Creative Art Curriculum Map
Bourbon County Schools
Level: 9-12
Grade and/or Course: Creative Art
Updated: 2012
Week
1
Unit/Topic
Copyright Unit
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
copyright
original
Week
2
Unit/Topic
Elements and
Principles of Art
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1. reproductio
n
2. commission
3. primitive art
4. outsider art
5. commercial
art
Week
3
Unit/Topic
Shading
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
commercial
art
decorative
arts
naïve art
primitive art
folk art
Week
4
Unit/Topic
Color basics
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
applied art
content
artist
fine art
art
Week
5
Unit/Topic
Career unit
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
frame
gallery
exhibition
design
brainstorm
Week
6
Unit/Topic
Clay basics
Standards
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
Vocabulary
1. critique
2. masterpiece
3. art criticism
4. three
dimensional
space
5. two
dimensional
Vocabulary
7
composition
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
Assessment
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
1.
2.
3.
4.
5.
two
dimensional
thumbnail
sketch
rubric
mixed
media
collage
Week
8
Unit/Topic
Intro to oil pastel
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
paper
mache
propaganda
ideology
functional
art
narrative art
week
9
Unit/Topic
Cartooning
Standards
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
Vocabulary
1. artistic
expression
2. ceremonial
art
3. non
representati
onal
4. representati
onal
5. persuasive
art
Vocabulary
10
Color scheme
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
1.
2.
3.
4.
5.
persuasive
art
subject
matter
landscape
portrait
seascape
week
11
Unit/Topic
Portrait drawing
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
seascape
self portrait
still life
chalk pastel
abstract art
week
12
Unit/Topic
Intro to watercolor
Standards
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
Assessment
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
Vocabulary
1.
2.
3.
4.
5.
abstract art
oil pastel
medium
limited
edition
miniature
Vocabulary
13
Colored Pencil
1.12
1.13
2.22
2.23
Week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
miniature
right brain
theme
elements of
art
form
Vocabulary
14
Intro to paper mache
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
form
line
space
texture
color
Vocabulary
15
Hand drawing
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
1.
2.
3.
4.
5.

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
value
shape
organic
shape
geometric
shape
principles of
design
Vocabulary
16
Design unit
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
assessment
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Scale
Dominance
Harmony
Implied line
pattern
week
17
Unit/Topic
Value unit
Standards
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Vocabulary
1.
2.
3.
4.
5.
rhythm
movement
contrast
proportion
emphasis
week
18
Unit/Topic
Line unit
Standards
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
Vocabulary
1.
2.
3.
4.
5.
unity
focal point
repetition
variety
approximate
symmetry
Vocabulary
19
Mixed media
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
Assessment
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
1.
2.
3.
4.

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
5.
pure
symmetry
radial
balance
symmetrical
balance
asymmetrical
balance
balance
Vocabulary
20
Animation
1.12
1.13
2.22
2.23
Week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
horizontal
balance
horizon line
hatching
stippling
b pencils
Vocabulary
21
Tessellation unit
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
H pencils
Composition
Grid
Grid enlarging
shading
Vocabulary
22
Abstraction
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
pencil
drawing
rule of
thirds
shade
positive
space
Vocabulary
23
cubism
1.12
1.13
2.22
2.23
Week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy

Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Activities
expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
negative
space
point of
view
juxtapositio
n
foreshorteni
ng
middle
ground
Vocabulary
24
Vanishing point
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
assessment
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
1.
2.
3.
4.

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
5.
middle
ground
birds eye
view
cross
hatching
foreground
background
Vocabulary
25
Flower drawing
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
1.
2.
3.
4.
5.
needle tools
loop tools
bisque
greenware
bone dry
week
26
Unit/Topic
Pinch pot animal
Standards
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Activities
Learning Targets
Art Project
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
Vocabulary
1. bone dry
2. leather hard
3. plastic
4. sculptor
5. sculpture
Vocabulary
27
Clay monster
1.12
1.13
2.22
2.23
week
Unit/Topic
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Standards
Activities
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
Learning Targets
1.
2.
3.
4.
5.
sculpture
pinch
pottery
slip
wedging
Vocabulary
28
Signature cube
1.12
1.13
2.22
2.23
Students speak
using appropriate
forms, conventions,
and styles to
communicate ideas
and information to
different audiences
for different
purposes.
Students make
sense of ideas and
communicate ideas
with the visual arts.
Students create
works of art and
make presentations
to convey a point of
view.
Students analyze
their own and others'
artistic products and
performances using
accepted standards.
Art Project
Art Critique (writing
strategy)
ACT Bellringers
Reading Strategy
Common
assessment
Students will
 use appropriate terminology to analyze
and evaluate the use of elements of art
(line, shape, form, texture, color) and
principles of design (e.g., emphasis,
pattern, balance, contrast) in a variety
of visual artworks

expressively use the elements of art,
principles of design and a variety of
processes in creating artworks

apply organizational structures and
evaluate what makes them effective or
not effective in communicating ideas

analyze and evaluate the use of
elements of art (e.g., line, shape, color
properties, color schemes/groups, form,
texture, space, value) and principles of
design (e.g., repetition, emphasis,
pattern, balance, contrast, rhythm,
proportion, movement) in a variety of
two and three dimensional artworks

identify and use a variety of subject
matter in viewing and creating visual
artworks (representational – e.g.,
landscape, portrait, still life,
nonrepresentational – e.g., abstract,
non-objective)
1.
2.
3.
4.
5.
wedging
scoring
firing
kiln
glaze