Builds a knowledge base and develops ideas to inform the art making
process.
Creates artwork using sequential steps from conception to the final
product.
Follows multi-step procedures independently.
CULTURAL AND HISTORICAL CONNECTIONS
Understands how contemporary art influences and enriches art production.
Reflects on personal work in relation to contemporary culture in written
and/or oral form.
Recognizes the effect that an individuals personal history and
experiences has on his/her artwork.
Compares, contrasts, and analyzes contemporary artworks.
Understands art history, art production, and design in the context of visual
culture and that visual culture is a continuously evolving influence on the
visual arts.
Identifies examples of and elements of visual culture.
Recognizes relationships between visual culture and personal ideas to
enrich meaning.
Understands how culture and context influence the function, meaning, and
creation of works of art.
Explores specific works of art and artists in terms of history,
aesthetics, and culture.
Identifies specific works of art and artists as belonging to particular
cultures, art movements, time periods, and places.
Identifies how the visual arts reflect cultural history, purpose, and
function.
Understands how artists record, affect, or influence change in a historical,
cultural, or religious context.
Discovers influences from art history reflected in works of art.
Compares relationships of works of art to one another in terms of history,
aesthetics, and cultural/ethnic groups.
Investigates the influences of selected artists on society and culture.
AESTHETIC AND CRITICAL ANALYSIS
Uses appropriate art vocabulary in oral and written form when discussing
works of art.
Critiques artwork through:
o Description
o Analysis
o Interpretation
o Judgment
Critiques artwork through the use of appropriate vocabulary addressing:
o Elements of art and principles of design
o Composition
o Aesthetics Concepts (i.e., Questions such as: What is art?, If it is in an
art museum, is it art?, Must art be beautiful?)
o Intended criteria
Examines personal perceptions of an artists intent through visual clues
and research.
Uses specific criteria to reflect upon, evaluate, and critique the quality
and effectiveness of works of art.
Recognizes the aesthetic qualities of ones personal work.
Explores possible solutions to production and compositional problems.
Discusses various viewpoints when responding to an artwork.
APPLICATIONS TO LIFE
Applies innovative and effective ideas in a visual format in practical and
work-force situations.
Explores art as a communication tool in life and work situations.
Explores visual art skills and understanding to solve problems relevant to
selected careers.
Recognizes creativity as essential to the quality of ones life.
Identifies the creative skills that artists use in various careers.
Understands the importance of creativity to ones life.
Exhibits flexibility and innovation in problem solving, including the
constructive role of failure as part of the creative process.
Develops flexibility, innovation, and creativity in adapting to problems
as they arise in art production.
Adapts perceived mistakes as part of the creative process.
Recognizes the visual arts provide a wide range of career opportunities and
can be a source of life-long learning, vocationally and avocationally.
Realizes an awareness of art as a profession or avocation.
Explores secondary opportunities in the visual arts.
Experiences community service through the application of art skills.
Identifies artists, visual arts programs, and resources within the
community (i.e., Metro Parks, local museums, Frist Center, Cheekwood).
Examines the similarities and differences among galleries, studios, and
museums.
Recognizes the interrelationship of the visual arts and current and future
technologies.
Recognizes and identifies technological developments in the visual arts.
Investigates the use of technology for production, exhibition, and sale of
artwork.
Uses technology to research visual arts.
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