CRANSTON PUBLIC SCHOOLS
VISUAL ARTS
PRE-K-12
Jill Cyr
Program Supervisor
Curriculium Committee
Valerie Bruzzi-Krsulic
Gloria Budz
Jean Carmody
Paul Carpentier
Heidi Copeman
Cathy Cox
Janice Devitt
Alicia Hawkins
Marisa Iacavone
Kirsten Sorensen
Barbara Voccola
Christine Underbaggage
Lisa Erb
Art Department Faculty
Kristine Blake
Valerie Bruzzi-Krsulic
Gloria Budz
Jean Carmody
Paul Carpentier
Heidi Copeman
Cathy Cox
Janice Devitt
Lisa Erb
Alice Gebhart
Mary Greim-Gallo
Alicia Hawkins
Marisa Iacavone
Jodi Manca
Christina Merrill
Marty Russell
Mary Ann Schulteis
Christine Smith
Kirsten Sorensen
Claudia Venditto
Barbara Voccola
Christine Underbaggage
Adopted: Curriculum Advisory Board (date) _________________
Cranston School Committee (date) _________________
1
Table of Contents Acknowledgements……………………………………………………………………………..3 Connections………………………………………………………………………………………..4 Cranston Public Schools – Vision & Guiding Beliefs………………………………5 Mission & Strategic Goals……………………………………………………………………6 Statement of Expectations…………………………………………………………………..6-­‐7 District Academic Expectations…………………………………………………………..8 Visual Arts Department Philosophy…………………………………………………….9 Curriculum Maps ………………………………………………………………………………11-­‐37 Scope and Sequence…………………………………………………………………………...38-­‐97 Course Descriptions, 9-­‐12…………………………………………………………………..98-­‐167 Curriculum Overview/Content PreK-­‐12…………………………………………..…168-­‐206 Appendices………………………………………………………………………………………..207-­‐ A. Visual Art and Design GSE’s State & National Standards… 207-­‐229 i.
ii.
iii.
DOK Levels 21st Century Skills Arts Education Standards and 21st Century Skills B. Pre K-­‐12 Visual Art and Design GSE charts………………………212-­‐220 C. Glossary of Visual Arts Terms………………………………………….230-­‐240 D. Instructional Strategies…………………………………………………….241-­‐270 1. Assessments and Rubrics……………………………………………..241-­‐260 a. 7th grade Common Task b. Advanced Sculpture and Ceramics Common Task c. Common Task Table d. Comprehensive Course Assessment table 2. Sample Lessons …………………………………………………………..261-­‐270 a. Elementary school lesson, Paul Carpentier b. Middle school lesson, Alicia Hawkins c. High school lesson, Jill Cyr E. District Wide Art Rubrics………………………………………………………271-­‐276 F. Resources/ Digital e-book licenses/ Textbooks ………………………..277-­‐282 G. Technology Standards/ ISTE………………………………………………….283-­‐284 2
Acknowledgements
The concepts and essential vocabulary for this curriculum 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,
Jill Cyr, Program Supervisor, and the Curriculum Advisory Board for their
review and recommendations.
3
Curriculum
Development &
Design Process
Cranston Public
Schools
_____________
Student Needs
For 21 st Century
Success
Connections
By Dr. Nancy Sullivan
The visual arts curricula, as all curricula in the Cranston Public Schools, must
demonstrate connections to the system wide Mission and Academic
Expectations, Civic, and Social Expectations, as well as Goals of the
Strategic Plan. In addition, high school curricula must be connected to the
high schools’ Mission Statements and the academic and social expectations as
stated in current School Improvement Plans.
↑↓
National
Standards
↑↓
State Standards
↑↓
Mission of
Cranston
Public Schools
↑↓
Strategic Plan of
District
↑↓
Academic
Expectations
Defined by
Cranston School
Committee
↑↓
Mission and
Goals
Of Respective
Schools
Aligned to
District’s
Mission and
Goals
↑↓
Department,
Academic Area,
Vocational Area
Curriculum Goals
↑↓
District CAB
(Curriculum
Advisory Board)
↑↓
Current Research
In respective
academic field
↑↓
Curriculum
Design Mapping
with four key
elements
↑↓
Curriculum
Committee For
Development and
Design
↑↓
Academic
Area/Department
↑↓
The philosophical base for curriculum has moved from a traditional academic
essentialist vision of teaching and learning to a more constructivist teaching
and learning mode which undergirds standards driven (i.e. GSE driven and
learned society driven) curriculum and instruction. Active learning about
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
knowledge set requires active learning and performance assessments.
The visual arts department’s philosophy informs how this department strives
to create a learning environment. The state’s visual arts framework standards
(GSE’s) inform the goals for each area of content (knowledge and skills) as
can be seen in the curriculum maps. The department is moving toward greater
use of performance assessments with use of district-wide rubrics, while
sustaining some of the traditional departmental assessments that provide
connections across the curriculum. We strive to maintain both horizontal and
vertical articulation through the work that creates this curriculum guide, its
implementation, and forms of evaluation.
The development of curriculum is a process that involves and acknowledges
the links between the mission and strategic goals of the school system and
those of the schools and the department while the Rhode Island BEP drives
curriculum design and delivery. Rhode Island Department of Education
Regulations relative to student proficiencies drives our district’s assessment
system that provides multiple measures of students’ retention of knowledge
and abilities to apply knowledge as well as develop skills informed by
knowledge. However, the mission of the district, and the schools, is to design
and deliver a broader based curriculum (using the state’s GSE’s as a guide).
It is ultimately the delivered/taught /assessed curriculum, as designed by our
professional teachers, that promotes and drives student learning. Curriculum,
instruction, and assessment then, are recognized as partners in student
learning.
A curriculum guide, as this one, is a dynamic document not only because
what is known is rapidly changing; but also because each teacher’s
knowledge set has both great similarities and some differences. It is our
responsibility as educators to incorporate changes as they become known and
to update our current knowledge base. It is each teacher’s responsibility to
use this guide as a guide to his or her practice.
Students
Needs For
21 st Century
Success
F
o
r
4
CRANSTON PUBLIC SCHOOLS VISION
The Cranston Public Schools is an educational partnership, which promotes excellence
through a standards-based curriculum. The success of this partnership derives from
effective communication and appreciation of the diversity of its members. Our students
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 proficiencies)
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 professional 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 partnership 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 world
Members of the educational partnership are entitled to equitable resources
to facilitate learning.
Schools are responsive to societal trends affecting education.
5
MISSION STATEMENT
It is the mission of the Cranston Public Schools, a partnership consisting of
students, teachers, parents, and community members, to enable all students to
develop their potential and reach high standards in preparation for a successful
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 Objectives of 84.1%
in English Language 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
achievement; and create safe, drug-free, and more
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
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 GOALS
• 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
instructional 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
accomplish a subsidiary goal of developing a comprehensive system of
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 faculty, staff, students, parents, and
residents believe that in order to fulfill its mission of excellence and equity in
education, we must embody the ideals of secondary education in the 21st Century. To
that end, we will work together to create a safe, nurturing 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 classroom 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 roles in
society.
7
CRANSTON HIGH SCHOOLS
ACADEMIC EXPECTATIONS FOR STUDENT LEARNING
1. The Cranston High School Graduate exhibits proficient communication
skills.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Interactive Listening
Oral Presentations
Report Writing
Procedural Writing
Persuasive Writing
Text-based Writing
Reflective Writing
Narrative Writing
Poetry Writing
Reading and Responding to Informational Text
Reading and Responding to Literary Text
2. The Cranston High School Graduate exhibits proficient problem solving,
research, and critical thinking skills.
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
M.
Problem Solving
Research
Number and Operations
Geometry and Measurement
Functions and Algebra
Data, Statistics, and Probability
Think Sequentially
Investigate, Analyze, and Interpret Information Resources, when applicable, to form and
support opinions.
Investigate through inquiry
Understand Systems and Energy
Relate Form to Function
Apply Scientific Principles to Real-World Situations
Patterns of Change
3. The Cranston High School Graduate will engage in and will be culturally
aware of music, visual arts, or performing arts, through performance,
creation, or response.
A. Performance of Art Forms
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.
B. Create and present a graduation portfolio
8
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
comprehensive sequential education in the visual arts through the study of art
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 knowledge
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 to:

Enhances cognitive, affective and psychomotor development.

Encourage individuality and divergent thinking through problem solving and risk taking.

Expand creativity and effective non-verbal communication.

Foster and appreciation of cultural diversity, 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
education will provide every graduate with the knowledge, skills and values to become a creative
worker and lifelong learner.
9
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 curriculum
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
Visual Arts Pre-K-12
Curriculum Maps
11
Department: VISUAL ARTS Grade: Pre K-2
SUGGESTED SQUENCE & QUESTIONS Essential
Questions Qtr 1
What is art?
(Pre K-K)
How do artists use the
elements of art? (1)
Content The Elements and
Principles of Art and
Design
Drawing
Art Appreciation
Color Theory
Where do you see the
elements of art?
(Pre-K)
Painting
What subjects do
artists choose for
their art? (1)
Art Appreciation
What ideas do artists
express? (2)
Standards/
Assessments Sample
Instructional
Activities Rubrics, Teacher /
Student Conference
and Critique
Line, Shape, Color,
Texture, Space
GSEs/GLEs What are the tools
and media that artists
use? (2)
Qtr 2
Skills Mixed Media
Demonstration of
knowledge and
application of Visual
Art and Design
concepts by
identifying and
exploring basic VAD
concepts: line, shape,
form, texture, color,
pattern
Demonstration of
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design by
demonstrating
knowledge of basic
art vocabulary
Grade 1
1(K-2) – 2b
Grade 2
1 (K-2) – 1a & b,
1 (K-2) – 2b
3 (K-2) -1a
3 (K-2) – 2a
Resources Artist Reproductions
Books
Contour, Landscape,
Portrait, Still Life
Teacher/ Student
Samples
COMMON CORE
1.SL.2, 2.SL.2, 1.L.6,
2L.6,
2.MD.1, 2.MD.3
Grade 1
1 (K-2) – 2b
Grade 2
1 (K-2) – 1a & b,
1 (K-2) - 2b
3 (K-2) – 1a
3 (K-2) – 2a
Rubrics, Teacher /
Student Conference
and Critique
Color Wheel,
Basic Color Schemes
Landscape,
Portrait,
Artist Inspired
Composition
Internet / Web Sites
Teacher Edition
Textbooks:
Explorations in Art
K-6 grade teacher
COMMON CORE
1.SL.2, 2.SL.2, 1.L.6,
2L.6,
2.MD.1, 2.MD.3
12
Department: VISUAL ARTS Essential
Questions Content Grade: Pre K-2
Skills SUGGESTED SQUENCE & QUESTIONS Standards/
Assessments GSEs/GLEs Sample
Instructional
Activities Resources Qtr 3
How does art tell
stories? (Pre K-K)
Printmaking
Graphic Design
Art Appreciation
What everyday
objects are designed?
(1)
How do people use
art? (Pre K-K)
How does art look in
different parts of the
world? (1)
How do people use
art in celebrations?
(2)
Rubrics, Teacher /
Student Conference
and Critique
Grade 2
1 (K-2) – 1a & b,
1 (K-2) – 2b
3 (K-2) – 1a
3 (K-2) – 2a
Mono-print,
Multicolor Prints
Illustration,
Product/Poster
Design
COMMON CORE
1.SL.2, 2.SL.2,
1.L.6, 2L.6,
2.MD.1, 2.MD.3
How are artist’s part
of a community? (2)
Qtr 4
Grade 1
1 (K-2) – 2b
Environmental
Design
Sculpture
Craft / Folk Arts
Art Appreciation
Grade 1
1 (K-2) – 2b
Grade 2
1 (K-2) – 1a & b,
1 (K-2) – 2b
3 (K-2) – 1a
3 (K-2) – 2a
Rubrics, Teacher /
Student Conference
and Critique
Architecture
Additive / Subtractive
Sculpture
Clay, Weaving
COMMON CORE
1.SL.2, 2.SL.2, 1.L.6,
2L.6,
2.MD.1, 2.MD.3
13
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 3-4
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Demonstration of
knowledge and
application of Visual
Art and Design
concepts by
identifying and
exploring basic VAD
concepts: line, shape,
form, texture, color,
pattern
Grade 3-5
VAD /GSE
Rubrics, Teacher /
Student Conference
and Critique
Contour,
Thumbnail Sketches,
Sketches,
Landscape,
Portrait
Resources!
!
Qtr 1
Why do artists make
art? (3)
How does the
language of art help
us to discuss / see art
better? (4)
Qtr 2
The Elements and
Principles of Art and
Design
Drawing
Color Theory
Art Appreciation
Painting
Why do artists make
art about different
places? (3)
Mixed Media
Why do artists show
people in different
ways? (4)
Art Appreciation
!
Printmaking
Demonstration of
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design by
demonstrating
knowledge of basic
art vocabulary
1 (3-4) – 1a,b,c
1 (3-4) – 2a,b
2 (3-4) – 1a
3 (3-4) – 1a,b
1 (3-4) – 1a,b,c
1 (3-4) – 2a,b
2 (3-4) – 1a
3 (3-4) – 1a,b
COMMON CORE
3.SL.2, 4.SL.2, 3.L.6,
4.L.6,
2.MD.1, 2.MD.3
Books
Teacher/ Student
Samples
Color Wheel,
Intensity,
Warm / Cool, and
Complementary
Colors
COMMON CORE
3.SL.2, 4.SL.2, 3.L.6,
4.L.6,
2.MD.1, 2.MD.3
Grade 3-5
VAD /GSE
Artist Reproductions
Rubrics, Teacher /
Student Conference
and Critique
Landscape,
Portrait,
Figure
Artist Inspired
Composition
Internet / Web Sites
Teacher Edition
Textbooks:
Explorations in Art
K-6 grade teacher
Cut Paper,
Collage,
Crayon Resist
Mono and Relief
Print
14
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 3-4
Skills!
SUGGESTED SEQUENCE & QUESTIONS!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 3
Graphic Design
What is a
community?
Environmental
Design
How are artists part
of the community?
Art Appreciation
How is art used in
everyday life? (3)
Why do people
document people and
their lives? (4)
!
Rubrics, Teacher /
Student Conference
and Critique
1 (3-4) – 1a,b,c
1 (3-4) – 2a,b
2 (3-4) – 1a
3 (3-4) – 1a,b
Sculpture
Grade 3-5
VAD /GSE
Craft / Folk Arts
Art Appreciation
1 (3-4) – 1a,b,c
1 (3-4) – 2a,b
2 (3-4) – 1a
3 (3-4) – 1a,b
Illustration,
Poster/Logo Design,
Product Design,
Interior and Exterior
Drawings,
Community and
Regional Art and
Artist
COMMON CORE
3.SL.2, 4.SL.2, 3.L.6,
4.L.6,
2.MD.1, 2.MD.3
What do artists in our
community do? (3-4)
Qtr 4
Grade 3-5
VAD /GSE
Rubrics, Teacher /
Student Conference
and Critique
Additive / Subtractive
Sculpture
Clay, Weaving,
Textile design
Bookmaking/Journal
COMMON CORE
3.SL.2, 4.SL.2, 3.L.6,
4.L.6,
2.MD.1, 2.MD.3
15
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 5-6
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Students demonstrate
knowledge and
application of Visual
Art and Design
concepts by applying
VAD concepts for
intended purposes
and explaining the
effects: line, shape,
form, texture, color,
pattern.
Grade 3-5
VAD /GSE
Rubrics, Teacher /
Student Conference
and Critique
Contour,
Thumbnail Sketches,
Landscape,
Portrait,
One Point
Perspective,
Value Study
Resources!
!
Qtr 1
What are different
purposes for creating
art? (5)
Why is art necessary?
(6)
Qtr 2
The Elements and
Principals of Art and
Design
Drawing
Color Theory
Art Appreciation
Painting
How do artists make
choices about their
work? (5)
Mixed Media
How do people
express themselves
through art today?
(6)
Art Appreciation
!
Printmaking
Using observation to
develop a visual
representation of a
variety of shapes with
some accuracy.
Students
demonstration of
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design by
explaining purposes
for using different
media, tools,
techniques, and
processes with basic
skill, while creating
2-Dimentional and 3Dimensional works of
art and design.
1 (5-6) – 1a,c
1 (5-6) – 2a
2 (5-6) – 1a,b,e
3 (5-6) – 1a
3 (5-6) – 2b
4 (5-6) – 1a
1 (5-6) – 1a,c
1 (5-6) – 2a
2 (5-6) – 1a,b,e
3 (5-6) – 1a
3 (5-6) – 2b
4 (5-6) – 1a
COMMON CORE
5.SL.2, 6.SL.2, 5.L.6,
6.L.6,
2.MD.1, 2.MD.3
Books
Teacher/ Student
Samples
Color Wheel,
Intensity,
Warm / Cool,
Monochromatic and
Complementary
Colors
COMMON CORE
5.SL.2, 6.SL.2, 5.L.6,
6.L.6,
2.MD.1, 2.MD.3
Grade 3-5
VAD /GSE
Artist Reproductions
Rubrics, Teacher /
Student Conference
and Critique
Landscape,
Portrait,
Figure
Artist Inspired
Composition
Cut Paper,
Collage,
Crayon Resist
Internet / Web Sites
Teacher Edition
Textbooks:
Explorations in Art
K-6 grade teacher
text
Mono and Relief
Print
Stamping
Blockprinting
16
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 5-6
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
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.
Grade 3-5
VAD /GSE
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 3
Graphic Design
How does art reflect
culture? (5)
Environmental
Design
Do the arts reflect or
shape culture? (6)
Art Appreciation
Analyzing the
connections between
Visual Arts and
Design and other
disciplines.
Qtr 4
What can we learn
about a culture
through its art forms?
(5)
How do I use my
knowledge or art
skills and vocabulary
to create art? (6)
Sculpture/ 3dimensional arts &
crafts
Craft / Folk Arts
Art Appreciation
Identifying specific
qualities about the
Visual Arts and
Design in at least two
cultures and time
periods.
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
selecting and
applying media,
techniques, processes,
and Visual Arts and
Design concepts to
convey feelings,
ideas, or meanings
Rubrics, Teacher /
Student Conference
and Critique
1 (5-6) – 1a,c
1 (5-6) – 2a
2 (5-6) – 1a,b,e
3 (5-6) – 1a
3 (5-6) – 2b
4 (5-6) – 1a
Illustration,
Logo,
Product Design,
Interior and Exterior
Drawings,
Art & Artist:
Community
Regional
COMMON CORE
5.SL.2, 6.SL.2, 5.L.6,
6.L.6,
2.MD.1, 2.MD.3
Grade 3-5
VAD /GSE
1 (5-6) – 1a,c
1 (5-6) – 2a
2 (5-6) – 1a,b,e
3 (5-6) – 1a
3 (5-6) – 2b
4 (5-6) – 1a
COMMON CORE
5.SL.2, 6.SL.2, 5.L.6,
6.L.6,
Rubrics, Teacher /
Student Conference
and Critique
Additive / Subtractive
Sculpture
Clay, Textile Design
!
17
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 7
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Students demonstrate
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design
Grade 7-8
VAD /GSE
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 1 & 3
How is art used
everyday life?
The Elements and
Principles of Art and
Design
Drawing/Design
How do I use my
knowledge of art
skills and vocabulary
to create art?
Color Theory /
Painting
How does art connect
to other learning?
Art History
Common Task
How does art connect
with other cultures?
Qtr 2 & 4
How is art used in
everyday life?
How do I use my
knowledge of art
skills and vocabulary
to create art?
How does art connect
The Elements and
Principals of Art and
Design
Drawing
Environmental
Design
Sculpture
Art History
Students demonstrate
knowledge and
application of Visual
Art and Design
concepts by applying
VAD concepts.
Students demonstrate
the ability to extract
meaning from works
of art interpreting
subject matter,
symbols and ideas in
works of art or design
Student
demonstration of
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design.
Students reflect upon,
analyze and evaluate
the work of self and
others describing
1 (7-8) – 1a,b,c
1 (7-8) – 2a,b
2 (7-8) – 1a,
3 (7-8) – 1a,b
3 (7-8) – 2a
4 (7-8) – 1a,b,d,f
COMMON CORE
7.SL.2, 7.L.6,
2.MD.1, 2.MD.3
Grade 7-8
VAD /GSE
1 (7-8) – 1a,b,c
1 (7-8) – 2a,b
2 (7-8) – 1a,
3 (7-8) – 1a,b
3 (7-8) – 2a
4 (7-8) – 1a,b,d,f
Rubrics,
Teacher / Student
Conference
Vocabulary review
and reflective writing
Proficient Common
Task
Common Task:
Observation Drawing
with Value
Artist Reproductions
Still-life,
Landscape,
Figure,
Portrait
Mixed Media
Powerpoint
Critique
Pop Art
Impressionism
Expressionism
Rubrics,
Line, Shape,
Color/Value, Form,
Texture, Space
Vocabulary review
and reflective writing
Teacher / Student
Conference
Books
Internet/Websites
DVD/VHS movies
Teacher/ Student
Samples
Teacher Edition
Textbooks:
Still-life,
Landscape,
Figure,
Portrait
Critique
Games,
Interiors,
Exteriors,
!
18
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 7
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
subject matter, media,
techniques, process,
craftsmanship, and
basic visual arts
concepts seen in a
work of art or design.
COMMON CORE
7.SL.2, 7.L.6,
2.MD.1, 2.MD.3
Assessments!
Sample
Instructional
Activities!
Resources!
!
to other learning?
Painting
Art History
Product Design
Additive or
Subtractive Sculpture
!
19
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 8
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Students demonstrate
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design
Grade 7-8
VAD /GSE
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 1 & 3
What skills and
vocabulary do I need
to appreciate visual
art?
How do I use my
knowledge of art
skills and vocabulary
to create art?
The Elements and
Principles of Art and
Design
Drawing/Design
Printmaking
Art History
How does art
demonstrate
knowledge?
Qtr 2 & 4
What skills and
vocabulary do I need
to appreciate visual
art?
How do I use my
knowledge of art
skills and vocabulary
to create art?
The Elements and
Principals of Art and
Design
Drawing
Environmental
Design
Sculpture
Painting
Students demonstrate
application of Visual
Art and Design
concepts by applying
VAD concepts.
Students demonstrate
the ability to extract
meaning from works
of art interpreting
subject matter,
symbols and ideas in
works of art or design
Student
demonstration of
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Arts and Design.
Students reflect upon,
analyze and evaluate
the work of self and
others describing
subject matter, media,
1 (7-8) – 1a,b,c
1 (7-8) – 2a,b
2 (7-8) – 1a,
3 (7-8) – 1a,b
3 (7-8) – 2a
4 (7-8) – 1a,b,d,f
Rubrics,
Teacher / Student
Conference
1 (7-8) – 1a,b,c
1 (7-8) – 2a,b
2 (7-8) – 1a,
3 (7-8) – 1a,b
3 (7-8) – 2a
4 (7-8) – 1a,b,d,f
Artist Reproductions
Books
Powerpoint
Vocabulary review
and reflective writing
Critique
COMMON CORE
8.SL.2, 8.L.6,
2.MD.1, 2.MD.3
Grade 7-8
VAD /GSE
Still-life,
Landscape,
Figure,
Portrait
Collage
Internet / Web Sites
Additive and
Subtractive relief,
Mono or
Multicolor Prints
DVD/VHS movies
Teacher/ Student
Samples
Modern Art
Surrealism
Abstract
Rubrics,
Teacher / Student
Conference
Vocabulary review
and reflective writing
Proficient Common
Task
Critique
Common Task:
Color Theory
Teacher Edition
Textbooks:
Still-life,
Landscape,
Figure,
Portrait
Games,
Interiors,
Exteriors,
Product Design
Additive or
!
20
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: 8
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
techniques, process,
craftsmanship, and
basic visual arts
concepts seen in a
work of art or design.
COMMON CORE
8.SL.2, 8.L.6,
2.MD.1, 2.MD.3
Assessments!
Sample
Instructional
Activities!
Resources!
!
How does art
demonstrate
knowledge?
Art History
Careers in Art
Subtractive Sculpture
Color Theory
Mixed Media
!
21
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: BASIC ART (9-12)MINOR
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
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 creating
two-and threedimensional works of
art and design.
DISTICT
ACADEMIC
EXPECTATIONS
7, 25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
!
Qtr 1
How do people
express themselves
through art today?
Elements and
Principles of Art
Introduction to
Drawing
Art Appreciation /
Criticism
Problem Solving
Qtr 2
What role does
graphic design play in
consumers’ choices?
Painting
Graphic Design
Art Appreciation /
Criticism
Problem Solving
VAD/ GSE
1(9-12) – 1a, b
1(9-12) – 2a
2(9-12) – 1e
3(9-12) – 1a,d
3(9-12) – 2a
PowerPoint
One proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Pretest and Review of
Terms
Teacher Samples
Basic Forms,
Student Samples
Sketching,
Internet / Web Sites
Flat Shading
Textbooks
The Visual
Experience,
Publ: Davis
COMMON CORE
9.SL.2, 10.SL.2,
9.L.6, 10.L.6,
2.MD.1, 2.MD.3
Grading is a balance
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Course Assessment
Books
Common Task:
Color Theory
Color Mixing,
Painting Techniques
and Skills,
Poster,
Computer Art etc….
!
22
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: BASIC ART (9-12)MINOR
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 3
Do the arts reflect or
shape culture?
Printmaking
Collage
Art Appreciation /
Criticism /
Aesthetics
Problem Solving
Qtr 4
How do I use my
knowledge of art
skills and vocabulary
to create art?
Sculpture
Art Careers /
Vocations
Art Appreciation /
Criticism /
Aesthetics
Problem Solving
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
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.
Relief Prints
(Multicolor and
Registration)
Cut Paper with the
Addition of Collage,
Drawing,
Painting, etc….
Additive and
Subtractive Sculpture
Comprehensive
Course Assessment
(CCA):
Objective:
Performance:
Comprehensive
Course Assessment
(CCA)
!
23
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: BASIC SCULPTURE (9-12) MINOR
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
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 creating
two-and threedimensional works of
art and design.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
!
Qtr 1
How do people
express themselves
through art today?
Elements and
Principles of Art
Introduction to
Sculpture
Art Appreciation /
3-Dimensional
Design /
Problem Solving
Qtr 2
What role does
Sculpture play in
consumers’ choices?
Introduction to
Sculpture
Introduction to
Ceramics
Graphic Design
Art Appreciation /
3-Dimensional
Design /
Problem Solving
VAD/ GSE
1(9-12) – 2a
3(9-12) – 2a
COMMON CORE
9.SL.2, 10.SL.2,
9.L.6, 10.L.6,
2.MD.1, 2.MD.3
PowerPoint
One proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Grading is a balance
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Course Assessment
Pretest
Additive
Books
Teacher Samples
Student Samples
Internet / Web Sites
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Relief Sculpture
Subtractive
Vocabulary,
Techniques,
Tools and Safety,
Glaze Application
!
24
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: BASIC SCULPTURE (9-12) MINOR
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 3
Do the arts reflect or
shape culture?
Ceramics
Introduction to the
Potter’s Wheel
Art Appreciation /
3-Dimensional
Design /
Problem Solving
Qtr 4
How do I use my
knowledge of art
skills and vocabulary
to create art?
Environmental
Design
Art Careers /
Vocations
Art Appreciation /
3-Dimensional
Design /
Problem Solving
Comprehensive
Course Assessment
(CCA)
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
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.
Slab and Coil
Construction,
Clay Sculpture,
Centering,
Throwing
Techniques,
Vessels: Cylinder and
Bowl,
Furniture Design,
Architectural
Sculpture
Comprehensive
Course Assessment
(CCA):
Objective:
Performance:
!
25
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: FOUNDATIONS ART (9-12) CP / H
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
!
Qtr 1
What is art?
Pretest
Introduction to
Drawing
Art Appreciation /
Criticism /
Problem Solving
Qtr 2
Why do we create
art?
Color Theory
Painting
Art Appreciation /
Criticism /
Problem Solving
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 creating
two-and three-
VAD/ GSE
1(9-12) – 2a,b
2(9-12) – 1c
3(9-12) – 1a
3(9-12) – 2a
4(9-12) – 1a
PowerPoint
Three proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
COMMON CORE
Common Task:
Books
Observational
Drawing
Concentration on
Value
Elements and
Principles of Art
Contour Drawing of
Basic Forms,
Observational
Drawing,
Value Study,
Sketching,
Flat Shading
9.SL.2, 10.SL.2,
9.L.6, 10.L.6,
2.MD.1, 2.MD.3
Grading is a balance
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Teacher Samples
Student Samples
Internet / Web Sites
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Linear Perspective
One and Two Point
Perspective,
Color Mixing,
Analogous, Warm
and Cool, Primary,
Secondary and
Intermediate
!
26
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: FOUNDATIONS ART (9-12) CP / H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
dimensional works of
art and design.
Qtr 3
What do artists need
to know to create art?
Graphic Design
Impressionism:
Late 19th Century
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
Course Assessment
Media: Painting or
Color Pencil
Common Task:
Painting with a
Concentration in
Color Theory
Poster,
Computer Art, etc….
American and
European Art
Written or Oral
Component
Media: Painting,
Chalk or Oil Pastel,
Color Pencil
Qtr 4
What are the
possibilities for
creating art?
Sculpture
Printmaking
Art Appreciation /
Criticism /
Aesthetics /
Comprehensive
Course Assessment
(CCA)
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.
Additive / Subtractive
Sculpture
Mono-print and
Multicolor Relief
Comprehensive
Course Assessment
(CCA):
Objective:
Performance:
!
27
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: ADVANCED ART I (10-12) CP / H
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
Three proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Common Task:
Observational Stilllife Drawing
Concentration on
Value
!
Qtr 1
What skills am I
practicing and
learning to create
artwork?
Qtr 2
Why do we create
art?
How is my work
different form
anything I have ever
done before?
Elements and
Principles of Art
Introduction to
Drawing
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Color Theory
Painting
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
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 creating
two-and three-
VAD/ GSE
1(9-12) – 1a,b,c
1(9-12) – 2a,b
2(9-12) – 1e
3(9-12) – 1b
3(9-12) – 2a
4(9-12) – 1a
PowerPoint
COMMON CORE
10.SL.2, 11.SL.2,
10.L.6, 11.L.6,
12.SL.2, 2.MD.1,
2.MD.3
Grading is a balance
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Books
Teacher Samples
Student Samples
Pretest
Internet / Web Sites
Contour Drawing of
Basic Forms,
Observational
Drawing,
Value Study,
Sketching,
Flat Shading,
Linear Perspective
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Color Theory /
Teacher Choice
Color Mixing,
Analogous, Warm
and Cool, Primary,
Secondary and
Intermediate
Media: Painting or
!
28
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: ADVANCED ART I (10-12) CP / H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
dimensional works of
art and design.
Course Assessment
Color Pencil,
Mono-print and
Multicolor relief
Qtr 3
How do I show that I
care about my work,
or that I do not care?
Introduction to the
Proportions of the
Face,
Modern Art
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Qtr 4
What are some of the
questions every artist
should ask?
Sculpture
Printmaking
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Comprehensive
Course Assessment
(CCA)
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
Common Task:
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.
Additive / Subtractive
Sculpture,
3-Dimentional
Design,
Portrait
20th Century Art:
American,
European
Written or Oral
Component
Media: Painting,
Chalk or Oil Pastel,
Color Pencil
Design and Sculpture,
Mono-print and
Multicolor Relief,
Functional Design
Comprehensive
Course Assessment
(CCA)
!
29
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: ADVANCED ART 2 (11-12) CP / H
SUGGESTED SEQUENCE & QUESTIONS!
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
!
What skills am I
using to create art?
Common Task:
DRAWING WITH
CONCENTRATION
ON PORTRAIT
How does this work
of art relate to you?
Elements and
Principles of Art
Qtr 1
Introduction to
Drawing
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Qtr 2
How does your
artwork make you
feel?
What did you see,
hear, or sense that
Common Task:
COLOR THEORY
Color Theory
Painting,
Printmaking
Art Appreciation /
Students demonstrate
knowledge and skill
of media, tools,
techniques, and
processes of Visual
Art and Design
selecting and
evaluating a variety
of media, tools,
VAD/ GSE
1(9-12) – 1a,b,c,d
1(9-12) – 2a,b
2(9-12) – 1a,b,c.d.e
3(9-12) – 1a,b,c,d
3(9-12) – 2a
COMMON CORE
11.SL.2, 12.SL.2,
10.L.6, 11.L.6,
12.L.6, 2.MD.1,
2.MD.3
PowerPoint
Three proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Grading is a balance
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
Common Task:
Books
Drawing with a
Concentration on
Portrait
Teacher Samples
Student Samples
Pretest
Internet / Web Sites
Portrait Introduced,
Proportions of the
face,
Media: Painting
Chalk or Oil Pastel,
Color Pencil,
Observational
Drawing,
Value Study,
Sketching,
Flat Shading,
Linear Perspective
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Color Theory
Color Mixing,
Analogous, Warm
and Cool, Primary,
Secondary and
Intermediate
!
30
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: ADVANCED ART 2 (11-12) CP / H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
made you say that?
Qtr 3
What is this work of
art about?
Is there a message
that goes beyond the
subject matter?
Criticism /
Aesthetics /
Problem Solving
Common Task:
WRITING A
CRITICAL
ASSESSMENTRENASSISANCE
ART
Exploration of Visual
Arts Careers and
Higher Education
Renaissance Art
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
techniques, and
processes in creating
two-and threedimensional works of
art and design.
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
teacher evaluation,
critiques, tests,
quizzes and Common
Course Assessment
Media: Painting or
Color Pencil,
Mono-print and
Multicolor relief
Common Task:
Writing a Critical
Assessment:
Renaissance Art
College
Presentations,
Portfolio
Development,
European
Written or Oral
Component
Media: Painting,
Chalk or Oil Pastel,
Color Pencil
!
31
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: ADVANCED ART 2 (11-12) CP / H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS!
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 4
What is the title of
this artwork?
Common Task
Design and Sculpture
How does the artwork
relate to the title?
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
If you rename the
artwork, what would
it change your
feelings towards the
work?
Comprehensive
Course Assessment
(CCA)
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.
Additive / Subtractive
Sculpture,
3-Dimentional
Design,
Functional Design
Comprehensive
Course Assessment
(CCA)
!
32
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: STUDIO Sculpture / Ceramics (12) CP/H SUGGESTED SEQUENCE & QUESTIONS
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
Three proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Common
Task:Interpreting
personal artistic
growth
Teacher Samples
College Presentations
Student Samples
Portfolio
Development
Internet / Web Sites
!
Qtr 1
What is art?
Elements and
Principles of Art
Explorations of
Visual Arts Careers
and Higher Education
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Qtr 2
Color Theory
Why do we create
art?
Exploration of Visual
Arts Career and
Higher Education
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
VAD/ GSE
1(9-12) – 1a,b,c,d
1(9-12) – 2a,b
2(9-12) – 1a,b,c,d,e
3(9-12) – 1a,b,c,d
3(9-12) – 2a
PowerPoint
COMMON CORE
12.SL.2, 12.L.6,
2.MD.1, 2.MD.3
2-Dimenional Design
3-Dimentional
Design
Grading is balanced
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Course Assesment
Books
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Creating a Personal
Art Philosophy
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate,
In a 2-Dimenional
Design / 3Dimensional Design
!
33
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: SENIOR STUDIO (12) CP/H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS
Assessments!
Sample
Instructional
Activities!
Resources!
!
Problem Solving
Collage Presentations
Portfolio
Development
Artist Statement
Qtr 3
Color Theory
How can we explore
an idea and then
create a thematic
Exploration of Visual
Arts Career and
Higher Education
series of artwork
from it?
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
Writing a Legacy
Proposal
Common Task:
Writing a Legacy
Proposal
School’s Legacy
Project
Studio Exhibition
Mixed Medium
Painting,
Pastel, Color Pencil,
Pen and Ink,
Printmaking,
Clay,
Wood etc….
2-Dimensional / 3Dimensional
34
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: SENIOR STUDIO (12) CP/H
Skills!
Standards/
GSEs/GLEs!
SUGGESTED SEQUENCE & QUESTIONS
Assessments!
Sample
Instructional
Activities!
Resources!
!
Qtr 4
Portfolio Review
What are the
possiblities for
creating art?
Individual
Independent and (or)
Community Service
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
Comprehensive
Course Assessment
(CCA)
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.
School’s Legacy
Project,
Works of art in 2Dimensional / 3Dimensional
Studio Exhibition
Layout and Design,
Graphic Design:
Promotional
Materials,
Labels,
Signage,
Personal Folder
Comprehensive
Course Assessment
(CCA)
Objective:
Personal Folder
Performance:
Studio Exhibition
35
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: STUDIO Sculpture / Ceramics (12) CP/H SUGGESTED SEQUENCE & QUESTIONS
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
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,
revising, and
evaluating strategies
and techniques to
address artistic
problems.
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings.
DISTRICT
ACADEMIC
EXECPECTATIONS
7,25
PORTFOLIO
REQUIREMENTS
PORTFOLIO
DEVELOPMENT
Artist Reproductions
Three proficient
common tasks with
all artwork in
addition to artifacts
assigned by instructor
with the accompanied
reflection and a
comprehensive
course assessment
(CCA)
Common
Task:Interpreting
personal artistic
growth
Teacher Samples
College Presentations
Student Samples
Portfolio
Development
Internet / Web Sites
!
Qtr 1
What is art?
Elements and
Principles of Art
Explorations of
Visual Arts Careers
and Higher Education
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Qtr 2
Color Theory
Why do we create
art?
Exploration of Visual
Arts Career and
Higher Education
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
VAD/ GSE
1(9-12) – 1a,b,c,d
1(9-12) – 2a,b
2(9-12) – 1a,b,c,d,e
3(9-12) – 1a,b,c,d
3(9-12) – 2a
PowerPoint
COMMON CORE
12.SL.2, 12.L.6,
2.MD.1, 2.MD.3
2-Dimenional Design
3-Dimentional
Design
Grading is balanced
between the creative
ideas, planning
process, the design
methods employed,
and the craftsmanship
of the finished
product. Method may
include self, peer or
teacher evaluation,
critiques, tests,
quizzes and Common
Course Assesment
Books
Textbooks
The Visual
Experience,
Publ: Davis
Common Task:
Creating a Personal
Art Philosophy
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate,
In a 2-Dimenional
Design / 3Dimensional Design
!
36
Department: VISUAL ARTS!
!
Essential
Content!
Questions!
Grade: STUDIO Sculpture / Ceramics (12) CP/H SUGGESTED SEQUENCE & QUESTIONS
Skills!
Standards/
GSEs/GLEs!
Assessments!
Sample
Instructional
Activities!
Resources!
!
Problem Solving
Qtr 3
Color Theory
How can we explore
an idea and then
create a thematic
Exploration of Visual
Arts Career and
Higher Education
series of artwork
from it?
Media Choices
(Options Per
Individual)
Art Appreciation /
Criticism /
Aesthetics /
Problem Solving
Collage Presentations
Portfolio
Development
Artist Statement
Students demonstrate
the ability to
communicate in the
language of Visual
Art and Design by
evaluating and
applying media
techniques, processes,
and visual art and
design concepts to
convey specific
feelings, ideas, or
meanings
Writing a Legacy
Proposal
Common Task:
Writing a Legacy
Proposal
School’s Legacy
Project
Studio Exhibition
Mixed Medium
Painting,
Pastel, Color Pencil,
Pen and Ink,
Printmaking,
Clay,
Wood etc….
2-Dimensional / 3Dimensional
!
37
!
Cranston Public Schools
and the
Visual Arts Department
Scope & Sequence
38
!
!!!SCOPE!AND!SEQUENCE!
PRE!KINDERGARTEN1!GRADE!2!
!
ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Line!
a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,!
wavy,!zigzag,!continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!an!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
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.!
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.!
! ! ! !
Pre1K!
K!
1!
2!
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.!
!
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B! B! E! E!
B!
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!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
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4.!!Shape!
a.!!Explore!SHAPE!in!art!and!in!the!environment.!
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.!
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.!
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.!
!
6.!!Form!
a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and!
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!
a.!!Recognize!that!SPACE!is!art!and!in!the!environment.!
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.!
Pre1K!
K!
1!
2!
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B! B! E! E!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient!
!
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1.!!Unity!
a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles!
of!design.!
b.!!Explore!UNITY!in!art!and!in!the!environment.!
c.!!Recognize!UNITY!as!being!a!principle!of!design.!
!
2.!!Variety!
a.!!Explore!VARIETY!in!art!and!in!the!environment.!
b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity!
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!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
!
4.!!Balance!
a.!!Explore!BALANCE!in!art!and!in!the!environment.!
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.!
d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.!
e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.!
f.!!Recognize!BALANCE!as!a!principle!of!art.!
!
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Pre1K!
K!
1!
2!
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B.!!Principles!of!Design!–!We!think!of!the!principles!as!ways!to!work!
with!and!arrange!the!elements!
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ART!MEDIA!AND!MATERIALS!
PRE!KINDERGARTEN1!GRADE!2!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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!
ideas,!thoughts,!and!feelings.!
b.!!Explore!a!variety!of!media!and!materials!in!constructing!an!ARCHITECTURAL!/!
ENVIRONMENTAL!DESIGN!
c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a!
variety!of!styles!and!techniques.!
d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!through!other!
cultures,!their!history!and!meaning.!
e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective.!
f.!!Be!introduced!to!ARCHITECTURAL!AND!ENIVIRONMENTAL!WORKS!of!art!by!
notable!historical,!contemporary,!and!ethnic!artist.!!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!
!
2.!!Ceramics!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.!
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,!
coil,!slab,!freeTform.!
d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,!
and!ethnic!artists.!
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.!
h.!!Explore!careers!related!to!CERAMIC!DESIGN.!
Pre1K!
K!
1!
2!
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B! B!
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B! B!
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B! B!
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B! B!
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B! B!
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B! B! E!
B! B! B!
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42
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
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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.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.!
c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available!
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).!
e.!!Be!introduced!to!COMPUTERTGENERATED!works!of!art!by!notable!historical,!
contemporary,!and!ethnic!artists.!
f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others.!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and!
themes.!
c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.!
d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.!
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!
techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design.!
g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.!
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.!
j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
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,!
marker,!pastel,!charcoal,!craypas,!ink!etc.).!
c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.!
d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.!
e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,!
Pre1K!
K!
1!
2!
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B!
B!
B!
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B!
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B!
B!
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B! B!
B! B!
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B! B! B!
! B! B!
! ! B!
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B! B!
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B!
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B!
B!
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B! B! B! E!
!
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B! B! B!
B! B! P!
! ! B!
43
stippling,!linear!perspective,!gesture!and!contour),!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
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.!
i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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.!
b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.!
c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:!
posters,!logos,!CDs,!package!and!book!cover!designs.!
d.!!Design!a!two!or!threeTdimensional!utilitarian!object!and!(or)!packaging!for!a!
real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer!
product.!
e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and!
ethnic!artists.!!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!GRAPHIC!DESIGN.!
!
7.!!Mixed!Media!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques!
such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.!
c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.!
d.!!Explore!MIXED!MEDIA!design!through!other!cultures,!their!history!and!
meaning.!
e.!!Be!introduced!to!MIXED!MEDIA!design!by!notable!historical,!contemporary,!
and!ethnic!artist.!
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.!
h.!!Examine!careers!related!to!MIXED!MEDIA!design.!
i.!!Create!a!collage,!mosaic,!or!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!
Pre1K!
K!
1!
2!
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B!
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B!
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B!
B!
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B!
B!
B!
B!
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B! B!
! B!
B! B!
! B!
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B!
B!
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B!
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B!
B!
B!
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B!
B!
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B! B!
! B!
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B!
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B!
B!
B!
B!
44
and!techniques.!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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.!
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;!
transparent,!opaque,!dry!brush,!wetTonTwet.!
d.!!Be!introduced!to!PAINTINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
e.!!Explore!PAINTING!design!through!other!cultures,!their!history!and!meanings.!
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.!
h.!!Examine!careers!related!to!PAINTING!and!illustration!design!
!
9.!Printmaking!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
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!
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.!!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
h.!!Examine!careers!related!to!PRINTMAKING.!!
!
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.!
b.!!Explore!a!variety!of!SCULPTURE!tools!and!materials!such!as:!clay,!found!
Pre1K!
K!
1!
2!
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!
!
!
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!
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!
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B! B! B!
! ! !
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!
B! B!
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B!
B!
B!
B!
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B! B!
! B!
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B!
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B!
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B!
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B! B!
B! B!
B!
45
!
!
!
B!
Pre1K!
K!
1!
2!
objects,!paper,!paper!mache,!wire,!both!additive!and!subtractive.!
c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques.!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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.!!
f.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
g.!!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!
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.!
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!
i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
j.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.!
!
!
!
B!
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B!
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B!
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B!
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46
ART!CAREERS!AND!CAREER!RELATED!SKILLS!
PRE!KINDERGARTEN1!GRADE!2!
!
!
A.!!Presentation!and!Critique!in!Art!Making!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Use!simple!techniques!for!evaluating!their!artworks.!
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.!
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.!
8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art.!
Pre1K!
K!
1!
2!
!
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!
!
!
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!
B! B! B!
! ! B!
! ! !
!
!
!
!
!
!
!
B!
B!
! ! ! !
! ! ! !
B! B! B! B!
!
!
B.!!Art!Careers!and!Career!Related!Skills!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Explore!careers!in!the!visual!arts.!
2.!!Explore!what!various!types!of!artist!do(e.g.,!architects,!product!designers,!
graphic!artists,!illustrators)!
3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,!
originality!in!style.!
Pre1K!
K!
1!
2!
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!
!
B! B! B!
B! B! B!
!
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!
!!!!!
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47
CLASSROOM!SAFTEY!AND!!
CROSS1CURRICULUM!CONNECTIONS!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,!
studio!space,!and!technologies!
2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace!
in!a!safe,!efficient,!and!effective!way.!
3.!!Explore!innovative!ways!to!use!the!potential!of!materials!
Pre1K!
K!
1!
2!
!
PRE!KINDERGARTEN1!GRADE!2!
!
!
A.!!Art!Safety!in!the!Classroom!
!
!
!
!
!
B! B! B!
!
B! B! B!
!
!
!
!
B!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts!
and!one!or!more!major!subject!areas.!
2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in!
other!disciplines.!
Pre1K!
K!
1!
2!
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!
!
B.!!Cross1Curriculum!Connections!
!
!
!
!
B! B! B!
!
!
!
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!
48
SCOPE!AND!SEQUENCE!
GRADES!314!
!
ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Line!
a.!!Identify!and!apply!types!of!LINE(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,!
wavy,!zigzag,!continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.!
c.!!Mix!PRIMARY!and!SECONDARY!COLORS.!
d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.!
e.!!Name!and!identify!WARM!and!COOL!COLORS.!
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.!
! !
3!
4!
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.!
!
!
P! P!
P!
E!
B!
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P!
E!
E!
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E!
B!
B!
B!
B!
B!
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B!
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E!
B!
E!
B!
B!
B!
B!
B!
B!
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B!
B!
B!
B!
B!
B!
B!
B!
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!
49
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
4.!!Shape!
a.!!Explore!SHAPE!in!art!and!in!the!environment.!
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.!
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.!
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.!
!
6.!!Form!
a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and!
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!
a.!!Recognize!that!SPACE!is!art!and!the!environment.!
b.!!Explore!SPACE!in!art!and!in!the!environment.!
c.!!Identify!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art!
d.!!Recognize!SPACE!as!being!an!element!of!art.!
3!
4!
!
!
!
!
!
E! E!
B! B!
B!
B!
B!
!
B!
E!
B!
!
B!
B!
B
!!
B!
!
B!
B!
E!
B!
!
B! B!
B!
B!
B!
!
B!
B!
B!
!
B!
B!
B!
B!
B!
B!
B!
B!
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50
!
!
!
!
!!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Unity!
a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles!
of!design.!
b.!!Explore!UNITY!in!art!and!in!the!environment.!
c.!!Recognize!UNITY!as!being!a!principle!of!design.!
!
2.!!Variety!
a.!!Explore!VARIETY!in!art!and!in!the!environment.!
b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity!
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!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
!
4.!!Balance!
a.!!Explore!BALANCE!in!art!and!in!the!environment.!
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.!
d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.!
e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.!
f.!!Recognize!BALANCE!as!a!principle!of!art.!
!
3!
4!
!
B.!!Principles!of!Design!–!We!thing!of!the!principles!as!ways!to!work!
with!and!arrange!the!elements!
!
!
!
!
! !
B! B!
!
!
! B!
B! B!
!
B! B!
!
!
B! B!
B! B!
B! B!
!
!
E! E!
E! E!
B!
B!
B!
B!
B!
B!
B!
B!
!
!
!
!
51
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
5.!!Proportion!
a.!!Explore!PROPORTION!in!art!and!in!the!environment.!
b.!Recognize!that!PROPORTION!is!the!size!relation!of!one!part!of!a!design!to!
another.!
c.!!Recognize!PROPORTION!as!being!a!principle!of!design.!
!
6.!!Pattern!
a.!!Explore!PATTERN!in!art!and!in!the!environment.!
b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of!
design!a!regular!repetition.!
c.!Recognize!PATTERN!as!a!principle!of!art.!
!
7.!!Rhythm!/!Movement!
a.!!Explore!RHYTHM!in!art!and!in!the!environment.!
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.!
c.!!Recognize!RHYTHM!as!a!principle!of!design.!
3!
4!
!
!
!
B! B!
B! B!
B! B!
!
!
E! E!
E! E!
B! B!
!
!
B! B!
B! B!
B! B!
!
!
!
!
!
!
!
!
!
!
!
!
!
!!!!!!
!
!
52
!!!!!ART!MEDIA!AND!MATERIALS!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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!
ideas,!thoughts,!and!feelings.!
b.!!Explore!a!variety!of!media!and!materials!in!constructing!an!
ARCHITECTURAL/ENVIRONMENTAL!DESIGN!
c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a!
variety!of!styles!and!techniques.!
d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!through!other!
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!
notable!historical,!contemporary,!and!ethnic!artist.!
g.!!Describe,!analyzes,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN.!
!
2.!!Ceramics!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.!
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,!
coil,!slab,!freeTform.!
d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
e.!!Be!introduced!to!CERAMIC!works!of!art!by!notable!historical,!contemporary,!
and!ethnic!artists.!
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.!
h.!!Explore!careers!related!to!CERAMIC!DESIGN.!
3!
4!
GRADES!314!
!
!
!
!
!
E! E!
E! E!
E! E!
E! E!
! !
E! E!
B!
E!
B!
!
B!
E!
B!
!
!
!
E! E!
E! E!
E! E!
E! E!
E! E!
E! E!
E! P!
B! B!
!
!
!
!
53
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.!
c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available!
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).!
e.!!Be!introduced!to!COMPUTERTGENERATED!works!of!art!by!notable!historical,!
contemporary,!and!ethnic!artists.!
f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others.!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and!
themes.!
c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.!
d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.!
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!
techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design.!
g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.!
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.!
j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
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,!
marker,!pastel,!charcoal,!craypas,!ink!etc.).!
c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.!
d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.!
e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,!
3!
4!
!
!
!
!
B! B!
B! B!
B! B!
!
!
!
!
B!
B!
!
!
B!
B!
!
!
!
!
B! B!
B! B!
B! B!
B! E!
B! B!
!
!
B! B!
! !
B!
B!
!
!
B!
B!
!
!
!
!
E! E!
E! E!
E! E!
E! E!
B! B!
54
stippling,!linear!perspective,!gesture!and!contour),!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
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.!
i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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.!
b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.!
c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:!
posters,!logos,!CDs,!package!and!book!cover!designs.!
d.!!Design!a!two!or!threeTdimensional!utilitarian!object!and!(or)!packaging!for!a!
real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer!
product.!
e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
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.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!GRAPHIC!DESIGN.!
!
7.!!Mixed!Media!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create,!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques!
such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.!
c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.!
d.!!Explore!MIXED!MEDIA!DESIGN!through!other!cultures,!their!history!and!
meaning.!
e.!!Be!introduced!to!MIXED!MEDIA!DESIGN!by!notable!historical,!contemporary,!
and!ethnic!artist.!
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.!
h.!!Examine!careers!related!to!MIXED!MEDIA!DESIGN.!
3!
4!
!
!
B! B!
B!
B!
E!
B!
!
B!
E!
E!
E!
!
!
!
B! E!
B! E!
B! E!
B! B!
B! B!
B! B!
B!
B!
B!
!
E!
E!
B!
!
!
!
B! B!
B! E!
B! B!
B! E!
B! B!
B! B!
B! E!
B! B!
55
!
B!
!
3!
4!
c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques.!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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.!!
f.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
g.!!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!
a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various!
forms!of!story!telling.!
d.!!Explore!a!variety!of!VIDEO,!FILM!AND!ANIMATION!materials!and!techniques!
such!as:!program!editing,!digital!imaging,!illustration,!lighting!etc….!
e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,!
set!design,!costuming.!
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!
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.!
k.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.!
B! B!
B!
B!
B!
!
B!
B!
B!
!
!
B!
!
B!
!
B!
!
B!
!
B!
!
B!
!
B!
!
B!
!
!
!
!
!
!
B!
B!
!!
!
!
!
!
!!!!!
!!!!!
!
!
!
!
!
!
!
!
!
!
!
!
56
!!!!!ART!AND!CAREER!RELATED!SKILLS!
GRADES!314!
!
!
A.!!Presentation!and!Critique!in!Art!Making!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Use!simple!techniques!for!evaluating!their!artworks.!
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.!
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.!
8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art.!
3!
4!
!
!
!
B! E!
B! B!
! !
B! B!
B! B!
B! B!
B! B!
E! E!
!
!
!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Explore!careers!in!the!visual!arts.!
2.!!Explore!what!various!types!of!artist!do(e.g.,!architects,!product!designers,!
graphic!artists,!illustrators)!
3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,!
originality!in!style.!
3!
4!
B.!!Art!Careers!and!Career!Related!Skills!
!
!
B! E!
B! B!
!
!
!
57
CLASSROOM!SAFTEY!AND!!
CROSS1CURRICULUM!CONNECTIONS!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,!
studio!space,!and!technologies!
2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace!
in!a!safe,!efficient,!and!effective!way.!
3.!!Explore!innovative!ways!to!use!the!potential!of!materials!
3!
4!
!
GRADES!314!
!
!
A.!!Art!Safety!in!the!Classroom!
!
!
E! E!
E! E!
B! E!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts!
and!one!or!more!major!subject!areas.!
2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in!
other!disciplines.!
3!
4!
!
!
!
!
!
!
!
!
B.!!Cross1Curriculum!Connections!
!
!
!
E! E!
!
B!
!
58
SCOPE!AND!SEQUENCE!
GRADES!516!
!
ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Line!
a.!!Identify!and!apply!types!of!LINE!!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,!
wavy,!zigzag,!continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
b.!!Name!and!identify!PRIMARY!and!SECONDARY!COLORS.!
c.!!Mix!PRIMARY!and!SECONDARY!COLORS.!
d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!make!INTERMEDIATE!COLORS.!
e.!!Name!and!identify!WARM!and!COOL!COLORS.!
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.!
! !
5!
6!
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.!
!
!
P! P!
P!
E!
E!
!
!
P!
E!
E!
!
!
E!
B!
E!
B!
B!
B!
B!
B!
B!
!
E!
B!
E!
B!
B!
B!
B!
B!
B!
!
B!
B!
B!
B!
B!
B!
B!
B!
!
!
!
!
59
!
!!!SCOPE!AND!SEQUENCE!
PRE!KINDERGARTEN1!GRADE!2!
!
ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Line!
a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,!
wavy,!zigzag,!continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!an!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
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.!
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.!
! ! ! !
Pre1K!
K!
1!
2!
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.!
!
!
!
!
B! B! E! E!
B!
B!
!
!
!
B!
B!
!
!
!
E!
B!
!
!
!
E!
B!
!
!
!
B!
!
!
!
!
!
!
!
!
!
B!
!
!
!
!
!
!
!
!
!
E!
!
!
!
!
!
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60
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
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4.!!Shape!
a.!!Explore!SHAPE!in!art!and!in!the!environment.!
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.!
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.!
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.!
!
6.!!Form!
a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and!
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!
a.!!Recognize!that!SPACE!is!art!and!in!the!environment.!
b.!!Explore!SPACE!in!art!and!the!environment.!
c.!!Identify!apply!POSITIVE!and!NEGATIVE!SPACE!in!works!of!art!
d.!!Recognize!SPACE!as!being!an!element!of!art.!
5!
6!
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E! E!
B! B!
B!
E!
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B! B!
B! B!
B! B!
! !
B! B!
B!
B!
B!
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B!
B!
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B!
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B!
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61
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
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1.!!Unity!
a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles!
of!design.!
b.!!Explore!UNITY!in!art!and!in!the!environment.!
c.!!Recognize!UNITY!as!being!a!principle!of!design.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Variety!
a.!!Explore!VARIETY!in!art!and!in!the!environment.!
b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity!
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!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
!
4.!!Balance!
a.!!Explore!BALANCE!in!art!and!in!the!environment.!
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.!
d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.!
e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.!
f.!!Recognize!BALANCE!as!a!principle!of!art.!
!
5!
6!
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B.!!Principles!of!Design!–!We!thing!of!the!principles!as!ways!to!work!
with!and!arrange!the!elements!
!
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B! B!
B!
B!
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B!
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B! B!
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B! B!
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B! B!
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E! E!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient!
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5.!!Proportion!
a.!!Explore!PROPORTION!in!art!and!in!the!environment.!
b.!Recognize!that!PROPORTION!is!the!size!relation!of!one!part!of!a!design!to!
another.!
c.!!Recognize!PROPORTION!as!being!a!principle!of!design.!
!
6.!!Pattern!
a.!!Explore!PATTERN!in!art!and!in!the!environment.!
b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of!
design!a!regular!repetition.!
c.!Recognize!PATTERN!as!a!principle!of!art.!
!
7.!!Rhythm!/!Movement!
a.!!Explore!RHYTHM!in!art!and!in!the!environment.!
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.!
c.!!Recognize!RHYTHM!as!a!principle!of!design.!
5!
6!
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B! B!
B! B!
B! B!
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!!!!!ART!MEDIA!AND!MATERIALS!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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!
ideas,!thoughts,!and!feelings.!
b.!!Explore!a!variety!of!media!and!materials!in!constructing!an!
ARCHITECTURAL/ENVIRONMENTAL!DESIGN.!
c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a!
variety!of!styles!and!techniques.!
d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by!notable!
historical,!contemporary,!and!ethnic!artists.!
e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!and!2!point!perspective.!
f.!!Be!introduced!to!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art!by!
notable!historical,!contemporary,!and!ethnic!artist.!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN.!
!
2.!!Ceramics!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.!
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,!
coil,!slab,!freeTform.!
d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,!
and!ethnic!artists.!
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.!
h.!!Explore!careers!related!to!CERAMIC!DESIGN.!
5!
6!
GRADES!516!
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E! E!
E! E!
E! E!
E! E!
B! B!
E! E!
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P!
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P!
E!
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E! E!
E! E!
E! E!
E! E!
E! E!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
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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.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.!
c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available!
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).!
e.!!Be!introduced!to!COMPUTERTGENERATED!works!of!art!by!notable!historical,!
contemporary,!and!ethnic!artists.!
f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others.!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and!
themes.!
c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.!
d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.!
e.!!Explore!a!variety!of!CRAFT!techniques!such!as:!sewing,!weaving,!painting,!
quilting,!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.!
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.!
j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
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,!
marker,!pastel,!charcoal,!craypas,!ink!etc.).!
c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.!
d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.!
e.!!Explore!a!variety!of!DRAWING!techniques!(i.e.!hatching,!crossThatching,!
5!
6!
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B! B!
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B! B!
E! E!
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stippling,!linear!perspective,!gesture!and!contour),!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
g.!Explore!DRAWING!design!through!other!cultures,!their!history!and!meaning.!
h.!Describe,!analyzes,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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.!
b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!GRAPHIC!DESIGN.!
c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:!
posters,!logos,!CDs,!package!and!book!cover!designs.!
d.!!Design!a!two!or!threeTdimensional!utilitarian!object!and!(or)!packaging!for!a!
real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer!
product.!
e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and!
ethnic!artists.!!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!GRAPHIC!DESIGN.!
!
7.!!Mixed!Media!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create,!a!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!and!techniques!
such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.!
c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.!
d.!!Explore!MIXED!MEDIA!design!through!other!cultures,!their!history!and!
meaning.!
e.!!Be!introduced!to!MIXED!MEDIA!DESIGN!by!notable!historical,!contemporary,!
and!ethnic!artist.!
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.!
h.!!Examine!careers!related!to!MIXED!MEDIA!DESIGN.!
5!
6!
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i.!!Create!a!collage,!mosaic,!or!mixed!media!work!of!art!using!a!variety!of!styles!
and!techniques.!
E! E!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
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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.!
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;!
transparent,!opaque,!dry!brush,!wetTonTwet.!
d.!!Be!introduced!to!PAINTINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
e.!!Explore!PAINTING!DESIGN!through!other!cultures,!their!history!and!meanings.!
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.!
h.!!Examine!careers!related!to!PAINTING!AND!ILLUSTRATION!DESIGN.!
!
9.!Printmaking!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
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!
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.!!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
h.!!Examine!careers!related!to!PRINTMAKING.!!
!
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.!
b.!!Explore!a!variety!of!SCULPTURE!tools!and!materials!such!as:!clay,!found!
objects,!paper,!paper!mache,!wire,!both!additive!and!subtractive.!
5!
6!
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E! E!
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E! E!
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c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques.!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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.!!
f.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
g.!!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!
a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various!
forms!of!story!telling.!
d.!!Explore!a!variety!of!materials!and!techniques!such!as:!program!editing,!digital!
imaging,!illustration,!lighting!etc….!
e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,!
set!design,!costuming.!
f.!!Create!VIDEO,!FILM!AND!ANIMATION!using!a!variety!of!subject!matter!and!
themes.!
g.!Explore!VIDEO,!FILM!AND!ANIMATION!through!other!cultures,!their!history!
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.!
k.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.!
B! B!
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!!!!!ART!AND!CAREER!RELATED!SKILLS!
GRADES!516!
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A.!!Presentation!and!Critique!in!Art!Making!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
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Students!will!be!able!to:!
!
1.!!Use!simple!techniques!for!evaluating!their!artworks.!
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.!
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.!
8.!!Us!art!vocabulary!when!talking!and!writing!about!works!of!art.!
5!
6!
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E! E!
B! E!
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E! E!
B! E!
B! E!
E! E!
E! E!
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B.!!Art!Careers!and!Career!Related!Skills!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Explore!careers!in!the!visual!arts.!
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,!
originality!in!style.!
5!
6!
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E! E!
E! E!
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B!
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CLASSROOM!SAFTEY!AND!!
CROSS1CURRICULUM!CONNECTIONS!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,!
studio!space,!and!technologies!
2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace!
in!a!safe,!efficient,!and!effective!way.!
3.!!Explore!innovative!ways!to!use!the!potential!of!materials!
5!
6!
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GRADES!516!
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A.!!Art!Safety!in!the!Classroom!
!
!
E! E!
P! P!
E! E!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts!
and!one!or!more!major!subject!areas.!
2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in!
other!disciplines.!
5!
6!
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B.!!Cross1Curriculum!Connections!
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E! E!
B! E!
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SCOPE!AND!SEQUENCE!
GRADES!718!
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ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
1.!!Line!
a.!!Identify!and!apply!types!of!Line!(e.g.,!curved,!straight,!thick,!thin,!fine!dotted,!
wavy,!zigzag,!continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
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.!
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.!
! !
7!
8!
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.!
!
!
P! P!
P!
E!
E!
E!
!
P!
P!
P!
P!
!
E!
P!
P!
P!
P!
E!
E!
E!
E!
!
P!
P!
P!
P!
P!
P!
P!
P!
P!
!
E!
E!
E!
B!
P!
P!
E!
B!
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!
71
!
ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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4.!!Shape!
a.!!Explore!SHAPE!in!art!and!in!the!environment.!
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.!
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.!
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.!
!
6.!!Form!
a.!!Recognize!FORM!as!being!a!threeTdimensional!object!with!height,!width!and!
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!
a.!!Recognize!that!SPACE!is!art!and!in!the!environment.!
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.!
7!
8!
!
!
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E! P!
E! P!
B!
E!
E!
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E!
P!
P!
!
E! P!
E! P!
E! P!
E! P!
! !
E! P!
E!
E!
E!
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P!
P!
P!
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E!
E!
E!
E!
P!
P!
P!
P!
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!
!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient!
!
!
!
1.!!Unity!
a.!!Recognize!how!UNTY!is!created!through!the!use!of!the!elements!and!principles!
of!design.!
b.!!Explore!UNITY!in!art!and!in!the!environment.!
c.!!Recognize!UNITY!as!being!a!principle!of!design.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Variety!
a.!!Explore!VARIETY!in!art!and!in!the!environment.!
b.!!Recognize!that!VARIETY!creates!interest!in!a!work!of!art!through!the!diversity!
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!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
!
4.!!Balance!
a.!!Explore!BALANCE!in!art!and!in!the!environment.!
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.!
d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!work!of!art.!
e.!!Identify!radial!(from!the!center)!BALANCE!in!a!work!of!art.!
f.!!Recognize!BALANCE!as!a!principle!of!art.!
!
7!
8!
!
B.!!Principles!of!Design!–!We!thing!of!the!principles!as!ways!to!work!
with!and!arrange!the!elements!
!
!
B! E!
B!
B!
B!
B!
E!
E!
E!
E!
!
!
E! P!
E! P!
E! P!
!
!
E! P!
E! P!
E! E!
!
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E! P!
E! P!
E!
E!
E!
E!
E!
E!
E!
P!
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73
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Legend:!!B!=!Beginning!!!E!=!Emerging!!P!=!Proficient!
!
!
!
5.!!Proportion!
a.!!Explore!PROPORTION!in!art!and!in!the!environment.!
b.!Recognize!that!PROPORTION!is!the!size!relation!of!one!part!of!a!design!to!
another.!
c.!!Recognize!PROPORTION!as!being!a!principle!of!design.!
!
6.!!Pattern!
a.!!Explore!PATTERN!in!art!and!in!the!environment.!
b.!!Recognize!PATTERN!is!the!arrangement!of!one!or!more!of!the!elements!of!
design!a!regular!repetition.!
c.!Recognize!PATTERN!as!a!principle!of!art.!
!
7.!!Rhythm!/!Movement!
a.!!Explore!RHYTHM!in!art!and!in!the!environment.!
b.!!Recognize!that!RHYTHM!is!a!sense!of!visual!movement!achieved!by!the!
repetition!of!one!or!more!elements!of!design!in!a!work!of!art.!
c.!!Recognize!RHYTHM!as!a!principle!of!design.!
5!
6!
!
!
!
E! P!
E! P!
E! P!
!
!
E! P!
E! E!
E! P!
!
!
E! E!
E! E!
E! P!
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74
!
!
ART!MEDIA!AND!MATERIALS!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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!
ideas,!thoughts,!and!feelings.!
b.!!Explore!a!variety!of!media!and!materials!in!constructing!AN!
ENVIRONMENTAL/!ARCHITECTURAL!DESIGN.!
c.!!Create!a!variety!of!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGNS!using!a!
variety!of!styles!and!techniques.!
d.!!Explore!ARCHITECTURAL!AND!ENVIRONMENTAL!WORKS!of!art,!through!
other!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!
notable!historical,!contemporary,!and!ethnic!artists.!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!ARCHITECTURAL!AND!ENVIRONMENTAL!DESIGN!
!
2.!!Ceramics!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!CERAMICS!to!express!individual!ideas,!thoughts,!and!feelings.!
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,!
coil,!slab,!freeTform.!
d.!!Explore!CERAMIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!notable!historical,!contemporary,!
and!ethnic!artists.!
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.!
h.!!Explore!careers!related!to!CERAMIC!DESIGN.!
7!
8!
GRADES!718!
!
!
!
!
!
!
!
B! B!
B! B!
B! B!
B! E!
B! E!
B! B!
B!
P!
E!
!
E!
P!
E!
!
!
!
E! P!
E! P!
E! P!
E! P!
E! P!
E! P!
P! P!
E! P!
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75
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
!
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.!!Explore!a!variety!of!media!and!software!in!creating!a!COMPUTER!GRAPHIC.!
c.!!Create!COMPUTER!generated!art!using!styles!and!techniques!within!available!
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).!
e.!!Be!introduced!to!COMPUTERTGENERATED!works!of!art!by!notable!historical,!
contemporary,!and!ethnic!artists.!
f.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!others.!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
a.!!Use!CRAFTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!variety!of!subject!matter!and!
themes.!
c.!!Develop!surface!pattern!both!in!two!and!threeTdimensional!design.!
d.!!Explore!a!variety!of!materials,!both!manmade!and!natural.!
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!
techniques,!such!as:!weaving,!quilting,!beading,!stitchery,!and!surface!design.!
g.!!Explore!CRAFT!DESIGN!through!other!cultures,!their!history!and!meaning.!
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.!
j.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
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:!
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,!
marker,!pastel,!charcoal,!oil!pastels,!ink!etc.).!
7!
8!
!
!
!
!
!
B! B!
B! B!
B! B!
B! B!
B! B!
B!
P!
B!
!
B!
P!
B!
!
!
!
B! E!
B! E!
E! E!
E! E!
B! E!
B! E!
B! E!
B! E!
B!
P!
B!
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E!
P!
E!
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P! P!
P! P!
!
76
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c.!!Create!DRAWINGS!from!memory,!imagination,!and!direct!observation.!
d.!!Create!DRAWINGS!using!a!variety!of!subject!matter!and!themes.!
e.!!Explore!a!variety!of!techniques!(i.e.!hatching,!crossThatching,!stippling,!linear!
perspective,!gesture!and!contour),!
f.!!Be!introduced!to!DRAWINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
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.!
i.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
P! P!
P! P!
P! P!
E! P!
E! P!
E! P!
P! P!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
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.!
b.!!Explore!a!variety!of!tools!and!materials!in!creating!a!graphic!design.!
c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!styles!and!techniques!such!as:!
posters,!logos,!CDs,!package!and!book!cover!designs.!
d.!!Design!a!two!or!threeTdimensional!utilitarian!object!and!(or)!packaging!for!a!
real!or!student!created!product!such!as:!apparel,!advertisement,!or!consumer!
product.!
e.!!Explore!GRAPHIC!DESIGN!through!other!cultures,!their!history!and!meaning.!
f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!historical,!contemporary,!and!
ethnic!artists.!!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
i.!!Explore!careers!related!to!GRAPHIC!DESIGN.!
!
7.!!Mixed!Media!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
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!
such!as:!collage,!mosaic,!crayon!resist,!found!object!sculpture.!
c.!!Explore!TWO!OR!MORE!MEDIA!in!a!single!composition.!
d.!!Explore!MIXED!MEDIA!design!through!other!cultures,!their!history!and!
meaning.!
e.!!Be!introduced!to!MIXED!MEDIA!design!by!notable!historical,!contemporary,!
and!ethnic!artist.!
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.!
h.!!Examine!careers!related!to!MIXED!MEDIA!design.!
7!
8!
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E! P!
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E! P!
E! P!
E! P!
E! P!
E! P!
E! P!
E!
P!
E!
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P!
P!
P!
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E! P!
E! P!
P! P!
E! P!
E! P!
E! P!
P! P!
E! P!
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i.!!Create!a!collage,!mosaic,!or!MIXED!MEDIA!work!of!art!using!a!variety!of!styles!
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.!
b.!!Explore!a!variety!of!tools!and!materials!such!as:!acrylic,!ink,!tempera,!and!
watercolor.!
c.!!Create!a!PAINTING!using!a!variety!of!painting!styles!and!techniques,!such!as;!
transparent,!opaque,!dry!brush,!wetTonTwet.!
d.!!Be!introduced!to!PAINTINGS!by!notable!historical,!contemporary,!and!ethnic!
artists.!
e.!!Explore!PAINTING!design!through!other!cultures,!their!history!and!meanings.!
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.!
E! P!
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E! P!
P! P!
E! P!
E! P!
E! P!
E! P!
P! P!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
h.!!Examine!careers!related!to!PAINTING!and!illustration!design!
!
9.!Printmaking!
Through!the!use!of!the!elements'and'principles'of'design,!the!student!will!be!able!
to:!
a.!!Use!PRINTMAKING!to!express!individual!ideas,!thoughts,!and!feelings.!
b.!!Explore!a!variety!of!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!
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.!!
g.!!Practice!safe!and!responsible!use!of!art!media,!equipment,!and!studio!space.!
h.!!Examine!careers!related!to!PRINTMAKING.!!
!
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.!
b.!!Explore!a!variety!of!sculpture!tools!and!materials!such!as:!clay,!found!objects,!
paper,!paper!mache,!wire,!both!additive!and!subtractive.!
c.!!Create!SCULPTURES!using!a!variety!of!styles!and!techniques.!
d.!!Be!introduced!SCULPTURES!to!!by!notable!historical,!contemporary,!and!ethnic!
7!
8!
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E! P!
B! B!
E! E!
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artists.!
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.!
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!
a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!individual!ideas,!thoughts,!and!
feelings.!
c.!!Develop:!flip!books,!documentaries,!commercials,!animations!and!various!
forms!of!story!telling.!
d.!!Explore!a!variety!of!materials!and!techniques!such!as:!program!editing,!digital!
imaging,!illustration,!lighting!etc….!
e.!!Explore!a!variety!of!skills!such!as:!sequencing,!editing,!storyboarding,!lighting,!
set!design,!costuming.!
f.!!Create!VIDEO,!FILM!AND!ANIMATIONS!using!a!variety!of!subject!matter!and!
themes.!
g.!Explore!VIDEO,!FILM!AND!ANIMATION!through!other!cultures,!their!history!
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.!
k.!!Explore!careers!related!to!VIDEO,!FILM!AND!ANIMATION.!
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B! E!
B! E!
B! B!
B! B!
B! B!
B! B!
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79
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ART!CAREERS!AND!CAREER!RELATED!SKILLS!
GRADES!718!
!
!
A.!!Presentation!and!Critique!in!Art!Making!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
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Students!will!be!able!to:!
!
1.!!Use!simple!techniques!for!evaluating!their!artworks.!
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.!
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.!
8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art.!
7!
8!
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E! P!
E! P!
E! P!
E! E!
E! P!
E! P!
E! P!
E! E!
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B.!!Art!Careers!and!Career!Related!Skills!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
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Students!will!be!able!to:!
!
1.!!Explore!careers!in!the!visual!arts.!
2.!!Explore!what!various!types!of!artist!do!(e.g.,!architects,!product!designers,!
graphic!artists,!illustrators)!
3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,!
originality!in!style.!
7!
8!
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E! P!
E! P!
E! P!
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80
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ART!CAREERS!AND!CAREER!RELATED!SKILLS!
GRADES!718!
!
!
A.!!Presentation!and!Critique!in!Art!Making!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Use!simple!techniques!for!evaluating!their!artworks.!
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.!
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.!
8.!!Use!art!vocabulary!when!talking!and!writing!about!works!of!art.!
7!
8!
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E! P!
E! P!
E! P!
E! E!
E! P!
E! P!
E! P!
E! E!
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B.!!Art!Careers!and!Career!Related!Skills!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Explore!careers!in!the!visual!arts.!
2.!!Explore!what!various!types!of!artist!do!(e.g.,!architects,!product!designers,!
graphic!artists,!illustrators)!
3.!!Keep!a!sketchbook!to!observe!and!evaluate!development!of!creativity,!
originality!in!style.!
7!
8!
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E! P!
E! P!
E! P!
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81
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CLASSROOM!SAFTEY!AND!!
CROSS1CURRICULUM!CONNECTIONS!
GRADES!718!
!
!
A.!!Art!Safety!in!the!Classroom!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
!
Students!will!be!able!to:!
!
1.!!Demonstrate!the!appropriate,!responsible!and!safe!use!of!art!media,!materials,!
studio!space,!and!technologies!
2.!!Learn!to!plan!and!organize!art!making!materials,!technologies!and!workspace!
in!a!safe,!efficient,!and!effective!way.!
3.!!Explore!innovative!ways!to!use!the!potential!of!materials!
7!
8!
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P! P!
E! P!
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B.!!Cross1Curriculum!Connections!
!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!P!=!Proficient!
!
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Students!will!be!able!to:!
!
1.!!Demonstrate!knowledge!of!contentTspecific!connections!between!visual!arts!
and!one!or!more!major!subject!areas.!
2.!!Demonstrate!knowledge!of!how!art!can!be!used!to!gain!and!express!learning!in!
other!disciplines.!
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82
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SCOPE!AND!SEQUENCE!
GRADES!NINE!1!TWELVE!
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ELEMENTS!OF!ART!&!PRINCIPLES!OF!DESIGN!
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703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
A.!!Elements!of!Art!–!We!think!of!the!elements!as!the!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.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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1.!!Line!
a.!!Identify!and!apply!types!of!LINE!(e.g.,!curved,!
straight,!thick,!thin,!fine!dotted,!wavy,!zigzag,!
continuous,!broken).!
b.!!Explore!LINE!in!art!and!in!the!environment.!
c.!!Use!LINE!to!create!shapes,!forms,!pattern,!
texture,!and!movement.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Color!
a.!!Explore!COLOR!in!art!and!in!the!environment.!
b.!!Name!and!identify!PRIMARY!and!SECONDARY!
COLORS.!
c.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!
make!INTERMEDIATE!COLORS.!
d.!!Mix!PRIMARY!and!SECONDARY!COLORS!to!
make!INTERMEDIATE!COLORS.!
e.!!Name!and!identify!WARM!and!COOL!COLORS.!
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.!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
!
3.!!Value!
a.!!Explore!VALUE!in!art!and!in!the!environment.!
b.!!Create!color!TINTS!(light!VALUES)!by!adding!
white!to!colors.!
c.!!Create!color!SHADES!(dark!VALUES)!by!adding!
black!to!colors.!
d.!!Recognize!VALUE!as!being!and!element!of!art.!
!
4.!!Shape!
a.!!Explore!SHAPE!in!art!and!in!the!environment.!
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.!
e.!!Recognize!SHAPE!as!being!and!element!of!art.!
!
5.!!Texture!
a.!!Explore!TEXTURE!in!art!and!in!the!
environment.!
b.!!Recognize!TEXTURE!as!the!look!and/or!feel!of!
a!surface.!
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.!
!
6.!!Form!
a.!!Explore!FORM!in!art!and!in!the!environment.!
b.!!Recognize!FORM!as!being!a!threeTdimensional!
object!with!height,!width!and!depth.!
c.!!Identify!and!apply!ORGANIC!and!GEOMETRIC!
FORMS!in!works!of!art.!
d.!!Recognize!FORM!as!being!an!element!of!art.!
!
7.!!Space!
a.!!Explore!SPACE!in!art!and!in!the!environment.!
b.!!Recognize!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!
design.!
703M!Basic!Art!&!Design!!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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703S!Basic!Art!&!Design!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
B.!!Principles!of!Design!–!We!thing!of!the!principles!as!ways!to!work!
with!and!arrange!the!elements!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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1.!!Unity!
a.!!Recognize!how!UNTY!is!created!through!the!
use!of!the!elements!and!principles!of!design.!
b.!!Explore!UNITY!in!art!and!in!the!environment.!
c.!!Recognize!UNITY!as!being!a!principle!of!design.!
d.!!Use!LINE!to!express!thoughts!and!emotions.!
e.!!Recognize!LINE!as!being!and!element!of!art.!
!
2.!!Variety!
a.!!Explore!VARIETY!in!art!and!in!the!
environment.!
b.!!Recognize!that!VARIETY!creates!interest!in!a!
work!of!art!through!the!diversity!and!change!of!
the!elements!of!design.!
c.!!Recognize!the!use!of!VARIETY!as!being!a!
principle!of!design.!
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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!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
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4.!!Balance!
a.!!Explore!BALANCE!in!art!and!in!the!
environment.!
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.!
d.!!Identify!asymmetrical!(informal)!BALANCE!in!a!
work!of!art.!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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e.!!Identify!radial!(from!the!center)!BALANCE!in!a!
work!of!art.!
f.!!Recognize!BALANCE!as!a!principle!of!art.!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
!
5.!!Proportion!
a.!!Explore!PROPORTION!in!art!and!in!the!
environment.!
b.!Recognize!that!PROPORTION!is!the!size!relation!
of!one!part!of!a!design!to!another.!
c.!!Recognize!PROPORTION!as!being!a!principle!of!
design.!
!
6.!!Pattern!
a.!!Explore!PATTERN!in!art!and!in!the!
environment.!
b.!!Recognize!PATTERN!is!the!arrangement!of!one!
or!more!of!the!elements!of!design!a!regular!
repetition.!
c.!Recognize!PATTERN!as!a!principle!of!art.!
!
7.!!Rhythm!/!Movement!
a.!!Explore!RHYTHM!in!art!and!in!the!
environment.!
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.!
c.!!Recognize!RHYTHM!as!a!principle!of!design.!
b.!!Recognize!that!EMPHASIS!is!a!forcefulness!that!
gives!attention!or!focus!to!some!feature!of!design.!
c.!!Recognize!EMPHASIS!as!a!principle!of!design.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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ART!MEDIA!AND!MATERIALS!
GRADES!NINE!1!TWELVE!
!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
702FY!Art!&!Design!Application!
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!ideas,!thoughts,!and!
feelings.!
b.!!Explore!a!variety!of!media!and!materials!in!
constructing!an!ENVIRONMENTAL/!
ARCHITECTURAL!DESIGN.!
c.!!Create!a!variety!of!ARCHITECTURAL!AND!
ENVIRONMENTAL!DESIGNS!using!a!variety!of!
styles!and!techniques.!
d.!!Explore!ARCHITECTURAL!AND!
ENVIRONMENTAL!works!of!art!by!notable!
historical,!contemporary,!and!ethnic!artists.!
e.!!Create!an!ARCHITECTURAL!DESIGN!using!1!
and!2!point!perspective.!
f.!!Be!introduced!to!ARCHITECTURAL!AND!
ENVIRONMENTAL!works!of!art!by!notable!
historical,!contemporary,!and!ethnic!artist.!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!
work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
i.!!Explore!careers!related!to!ARCHITECTURAL!
AND!ENVIRONMENTAL!DESIGN!
703M!Basic!Art!&!Design!!
!
703S!Basic!Art!&!Design!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
703M!Basic!Art!&!Design!!
!
2.!!Ceramics!
Through!the!use!of!the!elements'and'principles'of'
design,!the!student!will!be!able!to:!
a.!!Use!CERAMICS!to!express!individual!ideas,!
thoughts,!and!feelings.!
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,!coil,!slab,!
freeTform.!
d.!!Explore!CERAMIC!DESIGN!through!other!
cultures,!their!history!and!meaning.!
e.!!Be!introduced!to!CERAMIC!WORKS!of!art!by!
notable!historical,!contemporary,!and!ethnic!
artists.!
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.!
h.!!Explore!careers!related!to!CERAMIC!DESIGN.!
!
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.!!Explore!a!variety!of!media!and!software!in!
creating!a!COMPUTER!GRAPHIC.!
c.!!Create!COMPUTER!generated!art!using!styles!
and!techniques!within!available!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).!
e.!!Be!introduced!to!COMPUTERTGENERATED!
works!of!art!by!notable!historical,!contemporary,!
and!ethnic!artists.!
f.!!Describe,!analyze,!interpret,!and!evaluate!their!
703S!Basic!Art!&!Design!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
!
!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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work!as!well!as!others.!
g.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
h.!!Explore!careers!related!to!COMPUTER!ART!
DESIGN.!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
703M!Basic!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:!
a.!!Use!CRAFTMAKING!to!express!individual!ideas,!
thoughts,!and!feelings.!
b.!!Create!TEXTILE!AND!FIBER!DESIGN!using!a!
variety!of!subject!matter!and!themes.!
c.!!Develop!surface!pattern!both!in!two!and!threeT
dimensional!design.!
d.!!Explore!a!variety!of!materials,!both!manmade!
and!natural.!
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!techniques,!such!as:!
weaving,!quilting,!beading,!stitchery,!and!surface!
design.!
g.!!Explore!CRAFT!DESIGN!through!other!cultures,!
their!history!and!meaning.!
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.!
j.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
k.!!Explore!careers!related!to!CRAFT!DESIGN.!
703S!Basic!Art!&!Design!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
!
!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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89
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
703M!Basic!Art!&!Design!!
!
5.!!Drawing!
Through!the!use!of!the!elements'and'principles'of'
design,!the!student!will!be!able!to:!
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,!marker,!pastel,!
charcoal,!craypas,!ink!etc.).!
c.!!Create!drawings!from!memory,!imagination,!
and!direct!observation.!
d.!!Create!DRAWINGS!using!a!variety!of!subject!
matter!and!themes.!
e.!!Explore!a!variety!of!techniques!(i.e.!hatching,!
crossThatching,!stippling,!linear!perspective,!
gesture!and!contour),!
f.!!Be!introduced!to!DRAWINGS!by!notable!
historical,!contemporary,!and!ethnic!artists.!
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.!
i.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
j.!!Examine!careers!related!to!DRAWING,!
ILLUSTRATION!AND!DESIGN.!
703S!Basic!Art!&!Design!
!
Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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90
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703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
!
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.!
b.!!Explore!a!variety!of!tools!and!materials!in!
creating!a!GRAPHIC!DESIGN.!
c.!!Create!GRAPHIC!DESIGNS!using!a!variety!of!
styles!and!techniques!such!as:!posters,!logos,!CDs,!
package!and!book!cover!designs.!
d.!!Design!a!two!or!threeTdimensional!utilitarian!
object!and!(or)!packaging!for!a!real!or!student!
created!product!such!as:!apparel,!advertisement,!
or!consumer!product.!
e.!!Explore!GRAPHIC!DESIGN!through!other!
cultures,!their!history!and!meaning.!
f.!!Be!introduced!to!GRAPHIC!DESIGN!by!notable!
historical,!contemporary,!and!ethnic!artists.!!
g.!!Describe,!analyze,!interpret,!and!evaluate!their!
work!as!well!as!that!of!others.!
h.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
i.!!Explore!careers!related!to!GRAPHIC!DESIGN.!
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7.!!Mixed!Media!
Through!the!use!of!the!elements'and'principles'of'
design,!the!student!will!be!able!to:!
a.!!Use!MIXED!MEDIA!to!express!individual!ideas,!
thoughts,!and!feelings.!
b.!!Create,!a!MIXED!MEDIA!work!of!art!using!a!
variety!of!styles!and!techniques!such!as:!collage,!
mosaic,!crayon!resist,!found!object!sculpture.!
c.!!Explore!TWO!OR!MORE!MIXED!media!in!a!
single!composition.!
d.!!Explore!MIXED!MEDIA!design!through!other!
cultures,!their!history!and!meaning.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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e.!!Be!introduced!to!MIXED!MEDIA!design!by!
notable!historical,!contemporary,!and!ethnic!
artist.!
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.!
h.!!Examine!careers!related!to!MIXED!MEDIA!
design.!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
703M!Basic!Art!&!Design!!
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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.!
b.!!Explore!a!variety!of!tools!and!materials!such!
as:!acrylic,!ink,!tempera,!and!watercolor.!
c.!!Create!a!PAINTING!using!a!variety!of!painting!
styles!and!techniques,!such!as;!transparent,!
opaque,!dry!brush,!wetTonTwet.!
d.!!Be!introduced!to!PAINTINGS!by!notable!
historical,!contemporary,!and!ethnic!artists.!
e.!!Explore!PAINTING!design!through!other!
cultures,!their!history!and!meanings.!
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.!
h.!!Examine!careers!related!to!PAINTING!and!
illustration!design!
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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.!
b.!!Explore!a!variety!of!SCULPTURE!tools!and!
materials!such!as:!clay,!found!objects,!paper,!
paper!mache,!wire,!both!additive!and!subtractive.!
c.!!Create!SCULPTURES!using!a!variety!of!styles!
and!techniques.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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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.!!
f.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
g.!!Become!familiar!with!careers!related!to!
SCULPTURAL!DESIGN!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
703M!Basic!Art!&!Design!!
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11.!!Video,!Film!and!Animation!(Optional)!
Through!the!use!of!the!elements'and'principles'of'
design,!the!student!will!be!able!to!use!traditional!
a.!!Use!VIDEO,!FILM!AND!AMIMATION!to!express!
individual!ideas,!thoughts,!and!feelings.!
b.!!Use!VIDEO,!FILM!AND!ANIMATION!to!express!
individual!ideas,!thoughts,!and!feelings.!
c.!!Develop:!flip!books,!documentaries,!
commercials,!animations!and!various!forms!of!
story!telling.!
d.!!Explore!a!variety!of!materials!and!techniques!
such!as:!program!editing,!digital!imaging,!
illustration,!lighting!etc….!
e.!!Explore!a!variety!of!skills!such!as:!sequencing,!
editing,!storyboarding,!lighting,!set!design,!
costuming.!
f.!!Create!VIDEO,!FILM!AND!ANIMATIONS!using!a!
variety!of!subject!matter!and!themes.!
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!
i.!!Practice!safe!and!responsible!use!of!art!media,!
equipment,!and!studio!space.!
j.!!Explore!careers!related!to!VIDEO,!FILM!AND!
ANIMATION.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! !
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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ART!CAREERS!AND!CAREER!RELATED!SKILLS!
GRADES!NINE!–!TWELVE!
703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
Students!will!be!able!to:!
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1.!!Use!simple!techniques!for!evaluating!works!of!
art.!
2.!!Evaluate!works!of!art!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.!
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,!those!of!others.!
8.!!Use!art!vocabulary!when!talking!and!writing!
about!works!of!art.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
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!!!!A.!!Presentation!and!Critique!in!Art!Making!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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B.!!Art!Careers!and!Career!Related!Skills!
703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
Students!will!be!able!to:!
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1.!!Explore!careers!in!the!visual!arts.!
2.!!Explore!what!various!types!of!artist!do!(e.g.,!
architects,!product!designers,!graphic!artists,!
illustrators)!
3.!!Keep!a!sketchbook!to!observe!and!evaluate!
development!of!creativity,!originality!in!style.!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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!!!!CLASSROOM!SAFTEY!AND!!
CROSS1CURRICULUM!CONNECTIONS!
GRADES!NINE!1!TWELVE!
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703M!Basic!Art!&!Design!!
702FY!Art!&!Design!Application!
700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
Students!will!be!able!to:!
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1.!!Demonstrate!the!appropriate,!responsible!and!
safe!use!of!art!media,!materials,!studio!space,!and!
technologies!
2.!!Learn!to!plan!and!organize!art!making!
materials,!technologies!and!workspace!in!a!safe,!
efficient,!and!effective!way.!
3.!!Explore!potential!innovative!ways!to!use!art!
materials!
703S!Basic!Art!&!Design!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
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A.!!Art!Safety!in!the!Classroom!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! B! B!
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700H!Foundation!of!Art!
701!Foundation!of!Art!
726H!Advanced!Art!I!
728!Advanced!Art!I!
731H!Advanced!Art!II!
732!Advanced!Art!II!
734H!Studio!
735!Studio!
713S!Basic!Sculpture!&!Ceramics!
713M!Basic!Sculpture!&!Ceramics!
711H!Sculpture!&!Ceramics!
712!Sculpture!&!Ceramics!
716H!Advanced!Sculpture!&!Ceramics!
717!Advanced!Sculpture!&!Ceramics!
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722S!Fine!Art!Appreciation!
733S!Visual!Arts!in!Society!(Art!201)!
EE!
702FY!Art!&!Design!Application!
Students!will!be!able!to:!
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1.!!Demonstrate!knowledge!of!contentTspecific!
connections!between!visual!arts!and!one!or!more!
major!subject!areas.!
2.!!Demonstrate!knowledge!of!how!art!can!be!
used!to!gain!and!express!learning!in!other!
disciplines.!
703M!Basic!Art!&!Design!!
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Legend:!!B!=!Beginning!!!E!=!Emerging!!!
P!=!Proficient!
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703S!Basic!Art!&!Design!
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B.!!Cross1Curriculum!Connections!
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B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! E! E!
B! B! B! B! B! E! E! P! P! P! P! B! B! E! E! P! P! E! E!
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Course
Descriptions
Grades 9-12
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703M BASIC ART AND DESIGN
LENGTH OF COURSE: FULL YEAR (MINOR, 3 times on rotating schedule)
CREDIT: ONE-HALF UNIT
GRADE PLACEMENT: 9 - 12
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 Writing, 25-Arts
PORTFOLIO REQUIREMENTS: One 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, 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 basic skills in good composition through a variety of design, drawing, painting and/or 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. 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 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 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.
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 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.
99
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, 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 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.
QUARTER 1
QUARTER 2
QUARTER 3
_________
Common Task:
COLOR THEORY
______
Pretest (Elements &
Principles of Art
Intro to Drawing:
•
Basic forms
•
Sketching
•
Flat Shading
Art Appreciation/ Problem
Solving
Painting
Printmaking
Graphic Design:
Examples: Poster,
Computer Art, etc….
Collage
Art Appreciation /
Criticism/
Problem Solving
Art Appreciation /
Criticism / Aesthetics/
Problem Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT (CCA)
Art Careers / Vocations
• Sculpture
•
Additive
•
Subtractive
Art Appreciation /
Criticism / Aesthetics
100
703 BASIC ART AND DESIGN
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 9 - 12
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 Writing, 25-Arts
PORTFOLIO REQUIREMENTS: 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, 2.MD.1, 2.MD.3
DISTRICT EXPECTATIONS: 7-Reflective Writing, 25-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, 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 basic skills in good composition through a variety of design, drawing, painting and/or 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. 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 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 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.
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.
101
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.
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, 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 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.
102
QUARTER 1
QUARTER 2
QUARTER 3
_________
Common Task:
COLOR THEORY
______
Painting
Printmaking
Graphic Design:
Examples: Poster,
Computer Art, etc….
Collage
Pretest (Elements &
Principles of Art
Intro to Drawing:
• Basic forms
• Sketching
• Flat Shading
Art Appreciation/
Problem Solving
Art Appreciation /
Criticism/
Problem Solving
Art Appreciation /
Criticism / Aesthetics/
Problem Solving
QUARTER 4
COMPREHENSIVE
COURSE ASSESSMENT
(CCA)
Art Careers / Vocations
Sculpture
• Additive
• Subtractive
Art Appreciation /
Criticism / Aesthetics
103
702 ART AND DESIGN APPLICATION
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 9 - 12
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 Writing, 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
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, 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. Explore a variety of drawing/painting media, tools, and techniques.
6. Learn and apply effective use of color theory through direct observation or imagination.
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. Experiment and develop three-dimensional designs.
11. Gain an awareness of and appreciation for multicultural crafts and folk art designs.
12. 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.
13. Relate art and design to everyday life, other disciplines and to history.
14. Be introduced to works of art and design by other artists and that of other cultures.
15. Be introduced to the career possibilities as an artist in the community, workplace and in the studio.
16. Work towards creating proficient works of two and three-dimensional art and design.
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 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 assembles a series of sketch paper and is used to keep thumbnail
sketches, class notes, as well as personal responses related to their assignments.
104
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, 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 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.
QUARTER 1
QUARTER 2
QUARTER 3
QUARTER 4
Common Task:
DESIGNIN
G
WITH LINE
Pretest
Elements &
Principles of
Art
Intro to Drawing:
Basic forms
Sketching
Flat Shading
Art Appreciation/
Problem
Solving
Common Task:
COLOR THEORY
Common Task:
ONE-POINT
PERSPECTIVE
Color Theory
Printmaking
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
Sculpture
Additive
Subtractive
•
•
Graphic Design:
Examples: Poster,
Computer Art, etc….
Collage
Art Appreciation /
Criticism/
Problem Solving
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Art Careers /
Vocations
Art Appreciation /
Criticism /
Aesthetics
105
700 FOUNDATIONS IN ART - HONORS
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 9 - 12
PREREQUISITE: 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)-2a, (9-12)-1a
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.
This course is intended for academically and creatively motivated students who are seriously interested
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
apply a broad variety of art media, materials and techniques. With an emphasis on studio production, the
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
process portfolio is required. Upon successful completion of this course, students 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 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 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.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Utilize the elements of art and principles of design to solve specific visual problems.
Develop skills in good composition through a variety of design, drawing, painting and sculptural means.
Explore various drawing media and techniques.
Learn one, two and multipoint perspective to create works from direct observation and/or imagination.
Explore and utilize effective use of color theory through direct observation and/or imagination, using a
variety of medias and techniques.
Learn the effective use of typography, symbols and imagery to produce a graphic design.
Explore and utilize relief printmaking media and techniques.
Create sculpture by using a variety of media, techniques, styles and methods.
Be introduced to and become aware of architectural/environmental works of art.
Describe, analyze, interpret and evaluate works of art.
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 different
cultures.
Make, speak and write about art as well as understand it’s historical references.
Utilize concepts and content from other subject areas to create works of art.
Be introduced to Impressionism and works by other artists.
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,
and/or curators,
106
17. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or
exhibitions.
18. Gain an understanding of the career possibilities as an artist in the community, workplace, and in the
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 responses 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 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.
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, 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 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.
107
QUARTER 1
Common Task:
OBSERVAT
IONAL
DRAWING
CONCENT
RATION
ON VALUE
Pretest
Elements &
Principles of
Art
•
•
•
•
•
QUARTER 2
Common Task:
LINEAR
PERSPECTIVE
Color Theory:
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate,
• Media: Painting or
Color Pencil
Intro to Drawing: Painting
Contour Drawing of
Basic forms
Observational
Drawing
Value Study
Sketching
Flat Shading
Art Appreciation/
Problem
Solving
QUARTER 3
Common Task:
PAINTING with a
CONCENTRATION
in COLOR THEORY
Graphic Design:
Examples: Poster,
Computer Art, etc….
•
•
•
Art Appreciation /
Criticism/
Problem Solving
•
•
Impressionism:
Late 19th Century:
• American
• European
• Written or Oral
Component,
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Printmaking
Art Appreciation /
Criticism /
Aesthetics
108
701 FOUNDATIONS IN ART
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 9 - 12
PREREQUISITE: 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)-2a, (9-12)-1a
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.
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 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, emphasizing 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, students 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 wellrounded 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 will work towards contributing a
proficient artifact and reflection to the CPS digital graduation portfolio.
Students will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Utilize the elements of art and principles of design to solve specific visual problems.
Develop skills in good composition through a variety of design, drawing, painting and sculptural means.
Explore a variety of drawing/ painting media and techniques.
Learn one and two point perspective to create works from direct observation and/or imagination.
Explore and utilize effective use of color theory through direct observation and/or imagination using a
variety of media and techniques.
Learn the effective use of typography, symbols, and imagery to produce a graphic design.
Explore and utilize relief printmaking media and techniques.
Learn about and explore sculptural media, techniques, styles and methods.
Be introduced to architectural/environmental works of art.
Describe, analyze, interpret and evaluate works of art.
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.
Make, speak and write about art as well as understand it’s historical references.
Learn to recognize and apply concepts and content from other subject areas to create works of art.
Be introduced to Impressionism and works by other artists.
Learn about career possibilities as an artist in the community, workplace and in the studio.
Work towards creating proficient works of art for submission to a developing portfolio.
Demonstrate safe use of art materials, tools and equipment.
109
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.
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. Some additional students
supplies may need to be purchased.
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, 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 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.
110
QUARTER 1
QUARTER 2
Common Task:
OBSERVATIONAL
DRAWING
CONCENTRATIO
N ON VALUE
Pretest
Elements &
Principles of
Art
•
•
•
•
•
Common Task:
LINEAR
PERSPECTIVE
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate,
• Media: Painting or
Color Pencil
Intro to Drawing: Painting
Contour Drawing of
Basic forms,
Observational
Drawing
Value Study
Sketching
Flat Shading
Art Appreciation/
Problem Solving
QUARTER 3
Common Task:
PAINTING with a
CONCENTRATION
in COLOR THEORY
Graphic Design:
Examples: Poster,
Computer Art, etc….
•
•
•
Art Appreciation /
Criticism/
Problem Solving
•
•
Impressionism:
Late 19th Century:
• American,
• European,
• Written or Oral
Component,
Media: Painting,
Pastel, Oil Pastel or
Color Pencil,
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Printmaking
Art Appreciation /
Criticism /
Aesthetics/
111
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
will understand, synthesize and use with confidence the elements and principles of design to create
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 sculptural
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 both past and present. This course, emphasizing art
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 Regents. 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 principles 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 perspective 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 produce a graphic design.
7.
8.
9.
10.
11.
Explore and utilize a variety of printmaking medias and techniques.
Create sculpture by using a variety of medias, techniques, styles and methods.
Be introduced to and explore architectural/environmental works of art.
Describe, analyze interpret and judge works of art.
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 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.
14. Apply concepts and content from other subject areas to create works of art.
112
15.
16.
17.
18.
Be introduced to works by contemporary/ Modern artists.
Understand the career possibilities as an artist in the community, workplace and in the studio.
Work towards creating proficient to advanced proficient works of art.
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 responses 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 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.
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, 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 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 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.
113
QUARTER 1
Common Task:
OBSERVAT
IONAL
STILL-LIFE
DRAWING
WITH
VALUE
Pretest
Elements &
Principles of
Art
QUARTER 2
•
•
•
•
•
Intro to Drawing:
Contour Drawing of
Basic forms
Observational
Drawing
Value Study
Sketching
Flat Shading
Linear Perspective
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Common Task:
Common Task:
COLOR
THEORY/Teacher
Choice
•
•
•
•
•
QUARTER 3
•
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate,
Media: Painting or
Color Pencil
Printmaking
PORTRAIT
•
•
•
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Portrait
Introduce Proportions
of the face
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Modern Art:
20th Century:
• American
• European
• Written or Oral
Component
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Design & Sculpture
Art Appreciation /
Criticism /
Aesthetics/
114
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
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.
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.
Opportunities will be available to explore additional art media and incorporate art-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 begin to establish 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 art. Continuing to gain an appreciation for art and artists
from other 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 solve 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:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Utilize the elements of art and principles of design to solve specific visual problems.
Develop skills in composition through a variety of design, drawing, painting and sculptural means.
Explore and develop a variety of drawing/ painting media and techniques.
Learn one, two and multipoint perspective to create works from direct observation and imagination.
Explore and utilize effective use of color theory through direct observation or imagination using a
variety of media and techniques.
Learn the effective use of typography, imagery, and symbols to produce a graphic design.
Explore a variety of printmaking media and techniques.
Create sculpture by using a variety of media, techniques, styles and methods.
Create architectural/environmental works of art.
Describe, analyze, interpret and judge their own work, the artwork of others, and art work of past and
present artists and cultures.
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.
Learn to incorporate the use of technology to research, examine, and develop works of art.
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.
115
15. Be introduced to works by contemporary/ Modern artists.
16. 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.
17. Work independently and/or cooperatively to interview gallery owners, artists, art critics, historians
and/or curators,
18. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or
exhibitions.
19. Gain an understanding of the career possibilities as an artist in the community, workplace and in the
studio.
20. Work towards creating proficient works of art for submission 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 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 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 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.
116
QUARTER 1
Common Task:
OBSERVAT
IONAL
STILL-LIFE
DRAWING
WITH
VALUE
Pretest
Elements &
Principles of
Art
QUARTER 2
•
•
•
•
•
Intro to Drawing:
Contour Drawing of
Basic forms
Observational
Drawing
Value Study
Sketching
Flat Shading
Linear Perspective
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Common Task:
Common Task:
COLOR
THEORY/Teacher
Choice
•
•
•
•
•
QUARTER 3
•
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate
Media: Painting or
Color Pencil
Printmaking
PORTRAIT
•
•
•
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Portrait
Introduce Proportions
of the face
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Modern Art:
20th Century:
• American
• European
• Written or Oral
Component
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Design & Sculpture
Art Appreciation /
Criticism /
Aesthetics/
117
731 ADVANCED ART 2 HONORS
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 11 - 12
PREREQUISITE: ADVANCED ART 1 - HONORS
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(912)-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 Writing, 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 creatively motivated student. The
students will analyze the elements of art and the principles of design to work independently and
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 will 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
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
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 2 is a
prerequisite for 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, drawing, painting and sculptural
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.
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, 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 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. Incorporate the use of technology to research, examine, and develop works of art.
118
13.
14.
15.
16.
17.
18.
Make, speak and write about art as well as understand historical context.
Connect concepts and content from other subject areas to create works of art.
Be introduced to Renaissance art and artists.
Understand the career possibilities as an artist in the community, workplace and in the studio.
Work towards creating proficient to advanced proficient works of art.
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 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 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 assessments (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 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
QUARTER 1
Common Task:
DRAWING
WITH
CONCENT
RATION
ON
PORTRAIT
Pretest
Elements &
Principles of
Art
QUARTER 2
Common Task:
COLOR THEORY
•
•
•
•
•
•
•
•
•
•
•
Intro to Drawing:
Portrait Introduce
Proportions of the
face
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Observational
Drawing
Value Study
Sketching
Flat Shading
Linear Perspective
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 3
•
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate
Media: Painting or
Color Pencil
Printmaking
Common Task:
WRITING A
CRITICAL
ASSESSMENT:
RENAISSANCE ART
•
•
•
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Renaissance Art:
• European
• Written or Oral
Component
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Design & Sculpture
Art Appreciation /
Criticism /
Aesthetics/
120
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(9-12)-2a,b VAD 2(9-12)-1e VAD 3(9-12)-1b, VAD 3(912)-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.
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 and
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 will 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
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
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 2 is a
prerequisite for 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, drawing, 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 color 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.
7. Differentiate and utilize a variety of printmaking media and techniques.
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.
121
11. Compare 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. 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. 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. 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 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 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 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.
122
QUARTER 1
Common Task:
DRAWING
WITH
CONCENT
RATION
ON
PORTRAIT
Pretest
Elements &
Principles of
Art
QUARTER 2
Common Task:
COLOR THEORY
•
•
•
•
•
•
•
•
•
•
•
Intro to Drawing:
Portrait Introduce
Proportions of the
face
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Observational
Drawing
Value Study
Sketching
Flat Shading
Linear Perspective
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 3
•
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate
Media: Painting or
Color Pencil
Printmaking
Common Task:
WRITING A
CRITICAL
ASSESSMENT:
RENAISSANCE ART
•
•
•
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Renaissance Art:
• European
• Written or Oral
Component
Media: Painting,
Pastel, Oil Pastel or
Color Pencil
Art Appreciation /
Criticism /
Aesthetics/
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
•
•
•
Sculpture
Additive
Subtractive
3-Dimentinal Design
Design & Sculpture
Art Appreciation /
Criticism /
Aesthetics/
Common Course
Assessment
(CCA)
123
734 STUDIO ART H
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 12
PREREQUISITE: ADVANCED ART 2 - HONORS
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(912)-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
reflects growth in skill development, independent decision-making and aesthetic appreciation. 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 school 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 advanced artifacts and reflections to the CPS digital graduation portfolio.
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, drawing, painting and sculptural
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.
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, 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 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. 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.
16. Understand the career possibilities as an artist in the community, workplace, and in the studio.
124
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 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. 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 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 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.
125
QUARTER 1
Common Task:
PORTFOLI
O
DEVELOP
MENT:
In te r p r e ti
ng
p e r so n a l
a r tistic
g r o w th
Pretest
Elements &
Principles of
Art
QUARTER 2
QUARTER 3
Common Task:
Common Task:
CREATING A
PERSONAL ART
PHILOSOPHY
•
•
•
•
Color Theory;
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate
Media: Painting or
Color Pencil
WRITING A
LEGACY
PROPOSAL
•
•
•
•
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking, etc:
• Portrait
• Observational
Drawing,
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
•
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
Portfolio Review
•
•
•
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
126
735 STUDIO ART
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 12
PREREQUISITE: ADVANCED ART 2
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(912)-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
reflects sequential growth in skill 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. 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
demonstrate a process portfolio is required. In addition to studio 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 everyday lives. This continued 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. 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, drawing, 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 color 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.
7. Differentiate and utilize a variety of printmaking media and techniques.
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 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. 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.
127
15.
16.
17.
18.
Create a School Legacy Project that will remain on display.
Understand the career possibilities as an artist in the community, workplace and in the studio.
Work towards creating proficient to advanced proficient works of art.
Demonstrate safe use of art materials, tools and equipment.
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 community. 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 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 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 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.
128
QUARTER 1
QUARTER 2
QUARTER 3
Common Task:
PORTFOLIO
DEVELOP
MENT:
In te r p r e ti
ng
p e r so n a l
a r tistic
g r o w th
Pretest
Elements &
Principles of
Art
Common Task:
Common Task:
CREATING A
PERSONAL ART
PHILOSOPHY
•
•
•
•
Color Theory:
Analogous,
Warm & Cool,
Primary, Secondary
& Intermediate
Media: Painting or
Color Pencil
WRITING A
LEGACY
PROPOSAL
•
•
•
•
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking, etc:
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
•
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
•
•
•
Exploration of Visual
Arts Careers
& Higher
Education:
College Presentations
Portfolio
Development
Artist Statement
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait,
• Observational
Drawing,
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
Portfolio Review
•
•
•
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
Media Choices
(Options Per
Individual):
Media: Painting,
Pastel, Oil Pastel,
Color Pencil, Pen &
Ink, Printmaking,
etc…
• Portrait
• Observational
Drawing
• Value Study
• Sketching
• Life Drawing
• Flat Shading
• Linear
Perspective
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving /
129
713S/M BASIC SCULPTURE & CERAMICS (THREE-DIMENSIONAL DESIGN)
LENGTH OF COURSE: HALF YEAR, FULL YEAR (MINOR, 3 times on rotating schedule)
CREDIT: ONE-HALF CREDIT
GRADE PLACEMENT: 9 - 12
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, 2.MD.1, 2.MD.3
DISTRICT EXPECTATIONS: 7-Reflective Writing, 25-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. 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
growth in compositional arrangements, color theory, drawing, painting, ceramics and sculpture 2dimensional / 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 everyday lives. This continued 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:
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 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 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 techniques: 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
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
• 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
Explore 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
Explore a variety of three-dimensional procedures and techniques.
Describe, analyze, interpret and evaluate three-dimensional works of art.
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 different
cultures.
Make, speak and write about art as well as understand it’s historical references.
Demonstrate safe use of art materials, tools and equipment.
Keep artwork in a process-portfolio and record reflections and perceptions in a journal.
Utilize concepts and content from other subject areas to create works of art.
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 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,
workplace, and in the studio.
Work towards creating proficient works of art for submission to a developing portfolio.
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 discussions, make efficient use of time during class
work sessions, and act age appropriate.
131
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 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 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.
132
QUARTER 1
QUARTER 2
________
Common Task:
RELIEF
SCULPTURE
Pretest
Elements &
Principles of
Art
•
Intro to Sculpture
Additive
Art Appreciation / 3Dimensional
Design /
Problem
Solving
•
Intro to Sculpture
Subtractive
•
•
•
•
•
•
Intro. To Ceramics
Vocabulary
Techniques
Tools & Safety
Glaze Application
Art Appreciation / 3Dimensional
Design /
Problem
Solving
QUARTER 3
QUARTER 4
________
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
Environmental
Design
• Furniture Design
• Architectural
Sculpture
Art Careers /
Vocations
Ceramics
Slab & Coil
Construction
Clay Sculpture
Intro. To Potter’s
Wheel
• Centering
• Throwing
techniques
• Vessels: cylinder
& bowl
Art Appreciation / 3Dimensional
Design /
Problem
Solving
Art Appreciation / 3Dimensional
Design /
133
711 SCULPTURE & CERAMICS HONORS (THREE-DIMENSIONAL DESIGN)
LENGTH OF COURSE: FULL YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 10 - 12
PREREQUISITE: SCULPTURE AND CERAMICS, PORTFOLIO REVIEW /TEACHER 0
RECOMMENDATION
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, 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.
Sculpture & Ceramics (three-dimensional design), is a sophomore, 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 aesthetic
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 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 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 everyday lives. This continued 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:
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 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 meaning of the definitions and terminology utilized in the ceramic and
sculpture processes.
5. Create works using various techniques in clay construction such as:
6. Carving
7. Casting
8. Coil-building
9. Draping
10. Pinch pots
11. Press mold techniques
12. Sculpting techniques: objective or representational, abstract or non-objective.
134
13. Slab-building
14. Explore 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
15. Explore 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
16. Explore a variety of three-dimensional procedures and techniques.
17. Describe, analyze, interpret and evaluate three-dimensional works of art.
18. 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 different cultures.
19. Make, speak and write about art as well as understand 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 of 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. Work independently to research topics and/or create reflective responses to art articles, reviews, and/or
exhibitions.
25. Recognize the career possibilities as a three-dimensional and/ or ceramic artist in the community, workplace,
and in the studio.
26. Work towards creating proficient works of art for submission to a developing portfolio.
27. 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 discussions, make efficient use of time during class
work sessions, and act age appropriate.
135
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 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 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.
136
QUARTER 1
Common Task:
RELIEF
SCULPTUR
E
•
Art Appreciation / 3Dimensional
Design /
Problem
Solving
QUARTER 3
QUARTER 4
Common Task:
Common Task:
COLOR, GLAZE &
TILES
COMPREHENSIVE
COURSE
ASSESSME
NT
(CCA)
Environmental
Design
• Furniture Design
• Architectural
Sculpture
Art Careers /
Vocations
SUBTRACTIVE
SCULPTURE
Pretest
Elements &
Principles of
Art
Intro to Sculpture
Additive
QUARTER 2
•
Intro to Sculpture
Subtractive
•
•
•
•
•
•
Intro. To Ceramics
Vocabulary
Techniques
Tools & Safety
Glaze Application
Art Appreciation / 3Dimensional
Design /
Problem
Solving
Ceramics
Slab & Coil
Construction
Clay Sculpture
Intro. To Potter’s
Wheel
• Centering
• Throwing
techniques
• Vessels: cylinder
& bowl
Art Appreciation / 3Dimensional
Design /
Problem
Solving
Art Appreciation / 3Dimensional
Design /
137
712 SCULPTURE & CERAMICS (THREE-DIMENSIONAL DESIGN)
LENGTH OF COURSE: FULL YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 10 - 12
PREREQUISITE: SCULPTURE AND 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(912)-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.
Sculpture & Ceramics (three-dimensional design), is a sophomore, 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 aesthetic
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 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 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 everyday lives. This continued 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:
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 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 meaning of the definitions and terminology utilized in the ceramic and
sculpture processes.
5. Create works using various techniques in clay construction such as:
6. Carving
7. Casting
8. Coil-building
9. Draping
10. Pinch pots
11. Press mold techniques
12. Sculpting techniques: objective or representational, abstract or non-objective.
13. Slab-building
138
14. Explore 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
15. Explore 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
16. Explore a variety of three-dimensional procedures and techniques.
17. Describe, analyze, interpret and evaluate three-dimensional works of art.
18. 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 different cultures.
19. Make, speak and write about art as well as understand 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 of 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. 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 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. 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
139
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, 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 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.
140
QUARTER 1
Common Task:
RELIEF
SCULPTUR
E
•
Art Appreciation / 3Dimensional
Design /
Problem
Solving
QUARTER 3
QUARTER 4
Common Task:
Common Task:
COLOR, GLAZE &
TILES
COMPREHENSIVE
COURSE
ASSESSME
NT
(CCA)
Environmental
Design
• Furniture Design
• Architectural
Sculpture
Art Careers /
Vocations
SUBTRACTIVE
SCULPTURE
Pretest
Elements &
Principles of
Art
Intro to Sculpture
Additive
QUARTER 2
•
Intro to Sculpture
Subtractive
•
•
•
•
•
•
Intro. To Ceramics
Vocabulary
Techniques
Tools & Safety
Glaze Application
Art Appreciation / 3Dimensional
Design /
Problem
Solving
Ceramics
Slab & Coil
Construction
Clay Sculpture
Intro. To Potter’s
Wheel
• Centering
• Throwing
techniques
• Vessels: cylinder
& bowl
Art Appreciation / 3Dimensional
Design /
Problem
Solving
Art Appreciation / 3Dimensional
Design /
141
716 ADVANCED SCULPTURE & CERAMICS (THREE-DIMENSIONAL DESIGN) HONORS
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 11 - 12
PREREQUISITE: SCULPTURE AND 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(912)-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 aesthetic 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 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 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 everyday 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, 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 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 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 techniques: objective or representational, abstract or non-objective.
• Slab-building
• Glaze experimentation
142
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
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
• 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 about art; or a response to different artists and artistic 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 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.
19. 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 discussions, make efficient use of time during class
work sessions, and act age appropriate.
143
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 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 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.
144
QUARTER 1
QUARTER 2
QUARTER 3
QUARTER 4
Common Task:
DESIGNING WITH
LINE
Common Task:
HAND BUILDING
WITH
MULTIPLE
TECHNIQU
ES
Common Task:
THEMATIC
VESSEL
COMPREHENSIVE
COURSE
ASSESSME
NT
(CCA)
Pretest
Elements &
Principles of
Art
Combination Slab
Construction
• Slab, Pinch &
Coil
• Sculpture Forms
Assemblage Additive
Sculpture
• Media: Found
objects
Basic Wheel Advanced Sculpture
Throwing
• Thematic Unit
• Centering
• Media: Clay,
• Throwing
plaster,
techniques
assemblage
• Vessels: cylinder
• Trimming the
foot
Art Appreciation / 3Art Appreciation / 3Dimensional
Dimensional
Design /
Design /
Problem
Problem
Solving
Solving
Wire Construction
• Sculptural Forms
• Modern Art:
American, 20th Century
Art Appreciation / 3Dimensional
Design /
Problem
Solving
•
•
Environmental
Design
Furniture Design
Architectural
Sculpture
Art Careers /
Vocations
Art Appreciation / 3Dimensional
Design
145
717 ADVANCED SCULPTURE & CERAMICS (THREE-DIMENSIONAL DESIGN)
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE CREDIT
GRADE PLACEMENT: 11 & 12
PREREQUISITE: SCULPTURE AND 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(912)-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 aesthetic 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 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 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 everyday 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,
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 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 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 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
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
• 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
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
• Kinetic
• Bookmaking
• Jewelry design
• Create a variety of three-dimensional procedures and techniques.
Describe, analyze, interpret and evaluate three-dimensional works of art.
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 different cultures.
Make, speak and write about art as well as understand it’s historical references.
Demonstrate safe use of art materials, tools and equipment.
Keep artwork in a process-portfolio and record reflections and perceptions in a journal.
Utilize concepts and content from other subject areas to create works of art.
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 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, workplace, and
in the studio.
Work towards creating proficient works of art for submission to a developing portfolio.
Demonstrate safe use of art materials, tools and equipment.
Keep artwork in a process-portfolio and record reflections and perceptions in a journal.
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 discussions, make efficient use of time during class
work sessions, and act age appropriate.
147
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 the VAD GSE’s, Common Core, district academic
expectations, with 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, 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 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.
148
QUARTER 1
Common Task:
DESIGNING
WITH
LINE
Pretest
Elements &
Principles of
Art
QUARTER 2
Common Task
HAND BUILDING
USING
MULTIPLE
TECHNIQUES
Combination Slab
Construction
• Slab, Pinch & Coil
• Sculpture Forms
Basic Wheel Advanced Sculpture
Throwing
• Thematic Unit
• Centering
• Media: Clay, plaster,
• Throwing
assemblage
techniques
• Vessels:
cylinder
• Trimming the
foot
Art Appreciation /
Art Appreciation / 33Dimensional
Dimensiona
Design /
l Design /
Problem Solving
Problem
Solving
QUARTER 3
Common Task
THEMATIC
VESSEL
Assemblage
Additive
Sculpture
• Media: Found
objects
Wire Construction
• Sculptural
Forms
• Modern Art:
American, 20th Century
Art Appreciation /
3Dimensional
Design /
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
•
•
Environmental
Design
Furniture Design
Architectural
Sculpture
Art Careers /
Vocations
Art Appreciation / 3Dimensional
Design /
149
736 THREE-DIMENIONAL STUDIO HONORS
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE 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(912)-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.
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, 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 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, 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 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 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 community. The students will create a legacy to the school and/or community, which will remain as a
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 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. 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 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 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
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
• Coil-building
• Draping
• Pinch pots
• Press mold techniques
• Sculpting techniques: objective or representational, abstract or non-objective.
• Slab-building
• Glaze experimentation
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
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
• Kinetic
• Bookmaking
• Jewelry design
Create a variety of three-dimensional procedures and techniques.
Describe, analyze, interpret and evaluate three-dimensional works of art.
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 different
cultures.
Make, speak and write about art as well as understand it’s historical references.
Demonstrate safe use of art materials, tools and equipment.
Keep artwork in a process-portfolio and record reflections and perceptions in a journal.
Utilize concepts and content from other subject areas to create works of art.
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 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,
workplace, and in the studio.
Work towards creating proficient works of art for submission to a developing portfolio.
Demonstrate safe use of art materials, tools and equipment.
151
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. 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 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 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
QUARTER 1
Common Task:
PORTFOLIO
DEVELOPMENT:
Interpreting
personal
artistic growth
•
•
•
•
•
•
•
•
•
•
Art Appreciation
/
Criticism
/
Aesthetic
s/
Problem
Solving
QUARTER 3
QUARTER 4
Common Task:
Common Task:
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
CREATING A
PERSONAL
ART
PHILOSOPHY
Pretest
Elements &
Principles
of Art
Exploration of
Visual
Arts
Careers
& Higher
Educatio
n:
College
Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options
Per
Individua
l):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
QUARTER 2
WRITING A
LEGACY
PROPOSAL
Thematic Unit
•
•
•
•
•
•
•
•
•
•
Exploration of
Visual
Arts
Careers &
Higher
Education
:
College
Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options
Per
Individual
):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
Art Appreciation /
Criticism
/
Aesthetics
/ Problem
Solving
•
•
•
•
•
•
•
•
•
Modern Art:
American, 20th
Century
inspired
Unit
Individual
Indepen
dent &
(or)
Commu
nity
Service:
School’s Legacy
Project
Studio
Exhibition
Media Choices
(Options
Per
Individu
al):
Hand building
Wheel
Throwing
Sculptural
Forms
Assemblage
Found object
Additive
Subtractive
Art
Appreci
ation /
Criticis
m/
Aestheti
cs /
Problem
Solving
Portfolio Review
•
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
•
•
•
•
•
•
•
Media Choices
(Options Per
Individual):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
•
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving /
153
737 THREE-DIMENIONAL STUDIO
LENGTH OF COURSE: ONE YEAR
CREDIT: ONE 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(912)-2a, 4(9-12)-1a,c,e,f
COMMON CORE: 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 reflections.
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, 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 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, 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 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 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 community. The students will create a legacy to the school and/or community, which will remain as a
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 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. 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 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 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
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
• Casting
• Coil-building
• Draping
• Pinch pots
• Press mold techniques
• Sculpting techniques: objective or representational, abstract or non-objective.
• Slab-building
• Glaze experimentation
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
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
• Kinetic
• Bookmaking
• Jewelry design
Create a variety of three-dimensional procedures and techniques.
Describe, analyze, interpret and evaluate three-dimensional works of art.
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 different
cultures.
Make, speak and write about art as well as understand it’s historical references.
Demonstrate safe use of art materials, tools and equipment.
Keep artwork in a process-portfolio and record reflections and perceptions in a journal.
Utilize concepts and content from other subject areas to create works of art.
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 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,
workplace, and in the studio.
Work towards creating proficient works of art for submission to a developing portfolio.
Demonstrate safe use of art materials, tools and equipment.
155
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. 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 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).
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 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.
156
QUARTER 1
QUARTER 2
Common Task:
Common Task:
PORTFOLIO
DEVELOPMENT:
Interpreting
personal
artistic growth
•
•
•
•
•
•
•
•
•
•
Art Appreciation
/
Criticism
/
Aesthetic
s/
Problem
Solving
Common Task:
CREATING A
PERSONAL
ART
PHILOSOPHY
Pretest
Elements &
Principles
of Art
Exploration of
Visual
Arts
Careers
& Higher
Educatio
n:
College
Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options
Per
Individua
l):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
QUARTER 3
WRITING A
LEGACY
PROPOSAL
Thematic Unit
•
•
•
•
•
•
•
•
•
•
Exploration of
Visual
Arts
Careers &
Higher
Education
:
College
Presentations
Portfolio
Development
Artist Statement
Media Choices
(Options
Per
Individual
):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
Art Appreciation /
Criticism
/
Aesthetics
/ Problem
Solving
•
•
•
•
•
•
•
•
•
Modern Art:
American, 20th
Century
inspired
Unit
Individual
Indepen
dent &
(or)
Commu
nity
Service:
School’s Legacy
Project
Studio
Exhibition
Media Choices
(Options
Per
Individu
al):
Hand building
Wheel
Throwing
Sculptural
Forms
Assemblage
Found object
Additive
Subtractive
Art
Appreci
ation /
Criticis
m/
Aestheti
cs /
Problem
Solving
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSMENT
(CCA)
Portfolio Review
•
Individual
Independent
& (or)
Community
Service:
School’s Legacy
Project
Studio Exhibition
•
•
•
•
•
•
•
Media Choices
(Options
Per
Individual):
Hand building
Wheel Throwing
Sculptural Forms
Assemblage
Found object
Additive
Subtractive
•
Art Appreciation /
Criticism /
Aesthetics /
Problem
Solving /
157
722S FINE ARTS APPRECIATION
LENGTH OF COURSE: ONE SEMESTER
CREDIT: ONE-HALF CREDIT
GRADE PLACEMENT: 9 - 12
PREREQUISITE: NONE
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
SCHOOL WIDE EXPECTATIONS: Cranston West - 2,3 Cranston East – 1,2,3,4
PORTFOLIO REQUIREMENTS: Two proficient, uploaded common tasks with all artwork and written
assignments in additional artifacts assigned by instructor with the accompanied reflections.
This course is designed for Non-Art Majors and introduces students to the world of Visual Arts through
an exploration of its most important historical periods, artists, masterworks and the cultures surrounding
them. The processes by which art is created, a vocabulary to discuss and write art and the media used to
make art will be presented in this class. Students 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 process.
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
2. The Dawn of Art and the beginnings of Visual Communication
3. The Visual and Architectural Legacy of the Ancient Near East & Egypt
4. The Cradle of Western Art and Ideals Ancient Greece
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.
10. The Foundations of Modern Movements in Europe and America
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 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
158
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
written work will be graded. The keeping and submitting of a Notebook, oral participation and
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.
Text Used:
* “Discovering Art History” by Gerald Brommer…..2nd or 3rd Edition
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
* Responsibility of taking notes from class discussions, slide
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
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. 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
159
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, 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 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
Common Task
Common Task
Common Task
Elements &
Principles of Art
Subject Matter
Medias
Introduction to MultiCultural Art
• Prehistoric
Era (Europe
& Africa)
• Ancient
Near East &
Egypt
• Ancient
Crete &
Greece
Introduction to Art
Criticism
Ancient Rome & Early
Christian Eras
AND
Gothic & Early
Renaissance
• Art & Architecture
High Renaissance in
Italy
• Northern/European
• Related Studio
Project
Art Appreciation /
Criticism
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
Art in the Americas Modern Movement & 20th
• Colonial Era to
Century European Art
20th Century
• Relationship
• Related Studio
between art
Project
• Difference in
Styles
•
•
•
•
19th Century
European Art
Chinese &
Japanese Art
Impressionism
Related Studio
Project
Art Appreciation /
Criticism /
Aesthetics
Art from 1950 to the
Present
• Current Art
Trends
• International
World Art
Art Appreciation /
Criticism /
Aesthetics
160
722S VISUAL ARTS IN SOCIETY (ART 201) EE (EARLY ENROLLMENT)
LENGTH OF COURSE: ONE SEMESTER
CREDIT: ONE -HALF CREDIT (*SEE BELOW) OR
RIC - EARLY ENROLLMENT, 3 CREDITS
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
GSE’S ADDRESSED: W3, W14, R1, R2, R3, M (MG)-12-10
SCHOOL WIDE EXPECTATIONS: Cranston West - 2,3 Cranston East – 1,2,3,4
PORTFOLIO REQUIREMENTS: Four proficient, uploaded common tasks with all artwork and written
assignments in additional artifacts 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.
Successful completion of this course fulfills the requirements for Early Enrollment college credit offered
through Rhode Island College. 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.
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
3. The Visual and Architectural Legacy of the Ancient Near East & Egypt
4. The Cradle of Western Art and Ideals Ancient Greece
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.
10. The Foundations of Modern Movements in Europe and America
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 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
written work will be graded. The keeping and submitting of a Notebook, oral participation and
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
Text Used:
* “Discovering Art History” by Gerald Brommer…..2nd or 3rd Edition
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
* Responsibility of taking notes from class discussions, slide
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
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. 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 common tasks, projects,
quizzes/ tests and class work including worksheets, notes, and/or sketchbook.
162
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 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
Common Task
Common Task
Common Task
Elements &
Principles of Art
Subject Matter
Medias
Museum/
Gallery Visit
Ancient Rome & Early
Christian Eras
AND
Gothic & Early
Renaissance
• Art & Architecture
Introduction to MultiCultural Art
• Prehistoric Era
(Europe & Africa)
• Ancient Near East &
Egypt
• Ancient Crete &
Greece
High Renaissance in Italy
• Northern/European
• Related Studio
Project
Introduction to Art
Criticism
Art Appreciation / Criticism
•
•
•
•
RESEARCH PAPER
Museum Visit
QUARTER 4
COMPREHENSIVE
COURSE
ASSESSME
NT (CCA)
Art in the Americas Modern Movement & 20th
• Colonial Era to
Century European Art
th
20 Century
• Relationship
• Related Studio
between art
Project
• Difference in
Styles
•
19th Century
European Art
• Chinese &
Japanese Art
• Impressionism
• Related Studio
Project
• Museum/
Gallery Visit
Art Appreciation /
Criticism / Aesthetics
Art from 1950
to the Present
• Current Art
Trends
• International
World Art
• Museum/ Gallery
Visit
Art Appreciation/
Criticism / Aesthetics
163
049 TIME JOURNEYS: LOOKING AT THE CONCEPT OF TIME
THROUGH THE LENS OF LITERATURE, FILM AND ART
LENGTH OF COURSE: One Year
CREDIT: one-half English; 1.0 Fine Art
GRADE PLACEMENT: 11- 12
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,
OC2, 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, 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
artifacts 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
and Einstein offered it in scientific terms, time has been loved and hated, admired and derided, accepted
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
word, film, and the world of fine art. Timely Journeys invites the participant to explore both the internal
and external enormity of time.
This course is designed for Non-Art Majors and introduces students to the world of Visual Arts through
an exploration of film, literature, visual arts, and written expression. The processes by which art,
literature and film is created, will be discussed and be presented in this class. Students will be
encouraged to formulate ideas, draw aesthetic conclusions and develop a basic understanding of the
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 portfolio 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 reflection to the CPS digital graduation portfolio.
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 responses 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 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.
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
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 ELA, 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 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.
165
QUARTER 1
Common Task:
Reflective essay, based
on one of the readings,
or the film, on a concept
of time, then taking one
of the concepts of time
as a theme, complete a
two-dimensional
composition with a
conceptual theme that
focuses on time.
THEME:
What is Time?
Reading: Einstein’s
Dreams
Films: Somewhere in
Time; Memento with
parental approval,
The Butterfly Effect;
Iceman; Timeline;
A Christmas Carol
ELA Component
Students create an
original
short story
following
narrative
procedures.
The plot
and
thematic
intent of
the
narrative
should
emulate an
aspect of
time
studied in
the
literature
read and
the films
viewed this
quarter.
QUARTER 2
QUARTER 3
QUARTER 4
Common Task:
Students will design a Time
Machine: This industrial
design will reflect form as
well function
(drafting/3D/mock-up/model
building).
Common Task:
English Component: Write
an expository essay that
explains the artistic work one
created according to
guidelines provided.
COMPREHENSIVE
COURSE ASSESSMENT:
Students will create a threedimensional mini- installation
that represents their personal
interpretation of exaggerated/
future worlds.
THEME:
The Genesis of Time
Travel
Reading: The Time Machine
THEME:
Utopian
/Dystopian/Futu
re Worlds
Readings: Brave New World;
1984; Anthem Planet of the
Apes
Films: (possibilities) Avatar;
The Shape of Things to
Come: Brave New World;
Idiocracy; Equilibrium; The
Matrix
Films:
THEME:
Utopian /Dystopian/Future
Worlds
Readings: Planet of the Apes
(2 versions); other possibilities:
Blade Runner; Metropolis
(1927) and (2001); War of the
Worlds: Artificial Intelligence;
Jurassic Park
Films: The Time Machine
(Two versions);
Back to the Future;
Time After Time
Films: Jurassic Park
ELA Component
ELA Component
ELA Component
Since the quarter is
based on
readings and
film focusing
on time travel,
students are
asked to create
an original
narrative about
a time travel
experience
emulating an
aspect of time
travel
examined in
either the
literature read
of the films
viewed this
quarter.
As in the first two
quarters,
students are
asked to create
an original
narrative that is
dystopian in
nature
emulating the
novels and
narratives read,
as well as the
films viewed,
this quarter.
Students write a
cumulative
reflective essay
on the concepts
of time studied,
and their artistic
format, in the
course of the
year.
A summative journal that
reflects on the literature read
A summative journal
that reflects on
the literature
read and the
films viewed in
the course of
the year is kept
A summative journal that
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.
166
A summative
journal that
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.
and the films viewed in the
course of the year is kept
throughout the year and
assessed on a regular basis.
throughout the
year and
assessed on a
regular basis.
Art Component
/Artistic Artifact
Art Component
/Artistic Artifact
Art Component
/Artistic Artifact
Art Component/Artistic
Artifact
Students will complete a
two-dimensional
composition with a
conceptual theme that
focuses on time.
Elements and Principles of
Art addressed: form, shape,
unity and variety
Students will create a work of
art in three sections
presenting a reflection of the
past, present and future in a
dystopian trilogy—
devolution as reflected in
novels read (i.e. Bosch’s,
Garden of Earthly of
Earthly Delights)
Elements and Principles of
Art addressed: color theory,
shape/form, movement,
balance, unity and variety
The students will then take
two of the concepts from
these themes and complete a
two-dimensional tri-panel
composition.
Art History: Bosch, Dali,
Magritte, J. Cornell
Elements and
Principles of Art
addressed: line; value;
shape, form, balance
Media, techniques and
processes: drawing,
hatching, crossing
hatching, application of
value to a drawn
composition.
Art History:
Conceptual works based
on time, Andy
Goldsworthy, Robert
Smithson, various
environmental artist
Media, techniques and
processes: two/threedimensional design,
additive/industrial sculpture
techniques, material /tool
safety.
Art History: History of
machine/ Industrial design
Introduction: The Critical
Method of evaluating
artwork.
Media, techniques and
processes: drawing and
painting techniques,
material/tool usages
The students will then take two
of the concepts from these
themes and create a threedimensional mini-instillation
with conceptual themes that
focus on color theory, art
history and Utopian/Dystopian/
Future Worlds.
167
168
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:
1. Students demonstrate knowledge and application of Visual Art and Design
RI GSE VAD 1-1
2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual
Art and Design RI GSE VAD 1-2
3. Students demonstrate knowledge and understanding of the role of Visual Art and Design in
personal, cultural, and historical contexts RI GSE VAD 2-1
4. Students demonstrate the ability to communicate in the language of Visual Art and Design RI
GSE VAD 3-1
5. Students*demonstrate*the*ability*to*extract*meaning*from*works*of*art**
RI*GSE VAD*3B2*
*
6. Students reflect upon, analyze and evaluate the work of self and others
RI GSE VAD 4-1
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 K-5.SL.2
8. Student will acquire and use accurately a range of general academic and domain-specific 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 K-5.L.6
169
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.
12. Students artistically discern and appreciate the visual arts.
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.
2. The Design Principles: balance, contrast/variety,
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.
5. Integrating of other disciplines to the visual arts.
6. Introduction of styles, artists and major works or art.
7. How to describe and respond to a work of art.
8. Identifying careers in the visual arts.
9. How to use art materials, tools and equipment safely.
170
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.
4. Value different in 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 STRATEGIES:
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 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.***
•
171
!
ORGANIZATION OF CONTENT
GRADES*KB6*
Suggested**
Sequence*
*
*
QUARTER*1*
Elements*&*
Principles*of*
Art*&*Design*
Drawing*
QUARTER*2*
QUARTER*3*
Color/Painting* Printmaking*
Mixed*Media*
Graphics*
Art*
Appreciation*
Art*
Appreciation*
Art*
Appreciation*
QUARTER*4*
Environmental*
Design/*
Sculpture*
Crafts/Folk*
Art*
Art*
Appreciation*
***
TEACHING ACTIVITES:
1. Prepare, lecture, present content and encourage dialogue and creative thinking.
2. Demonstrate skills and methods using determined media.
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 needed to augment student progress.
7. Encourage making, speaking and relating art to everyday life.
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.
12. Participate in community and regional sponsored events.
172
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 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, 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
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
ELEMENTARY
GRADE K, 1, and 2
RATIONALE:
In grades K, 1, and 2, students formulate ideas for creating their own works of art
and 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
Students demonstrate knowledge and application of Visual Art and Design concepts by
identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and
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
Art and Design by demonstrating knowledge of basic art vocabulary relating to describing
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
Students will use words and phrases acquired through conversations, reading and being read to,
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
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. Using art elements and design principles with color theory:
! Color theory: color wheel, value, intensity, warm/cool
! Painting media: tempera and watercolors
! 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
4. Using art elements and design principles to explore graphic design:
! Graphic design: illustration, poster design, etc
5. Using art elements and design principles to explore printmaking:
! 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
! Three dimensional media: clay, cardboard, paper, recycled materials
8. Using art elements and design principles to explore craft skills:
! Craft media: clay, fiber, beads, yarn, fabric, etc
9. Introducing the characteristics of artwork from various eras and cultures*
10. Exploring the works of art/artist:
! Subject: landscape, figure, portrait
! 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.
176
DRAWING
PAINTING
MIXED
MEDIA
Grade K
Grade K
! Winslow
! Winslow
! Max
Grade K
Homer
Albrecht
Durer
Ernst
VAD
GSE
Homer
! Wassily
Kandins
ky
! Thomas
Sully
VAD
GSE
Grade 1
! Vincent
van Gogh
! Georges
Braques
! Pablo
Picasso
GRAPHIC
DESIGN
Grade K
! Piet
!
!
PRINTMAKING
Grade K
!
Modrian
Frank
Stella
Tomi
DiPaolo
VAD
GSE
VAD
GSE
Grade 1
! Paul
Klee
! Claude
Monet
! Georges
Seurat
Grade 1
! Jean DeBuffet
! Erci
Carle
VAD
GSE
VAD
GSE
VAD
GSE
Grade K
! Beatrix
Potter
! Chris
van
Allsburg
! Maurice
Sendack
VAD
GSE
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
Grade 2
Grade 2
ENVIR.
DESIGN
Grade K
! Play!
VAD
GSE
3-D DESIGN
CRAFT
SKILLS
Grade K
! Nacy
Grade K
VAD
GSE
Grade K
! Dianne
ground
Graves
Arch. plans ! Patrick
Renick
VAD
GSE
ART
HISTORY
!
Hen
ri Rousseau
Itter
*
VAD
GSE
VAD
GSE
*
Grade 2:
! Joan
!
Miro
Piet
Modrian
! Mark
! Paul
Klee
Grade K
!
!
Grade 1
Claude
Gidman
!
*
Grade 1
African/
Native
Amer.
Masks
Grade 1
Grade 1
! American ! John Marin
Quilt
! Native
American
Art
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
Grade 2
Grade 2
! David
!
Grade 2
Grade 2
Grade 2
! Anne
Jacobson
Marisol
Mary
Osceola
!
Hele
n Frankenthaler
VAD
GSE
Rothko
! Vincent
van
Gogh
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1 (K-2)1a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2)-1
a&b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
1 (K-2) –
2b
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
1a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
3 (K-2) –
2a
*
Macauley
Grade 2
!
177
ELEMENTARY
GRADE 3 and 4
RATIONALE:
In grades 3 and 4, students formulate ideas for creating their own works of art and
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
Students 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 identifying and using media, tools, techniques, and processes with basic
skill, while creating two- and three- dimensional works of art and design and demonstrating
knowledge of basic art vocabulary relating to painting techniques and processes, and 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
and Design by identifying and applying media, techniques, processes, and visual arts and
design concepts to convey feelings, ideas, or meaning. Creating a unique solution for a basic
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 domainspecific words and phrases, including those that signal spatial and temporal relationships.
Common Core State Standards for English Language Arts 3.L.6
178
Students will acquire and use grade-appropriate conversational, general academic, and
domain-specific words and phrases, including those that signal precise actions, emotions, or
states of being and that are basic to particular topic. Common Core State Standards for English
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. Using art elements and design principles with drawing:
! 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 theory: color wheel, value, intensity, warm/cool and complementary
! 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
4. Using art elements and design principles to explore graphic design:
! Graphic design: logo, illustration, poster design, etc
5. Using art elements and design principles to explore printmaking:
! Printmaking techniques: additive and subtractive relief, mono-print and multi-color
6. Using art elements and design principles to explore environmental design:
! Environmental design: games, interiors, exteriors and product design
7. Using art elements and design principles to explore three dimensional design:
! 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
9. Introducing the characteristics of artwork from various eras and cultures*
10. Exploring the works of art/artist:
! Subject: landscape, figure, portrait
! Forms of expression: drawing, sculpture, painting, mixed media, etc
! Artists: * See below chart
179
11. Making, discussing and relating art to everyday life and other disciplines.
12. Demonstrating safe use of art materials, tools and equipment.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
180
DRAWING
Grade 3
PAINTING
MIXED
MEDIA
GRAPHIC
DESIGN
PRINT
MAKING
ENVIR.
DESIGN
3-D DESIGN
CRAFT
SKILLS
ART
HISTORY
Grade 3
Grade 3
Grade 3
Grade 3
Grade 3
Grade 3
Grade 3
Grade 3
! Joan Miro ! Winslow
Homer
! Ben
! Edward
Shaun
Hopper*
! Saul
Stienberg *
VAD
GSE
! Henri
!
Matisse
Romare
Beardon
! Maurice
!
Sendack
Eric
Carle
! Escher
! Wall-
! Stamps
! Signs &
paper
design
Symbols
! Japan &
poles
Ghana
fibers*
! Comm-
unity Art*
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) – 1 (3-4) –
1a,b,c
1a,b,c
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –2 1(3-4) –2 1(3-4) –2 1(3-4) –2
a&b
a&b
a&b
a&b
2(3-4)-1a
2(3-4)1a
2(3-4)1a
2(3-4)1a
2(3-4)1a
2(3-4)-1a 2(3-4)-1a 2(3-4)-1a 2(3-4)-1a
3(3-4)-1
a&b
3(3-4)-1
a&b
3(3-4)-1
a&b
3(3-4)-1
3(3-4)-1 a & b
a&b
Grade 4
Grade 4
Grade 4
3(3-4)-1
a&b
Grade 4
VAD
GSE
! Totem
Grade 4
! Lichten- !
stein
!
! Inuit Art
well
! Cartoon- ! Fritz
!
VAD
GSE
1 (3-4) –
1a,b,c
1 (3-4) – 1 (3-4) –
1a,b,c
1a,b,c
3(3-4)-1
a&b
3(3-4)-1
a&b
VAD
GSE
3(3-4)-1
a&b
!
Grade 4
Grade 4
Grade 4
! Calder* ! African Art ! Regional
Art
! African Art*! Eskimo
! Inuit Art* Masks
! Edward
! Georges
! Pablo
Hopper
! Charles
Sheeler
! Andrew
Wyeth
VAD
GSE
Seurat
! Pablo
Picasso
! Georgia
O’Keeffe
VAD
GSE
Picasso
! Stuart
Davis
VAD
GSE
VAD
GSE
Erchenberg
VAD
GSE
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) – 1 (3-4) –
1a,b,c
1a,b,c
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –
2a & b
1(3-4) –2 1(3-4) –2 1(3-4) –2 1(3-4) –2
a&b
a&b
a&b
a&b
2(3-4)-1a
2(3-4)1a
2(3-4)1a
2(3-4)1a
2(3-4)1a
2(3-4)-1a 2(3-4)-1a 2(3-4)-1a 2(3-4)-1a
3(3-4)-1
a&b
3(3-4)-1
a&b
3(3-4)-1
a&b
3(3-4)-1
3(3-4)-1 a & b
a&b
3(3-4)-1
a&b
! Norma
! Rock-
Grade 4
VAD
GSE
ing
Logos
Product
design
Furniture
design
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
1 (3-4) –
1a,b,c
3(3-4)-1
a&b
3(3-4)-1
a&b
3(3-4)-1
a&b
181
ELEMENTARY
GRADE 5 and 6
RATIONALE:
In grades 5and 6, students formulate ideas for creating their own works of art and
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
Students demonstrate knowledge and application of Visual Art and Design concepts by
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
Art and Design by explaining purposes for using different media, tools, techniques, and processes
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
and Design by selecting and applying media, techniques, processes, and visual arts and design
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
between different artists. VAD 4(5-6)-1a
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
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 domainspecific 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 domainspecific 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 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, 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
! 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
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
10. Exploring the works of art/artist:
! Subject: landscape, figure, portrait
! 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
DRAWING
PAINTIN
G
Grade 5
Albrecht
Durer
Grade 5
Grade 5
! Claude
! Georges
Norman
Rockwell
VAD
GSE
Monet
! Piet
Mondrian
MIXED
MEDIA
Braque
! Gerald
Brommer
*
*
GRAPHIC
DESIGN
Grade 5
! Chris
Van
Allsburg
ToulouseLautrec
CD covers
PRINT
MAKING
ENVIR.
DESIGN
3-D DESIGN
CRAFT
SKILLS
Grade 5
Grade 5
Grade 5
Grade 5
! Albrecht ! Puzzles ! Henry
! Paul
Durer
Moore
Revere*
! Arch.
! Textiles Styles
! Native
! Chinese
! Industrial American Art*
design
Art
ART
HISTORY
Grade 5
! Colonial
Art*
! Native
American
Art*
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
Grade 6
! Piet
Mondrian
! Paul
Cezanne
VAD
GSE
Grade 6
! Romare
Beardon
VAD
GSE
Grade 6
! Chris
Van
Allsburg
! Logos
VAD
GSE
Grade 6
Grade 6
Grade 6
! Albrecht ! Claus
! George
Durer
Oldenberg Segal
! Andy
! Greek & ! Calder
Warhol
Roman
*
VAD
VAD
VAD
GSE
GSE
GSE
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-2a
3(5-6)-2a
4(5-6)-1a
4(5-6)-1a
*
Grade 6
! Vincent
van Gogh
! Da Vinci
VAD
GSE
Grade 6
! Multicultural
Arts
Grade 6
! Nonweatern
cultures
VAD
GSE
VAD
GSE
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-1
a&c
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
1(5-6)-2a
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
2(5-6)-1
a,b & e
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-1a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
3(5-6)-2a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
4(5-6)-1a
*
185
186
!
MIDDLE SCHOOL
GRADES 7-8
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.
RI GSE VAD 1-1
2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual
Art and Design.
RI GSE VAD 1-2
3. Students demonstrate knowledge and understanding of the role of Visual Art and Design in
personal, cultural, and historical contexts.
RI GSE VAD 2-1
4. Students demonstrate the ability to communicate in the language of Visual Art and Design.
RI GSE VAD 3-1
5. Students demonstrate the ability to extract meaning from works of art.
RI GSE VAD 3-2
6. Students reflect upon, analyze and evaluate the work of self and others.
RI GSE VAD 4-1
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. Student will acquire and use accurately a range of general academic and domain-specific 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
!
187
!
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.
12. Students artistically discern and appreciate the visual arts.
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.
2. The Design Principles: balance, contrast/variety,
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.
5. Integrating other disciplines to the visual arts.
6. Introduction of styles, artists and major works of art.
7. How to describe and respond to a work of art.
8. Careers in the visual arts.
9. How to use art materials, tools and equipment safely.
EXPECTATIONS
Students should be able to display:
!
188
!
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 awareness that art is an important development that enables us to understand who we are.
INSTRUCTIONAL STRATEGIES:
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
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.
!
189
!
ORGANIZATION OF CONTENT
GRADES 7-8
SUGGESTED
SEQUENCE
GRADE 7
QUARTERS
1&3
Elements &
Principles of Art
& Design
GRADE 7
QUARTERS
2&4
Elements &
Principles of Art
& Design
GRADE 8
QUARTERS
1&3
Elements &
Principles of Art
& Design
GRADE 8
QUARTERS
2&4
Elements &
Principles of Art
& Design
Drawing
Drawing
Drawing
Drawing
Color Theory/
Painting
Environmental
Design/
Printmaking
Painting
Environmental
Design/
Sculpture
Common Task:
Observation
drawing with
Value
Art History
Sculpture
Common Task:
Color Theory
Art History
Art History
Art History
TEACHING ACTIVITIES:
1. Prepare, lecture, present content and encourage dialogue and creative thinking.
2. Demonstrate skills and methods using determined media.
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 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 methods and strategies.
9. Provide a variety of assessment tools.
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!
10. Prepare works for exhibits and competitions.
11. Relate art to other disciplines.
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
Paint (tempera, watercolor, acrylic, gesso)
Drawing boards, portfolios
Scissors, exacto knives, mat knives
Clay, glaze and cones
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!
MIDDLE SCHOOL
GRADE 7-8
RATIONALE:
In grades 7and 8, students formulate ideas, reflect 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,
texture, space (positive/negative), color schemes/groups, color properties (hue, value, intensity)
organization of visual compositions, emphasis/focal point, pattern, repetition, balance
(symmetrical/ asymmetrical), contrast, rhythm, proportion, and movement.; generating,
applying, and revising strategies and techniques to address artistic problems.; using observation
to develop a visual representation of a variety of shapes, 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, and 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 processes 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
Students demonstrate the ability to extract meaning from works of art interpreting subject
matter, symbols and ideas in works of art or design. VAD 3(7-8)-2a
Students reflect upon, analyze and evaluate the work of self and others describing subject
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, media, 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
based on the analysis of exemplar works of art or design. VAD 4(7-8)-1a, b, d, f
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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 domainspecific 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
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, charcoal, ink
! Drawing skills: contour, gesture, thumb-nails sketches, one & two 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 techniques: transparent, opaque, 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
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 sculpture:
! Sculpture technique: additive or subtractive sculpture
! Sculpture media: clay, cardboard, paper, recycled materials, assemblage
8. Using art elements and design principles to explore craft skills:
! Craft media: ceramic, jewelry, textile design, etc
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!
9. Exploring and recognizing the works of art/artist:
! Subject: landscape, figure, portrait, etc.
! Forms of expression: drawing, sculpture, painting, mixed media, etc
! Artists: * See below chart
10. Making, discussing and relating art to everyday life and other disciplines.
11. Demonstrating safe use of art materials, tools and equipment.
DRAWING
Grade 7
Da Vinci
Diego
Rivera
M.C.
Escher
PAINTING
GRAPHIC
DESIGN
Grade 7
Grade 7
ToulouseLautrec
CD covers
Stamps
Georgia
O’Keefe
Picasso
Matisse
PRINT
MAKING
ENVIR.
DESIGN
Grade 7
Grade 7
! Albrecht ! Claus
Durer
! Andy
Grade 7
! Henry
Moore
! Maria
Grade 7
! Maria
ART
HISTORY
Grade 7
! Pop Art
Martinez
! Faith
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
Ecsher
! John
Biggers
Grade 8
! Claude
Monet
! Edward
Hopper
Grade 8
Grade 8
Grade 8
! Chris
! Albrecht ! Claus
Van
Allsburg
! Logos
! Andy
Durer
Warhol
Oldenberg
! Arch.
design
Ringgold
! Impression
VAD
GSE
1(7-8)-1
a,b,c
Grade 8
Martinez
CRAFT
SKILLS
Design
! Frank
Lloyd
Wright
VAD
GSE
1(7-8)-1
a,b,c
! M.C.
Warhol
Oldenburg
! Arch.
SCULPTURE
-ism
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
Grade 8
Grade 8
! Louise
! Tiffany
Nevelson ! Andy
! Calder
Grade 8
! Modern
Art
Goldsworthy
!
194
!
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
VAD
GSE
1(7-8)-1
a,b,c
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
1(7-8)-2
a&b
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
2(7-8)-1a
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-1
a&b
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
3(7-8)-2a
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
4(7-8)-1
a,b,d,f
!
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196
!
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.
RI GSE VAD 1-1
2. Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual
Art and Design.
RI GSE VAD 1-2
3. Students demonstrate knowledge and understanding of the role of Visual Art and Design in
personal, cultural, and historical contexts.
RI GSE VAD 2-1
4. Students demonstrate the ability to communicate in the language of Visual Art and Design.
RI GSE VAD 3-1
5. Students demonstrate the ability to extract meaning from works of art.
RI GSE VAD 3-2
6. Students reflect upon, analyze and evaluate the work of self and others.
RI GSE VAD 4-1
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. Student will acquire and use accurately a range of general academic and domain-specific
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
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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.
12. Students artistically discern and appreciate the visual arts.
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.
2. The Design Principles: balance, contrast/variety,
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.
5. Integrating other disciplines to the visual arts.
6. Introduction of styles, artists and major works of art.
7. How to describe, analyze, interpret, judge and respond to a work of art.
8. Accessing information on works of art, artists, periods/movements.
9. Identifying careers in the visual arts.
10. How to use art materials, tools and equipment safely.
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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 STRATEGIES:
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 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.
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TEACHING ACTIVITIES:
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.
4. Connect art lessons with classroom themes and subjects.
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 needed 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.
13. 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.
!
200
!
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
Scissors, exacto knives, mat knives
Clay,!glaze!and!cones!
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.)!!!
Specifically designed art cart-if no classroom assigned
FACILITY & FURNITURE:
In order to fully implement the high school 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)
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201
!
HIGH SCHOOL
GRADE 9-12
RATIONALE:
In grades 9-12, Students formulate ideas, reflect upon and solve design problems
independently; select and defend the use of media, techniques, and processes relative to
intended meaning/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,
revising, and evaluating strategies and techniques to address artistic problems. Using
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
creating two- and three- dimensional works of art and design. VAD 1 (9-12) – 2 a
Students demonstrate knowledge and skill of media, tools, techniques, and processes of Visual
Art and Design by interpreting and evaluating specific qualities about the visual arts and
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
matter, media, techniques, processes, craftsmanship and relevant visual arts concepts seen in a
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
and design concepts, and choice of subject matter based on the analysis of exemplar works of
art or design VAD 4(9-12)-1a,c,e,f
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202
!
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 source.
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
(e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems,
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
1. Using art elements and design principles with drawing:
! 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 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
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 sculpture:
! Sculpture technique: additive or subtractive sculpture
!
203
!
! Sculpture media: clay, cardboard, paper, recycled materials, assemblage
8.
Using art elements and design principles to explore craft skills:
! Craft media: ceramic, jewelry, textile design, etc
9. Exploring and recognizing the works of art/artist:
! Subject: landscape, figure, portrait, etc.
! Forms of expression: drawing, sculpture, painting, mixed media, etc
! Artists: * See below chart
10. Making, discussing and relating art to everyday life and other disciplines.
11. Demonstrating safe use of art materials, tools and equipment.
!
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!
BASIC
ART
Grades
9-12
VAD
GSE
1(9-12)-1
a,b,
1(9-12)2a
2(9-12)1e
3(9-12)1a,d
3(9-12)2a
ART
APPLICATION
S
FOUNDATIONS
of ART
ADVANCE
ART
1
Grades
9-12
Grade
9-12
Grades
10-12
ADVANCED SENIOR/3-D
BASIC
ADVANCED
ART
STUDIO SCULPTURE SCULPTURE
2
Grades
11-12
Grade
12
Grades
9-12
Grades
10-12
VAD
GSE
1(9-12)-1
a,b,
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
VAD
GSE
1(9-12)-1
a,b,c
1(9-12)-1
a,b,c
1(9-12)-1
a,b,c
1(9-12)-1
a,b,c
1(9-12)-1
a,b,c
1(9-12)-1
a,b,c
1(9-12)-2 a,b
1(9-12)-2 a,b
1(9-12)-2 a
1(9-12)-2 a
1(9-12)-2 a
1(9-12)-2 a 1(9-12)-2 a
2(9-12)-1e
2(9-12)-1e
2(9-12)-1e
2(9-12)-1e
2(9-12)-1e
2(9-12)-1e
2(9-12)-1e
3(9-12)-1a
3(9-12)-1a
3(9-12)-1a
3(9-12)-1a
3(9-12)-1a
3(9-12)-1a
3(9-12)-1a
3(9-12)-2a
3(9-12)-2a
3(9-12)-2a
3(9-12)-2a
3(9-12)-2a
3(9-12)-2a
3(9-12)-2a
4(9-12)-1
a
4(9-12)-1
a
4(9-12)-1
a
4(9-12)-1
a,c,e,f
4(9-12)-1
a,c,e,f
4(9-12)-1
a
4(9-12)-1
a,c,e,f
SUGGESTED
ARTISTS
ART
MOVEMENTS
***
&
!
205
!
! Picasso
! da Vinci
! Klee
! Chagell
! O’Keeffe
! Munch
! Warhol
! Davis
! Paul
! Picasso
! da Vinci
! Klee
! Chagell
! O’Keeffe
! Munch
! Warhol
! Davis
! Paul Rand
Rand
! Nevelson
! Nevelson ! E. Catlett
! E. Catlett ! Olden-berg
! Olden- ! Calder
berg
! Moore
! Calder
! Moore
! Goya
! Picasso
! Matisse
! da Vinci
! Amer. &
! Goya
! da Vinci
! Michel-
!
!
European
Late 19th
!
& 20th c.
!
! Warhol
!
! Toulouse-Lautrec !
! Munch
! Rodin
! Calder
!
! Michelangelo
!
! Nevelson
!
! Butterfield
!
f
!
! Impressionism
!
!
angelo
Wyeth
Durer
Escher
Picasso
Matisse
Amer. &
European
late 19th &
20th c.
M. Grear
Warhol
Munch
Segal
Rodin
Christo
Modern
Art
! Goya
! da Vinci
! Michelangelo
! Wyeth
! Durer
! Escher
! Picasso
! Matisse
! Amer. &
!
!
!
!
!
!
European
late 19th &
20th c.
M. Grear
Warhol
Munch
Lautrec
Segal
High &
Low Renaissance
! 16th-20th c. ! Tiffany
art/artists & ! Golds-
! Tiffany
! Segal
movements worthy
! Goldsworthy
! Picasso
! Picasso
! Moore
! Moore
! Oldenburg ! Oldenburg
! Nevelson ! Degas
! Calder
! Nevelson
! Martinez ! Calder
! Frank
! Rodin
Lloyd
! Greek &
Wright
! 20th c.
Roman art
! Martinez
Amer.
! Christo
Sculpture
! Frank Lloyd
Wright
20th c. Amer.
Sculpture
!
206
Appendices
)
207
$EPTHOF+NOWLEDGE$/+,EVELS
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2EPRESENTINWORDSORDIAGRAMSA PARTICULAREVENT
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$ESCRIBETHEFEATURESOFAPLACEOR
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3UPPORTIDEASWITHDETAILSAND
EXAMPLES
#ONDUCTAPROJECTTHATREQUIRES
SPECIFYINGAPROBLEMDESIGNINGAND
CONDUCTINGANEXPERIMENTANALYZING
ITSDATAANDREPORTINGRESULTS
SOLUTIONS
5SEVOICEAPPROPRIATETOTHE
PURPOSEANDAUDIENCE
)DENTIFYRESEARCHQUESTIONSAND
DESIGNINVESTIGATIONSFORA
SCIENTIlCPROBLEM
$EVELOPASCIENTIlCMODELFORA
COMPLEXSITUATION
$ETERMINETHEAUTHORSPURPOSE
ANDDESCRIBEHOWITAFFECTSTHE
INTERPRETATIONOFAREADING
SELECTION
!PPLYACONCEPTINOTHERCONTEXTS
!PPLYMATHEMATICALMODELTO
ILLUMINATEAPROBLEMORSITUATION
!NALYZEANDSYNTHESIZE
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$ESCRIBEANDILLUSTRATEHOWCOMMON
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DIFFERENTCULTURES
$ESIGNAMATHEMATICALMODELTO
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7EBB.ORMAN,ANDOTHERSh7EB!LIGNMENT4OOLv*ULY7ISCONSIN#ENTEROF%DUCATIONAL2ESEARCH5NIVERSITYOF7ISCONSIN-ADISON&EBHTTPWWWWCERWISCEDU7!4INDEXASPX
208
209
210
211
! ! RHODE ISLAND
V
ISUAL
Grade K-2
A
RTS &
D
ESIGN
G
RADE
S E
PAN
XPECTATIONS
Project #1 NAME:
In Terms
You
understand
VAD
1-1
D
E
S
I
G
N
VAD
1-2
M
E
D
I
A
AND
T
O
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
U
L
T
U
R
E
VAD
3-1
P
R
O
B
L
E
M
S
O
L
V
E
VAD
3-2
I
N
T
E
R
P
R
E
T
VAD
4-1
R
E
F
L
E
C
T
I
O
N
RI
VAD
GSE’s
GSE Defined
This GSE
means that in
this project
you will use
the Elements
and Principles
of Design to
make your
artwork
VAD 1 (K-2)-1
Students
demonstrate
knowledge and
application of
Visual Art and
Design
a.
identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast
b.
experimenting with a variety of strategies and techniques to address artistic problems (e.g., "What colors will I use to
make a cloudy sky?")
c.
exploring visual representation based on observation maintaining a portfolio of self-created art work and explaining basic
art concepts learned
This GSE
means that in
this project
you will learn
about and use
new tools,
materials,
techniques,
and
vocabulary to
create your
artwork.
VAD 1 (K-2)- 2
Students
demonstrate
knowledge and
skill of media,
tools,
techniques, and
processes of
Visual Art and
Design
a.
recognizing and exploring media, tools, techniques, and processes while creating two- and three- dimensional works of art
and design (e.g., media, tools, and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media)
b.
Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes
This GSE
means that in
this project
you will
discuss why
and how art is
made and
used in
different
cultures and
history.
VAD 2 (K-2)-1
Students
demonstrate
knowledge and
understanding
of the role of
Visual Art and
Design in
personal,
cultural, and
historical
contexts
a.
identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions,
creating functional objects)
b.
recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists;
scientists study objects by drawing them)
c.
Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and
sculptures)
d.
recognizing how the visual arts and design are different and similar in different cultures or times
a.
exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning
This GSE
means you will
communicate
and idea or
solve a
problem.
VAD 3 (K-2) –1
Students
demonstrate the
ability to
communicate in
the language of
Visual Art and
Design
b.
exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning
c.
identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with
friendly cartoon characters tell us that the product is good) identifying how their own works of art or design are symbolic
representations of events, ideas, feelings, or beliefs
This GSE
means that
you will talk
about and find
meaning in
artwork.
VAD 3 (K-2) –2
Students
demonstrate the
ability to extract
meaning from
works of art
This GSE
means you will
view and
discuss
artwork..
VAD 4 (K-2) –1
Students reflect
upon, analyze
and evaluate the
work of self and
others
a. identifying subject matter and basic feelings evoked (e.g., a mother loving her child)
a.
describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements
b.
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 there so much red?)
c.
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
comparing one’s own work with the work of others by recognizing similarities and differences of subject matter, colors
and shapes.
212
! ! RHODE ISLAND Grade 3-4
V
ISUAL
A
RTS &
D
ESIGN
G
RADE
S E
PAN
XPECTATIONS
Project #1 NAME:
In Terms
You
understand
VAD
1-1
D
E
S
I
G
N
VAD
1-2
M
E
D
I
A
AND
T
O
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
U
L
T
U
R
E
VAD
3-1
P
R
O
B
L
E
M
S
O
L
V
E
RI
VAD
GSE’s
This GSE
means that in
this project
you will use
the Elements
and Principles
of Design to
make your
artwork
VAD 1 (3-4)-1
Students
demonstrate
knowledge and
application of
Visual Art and
Design
This GSE
means that in
this project
you will learn
about and use
new tools,
materials,
techniques,
and
vocabulary to
create your
artwork.
VAD 1 (3-4)- 2
Students
demonstrate
knowledge and
skill of media,
tools,
techniques, and
processes of
Visual Art and
Design
This GSE
means that in
this project
you will
discuss why
and how art is
made and
used in
different
cultures and
history.
VAD 2 (3-4)-1
Students
demonstrate
knowledge and
understanding
of the role of
Visual Art and
Design in
personal,
cultural, and
historical
contexts
This GSE
means you will
communicate
and idea or
solve a
problem.
VAD 3 (3-4) –1
Students
demonstrate the
ability to
communicate in
the language of
Visual Art and
Design
GSE Defined
a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions,
emphasis/focal point, pattern, balance/ symmetry, and contrast
b.
d.
I
N
T
E
R
P
R
E
T
VAD
4-1
R
E
F
L
E
C
T
I
O
N
This GSE
means that
you will talk
about and find
meaning in
artwork.
VAD 3 (3-4) –2
Students
demonstrate the
ability to extract
meaning from
works of art
This GSE
means you will
view and
discuss
artwork..
VAD 4 (3-4) –1
Students reflect
upon, analyze
and evaluate the
work of self and
others
maintaining a portfolio of self-created art work and explaining art concepts learned
a. identifying and using media, tools, techniques, and processes with basic skill, while creating two- and three- dimensional
works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture,
ceramics, digital media)
b. demonstrating knowledge of basic art vocabulary relating to painting techniques and processes, and media, techniques, and
processes
a. comparing different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions,
creating functional objects)
b.
describing the connections between Visual Arts and Design and other disciplines
(e.g., artists communicate historical events; artists explain how things work in images)
c. Describing the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work
well
e. describing in broad terms how the visual arts and design are different and similar in different cultures or times
a. identifying and applying media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or
meanings
b.
creating a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled
materials)
c. describing how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and
uniforms - represent meaning; how media advertising persuades consumerism)
d.
VAD
3-2
applying basic strategies and techniques to address artistic problems
c. using observation to develop a visual representation of basic objects
describing how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs
a. describing subject matter, feeling and broad ideas (e.g., American pioneers struggling across the plains to find new homes in
the west)
a. describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements
b.
making interpretations based on observations
c. recognizing creative elements in the work
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 girl hiding her face?)
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism
f. comparing one’s own work with the work of others by describing similarities and differences of subject matter, colors,
shapes, and ideas
213
! ! RHODE ISLAND Grade 5-6
V
ISUAL
A
RTS &
D
ESIGN
G
RADE
S E
PAN
XPECTATIONS
Project #1 NAME:
VAD
1-1
D
E
S
I
G
N
VAD
1-2
M
E
D
I
A
AND
T
O
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
U
L
T
U
R
E
VAD
3-1
P
R
O
B
L
E
M
S
O
L
V
E
In Terms
You
understand
RI
VAD
GSE’s
This GSE
means that in
this project
you will use
the Elements
and Principles
of Design to
make your
artwork
VAD 1 (5-6)-1
Students
demonstrate
knowledge and
application of
Visual Art and
Design concepts
This GSE
means that in
this project
you will learn
about and use
new tools,
materials,
techniques,
and
vocabulary to
create your
artwork.
VAD 1 (5-6)- 2
Students
demonstrate
knowledge and
skill of media,
tools,
techniques, and
processes of
Visual Art and
Design
a. explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating two- and threedimensional works of art and design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media,
sculpture, ceramics, digital media)
This GSE
means that in
this project
you will
discuss why
and how art is
made and
used in
different
cultures and
history.
VAD 2 (5-6)-1
Students
demonstrate
knowledge and
understanding
of the role of
Visual Art and
Design in
personal,
cultural, and
historical
contexts
a. comparing a variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions,
creating functional objects, design)
This GSE
means you will
communicate
and idea or
solve a
problem.
GSE Defined
a. applying VAD concepts for intended purposes and explaining the effects: line, shape, form, texture, color, color
schemes/groups, organization of visual compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast
b. applying and revising strategies and techniques to address artistic problems
c.
d.
VAD 3 (5-6) –1
Students
demonstrate the
ability to
communicate in
the language of
Visual Art and
Design
using observation to develop a visual representation of a variety of shapes, with some accuracy
documenting personal progress through a portfolio of self-created art work identifying strengths and weaknesses
b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., vocabulary relating to printmaking, lino
block, brayer/inking)
b. analyzing the connections between Visual Arts and Design and other disciplines (e.g., how patterns in design relate to
mathematical concepts)
c.
Describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving
problems
d. describing a career opportunity in the arts and identifying the education required
e.
identifying specific qualities about the visual arts and design in at least two cultures and time periods
a. selecting and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or
meanings
b. creating a unique solution for a visual art or design problem (e.g., illustrating the major conflict in a novel or story read)
c.
identify how different cultures use different visual symbols to represent similar ideas (e.g., courage, fear, values, freedom,
wealth)
d. comparing how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs within the
context of historic and contemporary art
VAD
3-2
I
N
T
E
R
P
R
E
T
VAD
4-1
R
E
F
L
E
C
T
I
O
N
This GSE
means that
you will talk
about and find
meaning in
artwork.
VAD 3 (5-6) –2
Students
demonstrate the
ability to extract
meaning from
works of art
This GSE
means you will
view and
discuss
artwork.
VAD 4 (5-6) –1
Students reflect
upon, analyze
and evaluate the
work of self and
others
a. comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways between different
artists (e.g., two works of art that represent heroism from different cultures or in different media)
a.
describing subject matter, media, and basic visual arts concepts seen in a work of art or design
b. making interpretations based on observations
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?)
e.
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
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 the analysis of exemplar works of art or design
214
V
! ! RHODE ISLAND Grade K-6
VAD
1-1
D
E
S
I
G
N
VAD
1-2
M
E
D
I
A
AND
T
O
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
U
L
T
U
R
E
VAD
3-1
P
R
O
B
L
E
M
S
O
L
V
E
VAD
3-2
I
N
T
E
R
P
R
E
T
VAD
4-1
R
E
F
L
E
C
T
I
O
N
In Terms
You
understand
RI
VAD
GSE’s
This GSE
means that in
this project
you will use
the Elements
and Principles
of Design to
make your
artwork
VAD 1 (K-6)-1
Students
demonstrate
knowledge and
application of
Visual Art and
Design concepts
This GSE
means that in
this project
you will learn
about and use
new tools,
materials,
techniques,
and
vocabulary to
create your
artwork.
VAD 1 (K-6)- 2
Students
demonstrate
knowledge and
skill of media,
tools,
techniques, and
processes of
Visual Art and
Design
This GSE
means that in
this project
you will
discuss why
and how art is
made and
used in
different
cultures and
history.
VAD 2 (K-6)-1
Students
demonstrate
knowledge and
understanding
of the role of
Visual Art and
Design in
personal,
cultural, and
historical
contexts
This GSE
means you will
communicate
and idea or
solve a
problem.
This GSE
means that
you will talk
about and find
meaning in
artwork.
This GSE
means you will
view and
discuss
artwork.
VAD 3 (K-6) –1
Students
demonstrate the
ability to
communicate in
the language of
Visual Art and
Design
VAD 3 (K-6) –2
Students
demonstrate the
ability to extract
meaning from
works of art
VAD 4 (K-6) –1
Students reflect
upon, analyze
and evaluate the
work of self and
others
ISUAL
A
RTS &
D
ESIGN
G
RADE
S E
PAN
XPECTATIONS
GSE Defined
VAD
K-2
a.
identifying and exploring basic VAD concepts: line, shape, form, texture, color, pattern, and contrast
b.
experimenting with a variety of strategies and techniques to address artistic problems (e.g., "What colors will I use to make a cloudy sky?")
exploring visual representation based on observation maintaining a portfolio of self-created art work and explaining basic art concepts learned
VAD
3-4
a. describing and applying basic VAD concepts: line, shape, form, texture, color, organization of visual compositions, emphasis/focal point, pattern, balance/
symmetry, and contrast
b. applying basic strategies and techniques to address artistic problems
c. using observation to develop a visual representation of basic objects
d. maintaining a portfolio of self-created art work and explaining art concepts learned
VAD
5-6
a. applying VAD concepts for intended purposes and explaining the effects: line, shape, form, texture, color, color schemes/groups, organization of visual
compositions, emphasis/focal point, pattern, balance/ symmetry, and contrast
b. applying and revising strategies and techniques to address artistic problems
c. using observation to develop a visual representation of a variety of shapes, with some accuracy
d. documenting personal progress through a portfolio of self-created art work identifying strengths and weaknesses
VAD
K-2
a.
b.
recognizing and exploring media, tools, techniques, and processes while creating two- and three- dimensional works of art and design (e.g., media, tools,
and techniques in drawing, painting, mixed media, sculpture, ceramics, digital media)
Demonstrating knowledge of basic art vocabulary relating to describing lines, colors, and shapes
VAD
3-4
a. identifying and using media, tools, techniques, and processes with basic skill, while creating two- and three- dimensional works of art and design (e.g., media,
tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media)
b. demonstrating knowledge of basic art vocabulary relating to painting techniques and processes, and media, techniques, and processes
VAD
5-6
a. explaining purposes for using different media, tools, techniques, and processes with basic skill, while creating two- and three-dimensional works of art and
design (e.g., media, tools and techniques in drawing, painting, printmaking, mixed media, sculpture, ceramics, digital media)
b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., vocabulary relating to printmaking, lino block, brayer/inking)
VAD
K-2
a.
b.
c.
d.
identifying a variety of purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects)
recognizing connections between Visual Arts and Design and other disciplines (e.g., clothes are designed by artists; scientists study objects by drawing
them)
Identifying a variety of things that an artist does (e.g. designing shoes, desks, packaging, creating expressive images and sculptures)
recognizing how the visual arts and design are different and similar in different cultures or times
VAD
3-4
a. comparing different purposes for making visual art and design (e.g., telling a story, communicating ideas and emotions, creating functional objects)
b. describing the connections between Visual Arts and Design and other disciplines
(e.g., artists communicate historical events; artists explain how things work in images)
c. Describing the roles of the arts and artist in society to communicate stories, events and feelings and to design things to work well
e. describing in broad terms how the visual arts and design are different and similar in different cultures or times
VAD
5-6
a.
b.
c.
d.
e.
VAD
K-2
a.
exploring media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meaning
b.
exploring the use of colors, shapes, and lines to create a unique expression representing a feeling, idea or meaning
c.
identifying how visual symbols in everyday life represent meaning (e.g., red traffic lights tell us to stop; packages with friendly cartoon characters tell us that
the product is good) identifying how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs
VAD
3-4
a. identifying and applying media, techniques, processes, and visual arts and design concepts to convey feelings, ideas, or meanings
b. creating a unique solution for a basic visual art or design problem (e.g., designing or redesigning a toy from recycled materials)
c. describing how visual symbols in everyday life represent meaning (e.g. how different clothing styles - street clothes and uniforms - represent meaning; how
media advertising persuades consumerism)
d. describing how their works of art or design are symbolic representations of events, ideas, feelings, or beliefs
VAD
5-6
a.
b.
c.
d.
comparing a variety of purposes for making visual art and design (e.g. telling a story, communicating ideas and emotions, creating functional objects, design)
analyzing the connections between Visual Arts and Design and other disciplines (e.g., how patterns in design relate to mathematical concepts)
Describing the roles of the arts and artists in society to interpret events and cultures, to innovate and take risks while solving problems
describing a career opportunity in the arts and identifying the education required
identifying specific qualities about the visual arts and design in at least two cultures and time periods
selecting and applying media, techniques, processes, or visual arts and design concepts to convey specific feelings, ideas, or meanings
creating a unique solution for a visual art or design problem (e.g., illustrating the major conflict in a novel or story read)
identify how different cultures use different visual symbols to represent similar ideas (e.g., courage, fear, values, freedom, wealth)
comparing how their own works of art or design are symbolic representations of events, ideas, feelings, or beliefs within the context of historic and
contemporary art
VAD
K-2
a.
identifying subject matter and basic feelings evoked (e.g., a mother loving her child)
VAD
3-4
a.
describing subject matter, feeling and broad ideas (e.g., American pioneers struggling across the plains to find new homes in the west)
VAD
5-6
a.
comparing and contrasting how subject matter, feeling and broad ideas are represented in different ways between different artists (e.g., two works of
art that represent heroism from different cultures or in different media)
VAD
K-2
a.
b.
c.
VAD
3-4
VAD
5-6
a.
b.
c.
d.
e.
f.
a.
b.
c.
d.
e.
f.
describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements
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
there so much red?)
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
comparing one’s own work with the work of others by recognizing similarities and differences of subject matter, colors and shapes.
describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements
making interpretations based on observations
recognizing creative elements in the work
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
girl hiding her face?)
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
comparing one’s own work with the work of others by describing similarities and differences of subject matter, colors, shapes, and ideas
describing subject matter, media, and basic visual arts concepts seen in a work of art or design
making interpretations based on observations
describing creative elements in the work
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?)
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
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
the analysis of exemplar works of art or design
215
!
RHODE ISLAND Grade 7-8
V
ISUAL
A
RTS &
D
ESIGN
G
RADE
S E
PAN
XPECTATIONS
Project #1 NAME:
VA
D
1-1
D
E
S
I
G
N
VA
D
1-2
M
E
D
I
A
AND
T
O
O
L
S
VA
D
2-1
H
I
S
T
O
R
Y
AND
C
U
L
T
U
R
E
VA
D
3-1
P
R
O
B
L
E
M
S
O
L
V
E
VA
D
3-2
I
N
T
E
R
P
R
E
T
VA
D
4-1
R
E
F
L
E
C
T
I
O
N
In Terms
You
understand
RI
VAD
GSE’s
This GSE means
that in this
project you will
know and use
the Elements
and Principles
of Design to
make your art
work.
VAD 1 (7-8)-1
Students
demonstrate
knowledge and
application of
Visual Art and
Design concepts
This GSE means
that in this
project you will
learn and use
new tools,
materials,
techniques, and
vocabulary to
create your
artwork
VAD 1 (7-8)- 2
Students
demonstrate
knowledge and
skill of media,
tools,
techniques, and
processes of
Visual Art and
Design
This GSE means
that in this
project you will
talk about Why
art is made and
how art is used
and the purpose
of art in
different
cultures and in
history.
VAD 2 (7-8)-1
Students
demonstrate
knowledge and
understanding
of the role of
VA&D in
personal,
cultural, and
historical
contexts
This GSE means
you use what
you have
learned to
communicate
an idea or to
problem solve.
VAD 3 (7-8) –1
Students
communicate in
the language of
VA&D
GSE Defined
a. applying VAD concepts for intended purposes and analyzing the effects: line, shape, form, texture, space (positive/negative),
color schemes/groups, color properties (hue, value, intensity), organization of visual compositions, emphasis/focal point,
pattern, repetition, balance (symmetrical/ asymmetrical), contrast, rhythm, proportion, and movement
b. generating, applying, and revising strategies and techniques to address artistic problems
c.
using observation to develop a visual representation of a variety of shapes, with basic proportionality and limited perspective
d. documenting and analyzing personal progress through a
portfolio of self-created artwork identifying strengths and
weaknesses.
a. selecting and analyzing a variety of media, tools, techniques, and processes in creating two- and three- dimensional works of
art and design (e.g., mixed media, collage, photomontage)
b. demonstrating knowledge of vocabulary of media, techniques,
and processes (e.g., mixed media, collage, photomontage)
a. analyzing a variety of purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs,
and emotions; creating functional objects,; making political and social commentary)
b. analyzing the connections between Visual Arts and Design and other disciplines (e.g., the relationship between music and
visual arts and design concepts such as color and repetition)
c.
analyzing the roles of the arts and artists in times of conflict and harmony to express disapproval and unity
d. describing at least two different artistic careers and the education required
e.
comparing and contrasting specific qualities about the visual arts and design in two cultures and time periods
a. analyzing and applying media, techniques, processes, and visual arts and design concepts to convey specific feelings, ideas,
or meanings
b. creating a unique solution for a visual art or design problem (e.g., designing a percussion instrument that makes several
sounds)
c. analyzing how artists and designers use natural forms to inspire representations of ideas (e.g., how architects reference local
landscape in architectural design)
d. evaluating the symbolic representations of their own works of
art or design referencing a particular historic and contemporary
art work
This GSE means
that you can use
what you know
(E & P of
Design) to talk
about and find
meaning in a
piece of
artwork.
VAD 3 (7-8) –2
Students
demonstrate the
ability to extract
meaning from
works of art
by…
a. interpreting subject matter, symbols and ideas in works of art or
design.
This GSE means
that you can talk
and reflect on
art work
VAD 4 (7-8) –1
Students reflect
upon, analyze
and evaluate the
work of self and
others
a. describing subject matter, media, techniques, processes, craftsmanship, and basic visual arts concepts seen in a work of art or
design
b. interpreting and evaluating one visual art or design work based on analysis of description and when and by whom the work
was done
c. analyzing creative elements in the work
d. asking questions about other’s artwork relating to subject matter, media, and visual arts concepts and about when and where
the work of art or design was created (e.g., From which region in the world was the artist?)
e.
contributing in individual or group discussions about work in which the student gives and receives constructive criticism
f.
analyzing own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of
subject matter based on the analysis of exemplar works of art or design
!
216
RHODE ISLAND Grade 9-12
VISUAL ARTS & DESIGN GRADE SPAN EXPECTATIONS
Project #1 NAME:
In Terms
VAD
1-1
D
E
S
I
G
VAD
understand
GSE’s
This GSE
means that
in this
project you
will know
and use the
Elements
and
Principles
of Design to
make your
art work.
VAD 1
This GSE
means that
in this
project you
will learn
and use new
tools,
materials,
techniques,
and
vocabulary
to create
your
artwork
VAD 1
(9-12)- 2
This GSE
means that
in this
project you
will talk
about Why
art is made
and how art
is used and
the purpose
of art in
different
cultures
and in
history.
VAD 2
N
VAD
1-2
M
E
D
I
A
AND
T
RI
You
GSE Defined
a. applying a variety of selected VAD concepts for two- and three -dimensional works of art and interpreting and evaluating the effects
b.
generating, applying, revising, and evaluating strategies and techniques to address artistic problems
(9"12)-1
c. using observation to develop a reasonably accurate visual representation of a variety of shapes, proportionally and in perspective
Students
demonstrate
knowledge
and
application
of Visual
Art and
Design
concepts
d. documenting and evaluating personal progress through a portfolio of self-created art work identifying strengths and weaknesses
a. selecting and evaluating a variety of media, tools, techniques, and processes in creating two- and three- dimensional works of art and design (e.g., digital
media, sculpture, found objects, assemblage)
b. demonstrating knowledge of vocabulary of media, techniques, and processes (e.g., digital, sculpture, found objects, assemblage)
Students
demonstrate
knowledge
and skill of
media, tools,
techniques,
and
processes of
Visual Art
and Design
O
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
(9"12)-1
Students
demonstrate
knowledge
and
understandi
ng of the
role of
VA&D in
personal,
cultural,
and
historical
contexts
a. evaluating several unique purposes for making visual art and design (e.g., telling a story; communicating ideas, personal beliefs, and emotions; creating
functional objects; making political and social commentary)
b. Analyzing the connections between Visual Arts and Design and other disciplines (e.g. ceramics and chemistry, sculpture and physics, designing and
engineering)
c. analyzing different cultures’ expectations and appreciation of the role of the artists in society
d. analyzing two different career opportunities in the arts and learning pathways to be a professional artist
e. interpreting and evaluating specific qualities about the visual arts and design in two cultures and time periods
U
L
T
U
R
E
217
VAD
3-1
P
S
R
O
O
L
B
V
L
E
This GSE
means you
use what
you have
learned to
communica
te an idea
or to
problem
solve.
VAD 3 (912) –1
This GSE
means that
you can use
what you
know (E
& P of
Design) to
talk about
and find
meaning in
a piece of
artwork.
VAD 3
9-12) –2
This GSE
means that
you can talk
and reflect
on art work
VAD 4
(9-12) –1
a. evaluating and applying media techniques, processes, and visual arts and design concepts to convey specific feelings, ideas, or meanings
b. creating 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)
c. evaluating how current popular media, political propaganda, and contemporary artists use visual symbols to represent ideas and values (the visual culture)
d. creating innovative symbols in their own works of art or design and referencing historic or contemporary art
Students
communicat
e in the
language of
VA&D
E
M
VAD
3-2
I
N
T
E
R
P
a. researching and evaluating subject matter, symbols and ideas in a work of art or design
Students
demonstrate
the ability to
extract
meaning
from works
of art by…
R
E
T
VAD
4-1
R
E
F
Students
reflect upon,
analyze and
evaluate the
work of self
and others
a. describing subject matter, media, techniques, processes, craftsmanship and relevant visual arts concepts seen in a work of art or design
b. interpreting and evaluating a visual art and design work based on analysis of description and when and by whom the work was done
c. evaluating creative elements in the work
L
E
C
T
I
O
N
!
!
218
RHODE ISLAND Grade 9-12 Ext.
VISUAL ARTS & DESIGN GRADE SPAN EXPECTATIONS
Project #1 NAME:
In Terms
VAD
1-1
D
E
S
I
G
You
VAD
understand
GSE’s
This GSE
means that
in this
project you
will know
and use the
Elements
and
Principles
of Design to
make your
art work.
VAD 1
(9"12)
Ext -1
This GSE
means that
in this
project you
will learn
and use new
tools,
materials,
techniques,
and
vocabulary
to create
your
artwork
VAD 1
(9-12)
Ext - 2
This GSE
means that
in this
project you
will talk
about Why
art is made
and how art
is used and
the purpose
of art in
different
cultures
and in
history.
VAD 2
(9"12)((
Ext -1
N
VAD
1-2
M
E
D
I
A
AND
T
RI
O
GSE Defined
a. applying a variety of selected VAD concepts in a series of two- or three-dimensional works of art, and interpreting and evaluating the effects
b. generating, applying, revising and evaluating strategies and techniques to address artistic problems in a series of art works
c. using observation to develop a highly accurate visual representation of a variety of shapes with accurate proportion and perspective
Students
demonstrate
knowledge
and
application
of Visual
Art and
Design
concepts
Students
demonstrate
knowledge
and skill of
media, tools,
techniques,
and
processes of
Visual Art
and Design
d. documenting and evaluating personal progress and focus through a portfolio of self-created art work identifying strengths and weaknesses
!
a. selecting and evaluating particular media, tools, and techniques in creation of two- and three- dimensional works of art and design relative to individual
visual arts and design focus
b. demonstrating knowledge of vocabulary of media, techniques, and processes relative to students visual arts and design focus
!
O
L
S
VAD
2-1
H
I
S
T
O
R
Y
AND
C
U
a. researching and evaluating a specific purpose for the making of a particular piece of visual art or design (e.g., telling a story; communicating ideas,
personal beliefs, and emotions; creating functional objects; making political and social commentary)
b. Analyzing the connections between Visual Arts and Design and other disciplines
c. researching a culture’s expectation and appreciation of the role of the artist in society
d. analyzing and evaluating a specific career opportunity in the arts and determining which learning pathway will lead to that career
Students
demonstrate
knowledge
and
understandi
ng of the
role of
VA&D in
personal,
cultural,
and
historical
contexts
e. presenting a researched interpretation and evaluation of a particular body of artwork or design from a particular period of time or culture and defending
the evidence that holds the artworks together
L
T
U
R
E
219
VAD
3-1
P
S
R
O
O
L
B
V
L
E
This GSE
means you
use what
you have
learned to
communica
te an idea
or to
problem
solve.
VAD 3
(9-12)
Ext –1
This GSE
means that
you can use
what you
know (E
& P of
Design) to
talk about
and find
meaning in
a piece of
artwork.
VAD 3
(9-12)
Ext –2
This GSE
means that
you can talk
and reflect
on art work
VAD 4
(9-12)Ext –1
a. evaluating and applying media, techniques, process, and visual arts and design concepts to convey a specific feeling, idea, or meaning in a series of work
with a common theme
b. creating a unique solution for a visual art or design problem (e.g., implementing an original renovation design for an area within the school)
c. researching and evaluating the effectiveness of particular symbols used in current popular media (e.g., a particular advertising campaign directed toward
a specific demographic)
Students
communicat
e in the
language of
VA&D
d. creating innovative symbols in a series of their own works of art or design and referencing historic or contemporary art
E
M
VAD
3-2
I
N
T
E
R
P
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
influences
Students
demonstrate
the ability to
extract
meaning
from works
of art by…
R
E
T
VAD
4-1
R
E
F
Students
reflect upon,
analyze and
evaluate the
work of self
and others
a. describing subject matter, media, techniques, processes, craftsmanship, and relevant visual arts concepts seen in a work of art or design of student’s
choosing
b. Interpreting and evaluating a choice of visual art or design work based on analysis of description and when and by whom the work was done
c. evaluating creative elements in the work
d. presenting and defending research of specific questions relating to the context of how, when, and where a work of art or design was created and the
relevance of the work in historic or contemporary social contexts
e. contributing in individual or group discussions about work in which the student gives and receives constructive criticism
L
E
f. presenting an evaluation of one’s own work for creativity, quality of craftsmanship, effective use of visual arts and design concepts, and choice of subject
matter based on the research and analysis of exemplar works of art or design
C
T
I
O
N
!
!
!
220
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 student 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,
historical and cultural investigation 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
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
instruction. Students learn to work with various tools, processes, and media. They
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, 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
Content Standard #1:
process
Understanding and applying media, techniques, and
Achievement Standards:
•
•
Students know the differences between materials, techniques, and processes
•
Students use different media, techniques, and processes to communicate ideas,
experiences, and stories
•
Students use art materials and tools in a safe and responsible manner
Students describe how different materials, techniques, and processes cause different
responses
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 describe 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 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 understand there are different responses to specific artworks
Students describe how people’s experiences influence the development of specific
artworks
Content Standard #6:
disciplines
Making connections between visual art and other
222
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
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 student 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,
historical and cultural investigation 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
levels in visual, oral, and written form. The Kindergarten-Grade 4, young children
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
they make and share their artwork with others. Creation is at the heart of this
instruction. Students learn to work with various tools, processes, and media. They
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 artwork and to
223
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 use different media, techniques, and processes to communicate ideas,
experiences, and stories
•
Students use art materials and tools in a safe and responsible manner
Students describe how different materials, techniques, and processes cause different
responses
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 describe 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 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
•
Students understand there are different responses to specific artworks
Content Standard #6:
disciplines
Achievement Standards:
Making connections between visual art and other
•
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 (9-12)
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 feelings
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
and these skills, they gain in their ability to apply knowledge and skills in the visual arts
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
the educational goals embodied in these standards. For example, graphic design (or any
225
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 involve
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
communicating in visual, oral, and written form, they must exhibit greater artistic
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,
processes, and criteria for evaluation. They use these questions to examine works in light
of various analytical methods and to express sophisticated ideas about visual
relationships using precise terminology. They can evaluate artistic character and aesthetic
qualities in works of art, nature, and human-made environments. They can reflect on the
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 understandings 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:
process
Understanding and applying media, techniques, and
Achievement Standards Proficient:
• Students apply media, techniques, and processes with sufficient skill,
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:
• Students communicate ideas regularly at a high level of effectiveness in at
least one visual arts medium,
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• 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:
symbols, and ideas
Choosing and evaluating a range of subject matter,
Achievement Standards Proficient:
• Students reflect on how artworks differ visually, spatially, temporally, and
functionally, and describe how these are related to history and culture,
• Students apply subjects, symbols, and ideas in their artworks and use the skills
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,
Content Standard #4: Understanding the visual arts in relation to history and
cultures
Achievement Standards Proficient:
• Students differentiate among a variety of historical and cultural contexts in
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,
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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 works of art.
Descriptor
Apply knowledge of concepts
and structures to create original
and interpretive works of art
Apply knowledge of media,
tools, techniques and processes
to create original and
interpretive works of art.
Exhibit a varied repertoire of
artistic works in a variety of
settings.
By Grade 4
Demonstrate knowledge of the
basic elements of art and the
principles of design when
creating works of art.
Demonstrate knowledge of
different art materials,
techniques, and processes.
Build a collection of their work.
By Grade 8
Apply the basic elements of art
and the principles of design
when creating a work of art.
Select media, techniques and
processes; analyze what makes
them effective or not effective
in communicating ideas; and
reflect upon the effectiveness of
their choices.
Document personal progress by
maintaining a portfolio of
artwork.
Standard 2. PERCEPTION – All students will observe and experience objects
and ideas through a multitude of senses and form a sophisticated, informed
response.
Descriptor
Establish and explain criteria
for analysis and interpretation
of works of art.
Reflect on criteria that are used
to determine value in works of
art.
Examine and discuss reasons
for individual preferences and
choices in response to works of
art.
Experience a variety of artistic
settings.
By Grade 4
Become aware of how the
elements and principles of
design are utilized to bring
meaning to a work of art.
Recognize that individual
preferences and choices affect
responses to works of art.
Discuss and write about their
artwork and that of others.
Become aware of how art and
artists are part of their school
and community.
By Grade 8
Identify ways in which artists
have used the elements and
principles of design in a
specific way.
Examine and discuss reasons
for the individual preferences
and choices in response to
works of art.
Identify specific strengths and
weaknesses that are evident in
their artwork.
Interact with art and artisans in
a variety of settings,
community exhibits, museums
and galleries.
Standard 3. CONTEXT – All students will demonstrate an understanding of the
relationships within personal, social, cultural and historical contexts.
Descriptor
Relate works of art to their
historical and cultural setting.
By Grade 4
Recognize that works of art are
produced by various cultures.
Demonstrate a connection to
their personal lives through
Recognize the personal
satisfaction of creating a work
By Grade 8
Identify and describe the art
produced by various cultures
using the language of art and
design.
Describe the personal value
gained by involvement in the
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artistic expression.
Demonstrate an understanding
of how the arts influence
society, and how society
influences the arts.
of art.
Recognize the value that an
individual or group can gain
from involvement in the visual
arts.
visual arts.
Discuss how history, culture
and the visual arts can
influence each other.
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
Demonstrate facility in the
identification and use of a
variety of vocabulary,
materials, tools and techniques.
By Grade 4
Use different media, techniques
and processes to communicate
ideas, and describe how
different materials, techniques
and processes cause different
responses.
Demonstrate the selection of
tools appropriate to purpose,
message and audience.
Use art media and tools in a
safe and responsible manner
that is age appropriate and
appropriate to the media and
intended audience.
By Grade 8
Select appropriate media,
techniques and processes;
analyze what makes them
effective or not effective in
communicating ideas; and
reflect upon the effectiveness of
their choices.
Use art media and tools in a safe
and responsible manner that is
age appropriate and appropriate
to the media and intended
audience.
Standard 5. INTEGRATION– All students relate arts knowledge and skills
within and across the arts and other content areas.
Descriptor
Apply process and knowledge
from and to other content areas
and across the arts.
Demonstrate an understanding
of how the arts are present in
the workplace.
By Grade 4
Recognize the commonality
between what is learned in the
visual arts and other disciplines.
Demonstrate an understanding
that skills learned in the arts are
useful in the workplace and
everyday life, and how they are
useful.
By Grade 8
Identify the commonality
between what is learned in the
visual arts and other disciplines.
Demonstrate an understanding
that skills learned in the arts are
useful in the workplace and
everyday life, and how they are
useful.
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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 Wright 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 have equal force.
BACKGROUND- The shapes that appear behind the foreground.
BAROQUE- Art that was ornately decorated, dynamic and was filled with emotion.
BATIK- A method of dyeing cloth, originated in Indonesia, where you use wax to
repel (resist) the dye 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 metal 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.
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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
COLLAGE- The technique of building up a picture in two-dimensional form by using
newspaper, magazines, wallpaper, and wood. Sometimes drawn or painted
sketches where done over a collage background.
COLOR VALUE- The color value 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 of 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 place 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
blended 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 conventions of mainstream art.
DECOUPAGE- A method of creating pictures by cutting and pasting pieces of
painted paper.
DELINEATE- To draw or trace the outline of a sketch out.
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DEPTH- How deep or three-dimensional an artwork looks. The illusion of space can
be created using color, line, and shape.
DESIGN- To create or plan in an artistic manner an idea in a decorative pattern.
DIMENSION- A measure of spatial extent, especially width, height, or length.
DISPLAY- To present or hold up to view so as to exhibit 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.
ENGRAVING- You draw with a steel needle on a metal plate.
EMPHASIS- When an artist makes one part of a picture more important than
another.
ETCH- To cut into the surface by using chemicals to create a design.
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)
FAUVISM- Often used very bright, pure colors and short blunt brushstrokes. Very
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.
FOREGROUND- The first shapes that appear in front of a picture.
FORM- The shape of an object that has many sides and viewpoints.
FREEHAND- Drawn by hand without the aid of tracing or drafting devices.
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FRESCO- Wet plaster put onto a wall then pigment is applied directly onto the wet
plaster, mixing and spreading it quickly.
GALLERY- A place where artists can exhibit their works of art and sell them.
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.
GLOSSY- Having a smooth, shiny, lustrous finish.
GRAPHIC-ART- The art of drawing and printmaking.
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 LINE- The line where the earth meets the sky.
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.
ILLUSTRATION- The artistic interpretation of an idea, scene, or writing, used to
better describe text in books, magazines, and posters. (Maxfield Parrish and
Norman Rockwell)
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IRREGULAR SHAPE- Not geometric as most shapes in nature.
ITAGLIO- This process uses ink on plates and when 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, resinous material, used as a surface coating.
LANDSCAPE- Outdoor scenes like city, sea, sky or land.
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 threedimensional (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.
MACHE (PAPIER)- Strong but light molding paper pulped with glue and other
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.
MATTE- A dull, often rough finish.
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.
MIXED-MEDIA- A technique involving the use of two or more artistic media, such
as ink and pastel or painting and collage, that are combined in a single composition.
MODERN ART- This artist used new art movements instead of the traditional art.
For example: Expressionism and Surrealism.
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MONOCHROMATIC- Variation of one hue.
MOOD- The feeling 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.
OILS- A mix of ground pigments and linseed, poppy or walnut oil. Dries slowly so
artists could take more time to work on details and capture textures.
OPTICAL ART - Optical Art is about distorted shapes and vibrating colors that
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.
OVERLAP- When parts of a picture lie on top of other parts.
PAINT- People used to make 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-KNIFE- A tool, the working end of which is flat and is used especially for
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 with no drying time.
PATTERN- You can create it by repeating a line, shape or color over and over
again.
PERSPECTIVE- The technique artists use to project an illusion of the threedimensional 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.
POINTILLISM- A post-impressionist school of painting exemplified by Georges
Seurat, characterized by the application of paint in small dots and brush strokes.
235
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 relatively 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 isolates the
object, or combines it with other objects, for contemplation. (Andy Warhol, Jasper
John, and Wayne Thiebaud)
PORTRAIT- A likeness of a particular person or animal.
PRIMARY COLORS- All other colors are made from these and they cannot be
made by 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 someone 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- Describes the size, location or amount of one thing compared to
another.
PURE COLOR- A color that has not been mixed with another color.
REALISM- The exact way the an object really looks.
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.
SCULPTURE- It's three dimensional art usually done in clay, bronze, marble,
plaster, wire, or wood to name a few. (Henry Moore and Michaelangelo)
SCUMBLE- This is an almost dry paint applied over a dried paint to make it look as
a haze.
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SECONDARY COLOR- A color 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.
SKETCH- An drawing or painting often made as a preliminary study, not the final
artwork.
STILL LIFE- Inanimate objects grouped indoors.
SPACE- The empty place or surface in or around a work of art. Space can be two or
three dimensional, negative and/or positive.
SURREALISM- Melding the conscious and the unconscious, the world of dreams
and fantasy along with reality. (Salvadore Dali and Rene Magritte)
SYMBOL- Something that represents another thing.
SYMMETRICAL BALANCE- A kind of balance in which both sides of design are
exactly alike.
TEMPERA- A type of paint made by 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.
THREE-DIMENSIONAL- Objects have height, length & width.
TINT- The color made by mixing a pure color with white.
TONE- When a color is mixed with gray.
TWO-DIMENSIONAL- FLat, 2 sides only.
TOOLS- Those items that help to make art such as: brush, pencil, paint, crayon,
etc.
UNITY- When the parts of a picture come together.
VALUE- Refers to the lightness and darkness of what is seen.
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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 coat a surface with a hard, glossy,
transparent film.
VISUAL-ART- Any art for that can be viewed.
WASH- A Very thin coat of paint.
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 http://www.happyscribbles.org/art-terms.php
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The Color Wheel (http://www.happyscribbles.org/color-wheel.php)
The Color Wheel is a chart that shows how colors are related and sorted.
This makes it easier for Artists to mix the right colors for painting.
The Primary colors are blue, red, and yellow and cannot be made by mixing other
colors together.
Secondary colors are orange, purple and green and are made by mixing two
primary colors from either side of the color wheel.
Tertiary colors are made by mixing a primary and a secondary color together. Like
purple and blue, green and yellow or blue and green.
Intermediary colors are the result of not mixing primary Colors in equal amounts.
For example, mixing yellow and green could give us Apple green or Chartreuse,
depending on the amount of each color mixed.
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.
Analogous colors on the color wheel are right next to each other and have a color
in common. Like blue, blue/green, and green all contain blue. Red, orange and
yellow are analogous because red and yellow make orange.
Cool colors are made mostly of green, blue and purple and they remind you 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
sky, brown earth, etc.
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Earth colors are not seen on most color wheels. Black, grays, whites, browns,
beiges and tans are Earth colors and can be made by mixing all three primaries
together with some black or white.
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Task Booklet
20__-20__ School Year
Value & Shading
7 TH GRADE
On Demand Task
Creating and Responding
Visual Arts
SCORE:
241
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
Month
Today’s Date
2
Day
/
Year
/
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
242
Section 1. Task Conditions
To complete this task:
•
•
•
•
•
•
•
•
Student will independently create an artwork that focuses on value and shading.
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 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.
*Instructor recommended time frame
Students are allotted 1-2, 45-minute class periods to complete the written portion of the task.
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 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
Students with individual learning needs may require a modification(s) in the way this task is scored. (For
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.
3
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
243
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.
M e e ts S ta n d a r d
3
E x p e c ta tio n s
Applies Media & Process
DOK 3
Strategic Thinking
Project demonstrates:
• Emerging use of media
techniques (value scales:
smooth shading or
hatching, cross-hatching)
• Emerging range of Value
(value- darks, grey to
lightest lights)
• Emerging use of materials
and tools
VADGSE: 1 (7-8)-2b, 3 (7-8) –1a
Craftsmanship
DOK 3
Strategic Thinking
•
Analysis of
Solutions
DOK 3
Strategic Thinking
•
Demonstrates*an*
understanding*of*a*chosen*
Elements*and/or*Principles*
of*Art*and*Design.*
VADGSE: 1 (7-8)-1b
Depth of Knowledge
DOK 3
Strategic Thinking
•
Demonstrates initial
understanding of vocabulary
relating to task.
VADGSE: 1 (7-8)-1b
Demonstrates command of
the written language
•
Demonstrates control of
grammar, usage, punctuation,
sentence structure and
spelling
W*10<9.1<.5*
•
*Reflective Essay Rubric
will be used-Section 6
•
4
S tu d e n t N o te s
Emerging craftsmanship
VADGSE: 1 (7-8)-1b, 4 (7-8)-1 f
exhibited throughout process.
Work is neat and proper use
of material handling is seen
throughout the project.
*
Occasional errors do not
interfere with meaning.
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
244
Write an essay that answers the following questions:
1.
2.
3.
4.
*
What*element*of*art*did*you*use*in*this*task?**
Define*the*element*of*art*that*you*listed*above.*
What*is*the*purpose*of*having*to*create*a*value*scale?*
Where*would*you*find*the*highlight,*mid<tones,*shadow*and*cast*shadow*on*an*object*
that*has*a*light*source.**
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_______________________________________________________________________________________
6
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
245
Section 3. TASK RUBRIC: Observational Drawing with VALUE Rubric
Scorer 1. Instructions to Scorer: Use a magic marker to highlight the portion of each row in the rubric that matches the student’s performance. At the bottom of the page indicate a
score for overall performance and sign with your initials.
EVALUATION RUBRIC
Expectations,
Applies Media & Process
VADGSE: 1 (7-8)-2b,
3 (7-8) –1a
DOK 3
Strategic Thinking
Craftsmanship
VADGSE: 1 (7-8)-1b,
4 (7-8)-1 f
DOK 3
Strategic Thinking
Analysis of
Solutions
VADGSE: 1 (7-8)-1b
DOK 3
Strategic Thinking
Depth of Knowledge
VADGSE: 1 (7-8)-1b
DOK 3
Strategic Thinking
Exceeds,Standards,
Meets,Standard,
4,
3,
Project demonstrates:
Project demonstrates:
•
Proficient/ Emerging use of
•
Emerging use of media
media techniques (value
techniques (value scales:
scales: smooth shading,
smooth shading or
hatching or cross-hatching)
hatching, cross-hatching)
•
Proficient/ Emerging range
•
Emerging range of Value
of Value
(value- darks, grey to
(value- darks, grey to
lightest lights)
lightest lights)
•
Emerging use of materials
•
Proficient/ Emerging use of
and tools
materials and tools
•
Advanced craftsmanship
•
Emerging craftsmanship
exhibited throughout process.
exhibited throughout
process.
•
Work is extremely neat and
•
Work is neat and proper use
proper use of material
handling is seen throughout
of material handling is seen
the project.
throughout the project.
•
Demonstrates a
•
Demonstrates an emerging
proficient/emerging
understanding of chosen
understanding of chosen
Elements and/or Principles of
Elements and/or Principles of
Art and Design.
Art and Design.
•
Demonstrates initial
understanding of vocabulary
relating to task.
•
Demonstrates initial
understanding of vocabulary
relating to task.
Nearly,Meets,Standard,
2,
Project demonstrates:
•
Developing use of media
techniques (value scales:
smooth shading, or
hatching, cross-hatching)
•
Developing range of Value
(value- darks, grey to
lightest lights)
•
Developing use of materials
and tools
•
•
•
•
Below,Standard,
1,
Project demonstrates:
•
Limited use of media
techniques (value scales:
smooth shading or hatching,
cross-hatching)
•
Limited range of Value
(value- darks, grey to
lightest lights)
•
Limited use of materials and
tools
Developing craftsmanship
•
exhibited throughout process.
Work is uncared for and
•
proper use of material
handling is limited viewed
throughout the project.
Demonstrates a developing
•
understanding of chosen
Elements and/or Principles of
Art and Design.
Demonstrates initial
understanding of vocabulary
relating to task.
•
Limited craftsmanship
exhibited throughout process.
Work is poorly maintained &
proper use of material handling
isn’t seen throughout project
Demonstrates a limited
understanding of chosen
Elements and/or Principles of
Art and Design.
Demonstrates initial
understanding of vocabulary
relating to task.
Comments ________________________________________________________ Score ___________________ Scorer’s Initials _______________
246
7
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
247
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
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
Month
Today’s Date
3
Day
/
Year
/
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
250
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 their 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
To the teacher: Describe any accommodations required by the student’s IEP, 504 Plan, PLP, or in relation to
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
Students with individual learning needs may require a modification(s) in the way this task is scored. (For
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.
251
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.
!
!
M e e ts S ta n d a r d
3
E x p e c ta tio n s
Applies(Media(&(
Process(
!Subtractive!Sculpture!
demonstrates:!!!
•
•
•
•
Craftsmanship(
•
•
•
Level(of(
Participation(
(Work(Ethic)(
•
•
•
•
•
•
•
Proficient two-dimensional
design for subtractive
sculpture
Proficient three-dimensional
composition
Proficient use of media
techniques
Proficient use of variety of
negative & positive space
Proficient form in artwork
Proficient craftsmanship
exhibited throughout process.
Work is neat and proper use
of material handling is seen
throughout the project.
Shows proficient day to day
progression,
Displays proficient use of
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
S tu d e n t N o te s
VADGSE: 1(9-12)-1a&b, 1-2a&b
VADGSE 1(9-12)-1 b, 4-1 a & f
VADGSE 1(9-12)-1b, 4-1f
!
Depth(of(Knowledge( •
Demonstrates(
command(of(the(
written(language(
(
*Reflective(Essay(
Rubric(will(be(usedJ
Section((6(
5
•
•
Demonstrates!initial!
understanding!of!
informational!text!that!
meets!expectation.!
Demonstrates control of
grammar, usage, punctuation,
sentence structure and
spelling.
Occasional errors do not
interfere with meaning.
VADGSE 4 (9-12)-1 a
WGSE 10-9.1-5
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
252
Write!a!reflective!essay!that!addresses!the!understanding!and!knowledge!learned.!
Respond!in!writing!your!skills!in!subtractive!sculpture,!the!elements!of!art!&!
principles!of!design!and!developed!sculpture!techniques.!
!
!
!
!
!
Lines(are(needed(
!
!
!
!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!!!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
______________________________________________________________________________________________________________________!
!
6
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
253
______________________________________________________________________________________________________________________!
!
GLAZING(YOUR(TILES(
!
STEPS:(
1.!!CHOOSE!GLAZE!COLORS!
2.!!LABEL!EACH!BLOCK!WITH!CORRECT!GLAZE!NAME!
3.!!4!TILES!MUST!BE!DIVIDED!AND!TESTED!WITH!MATTE!&!CLEAR!GLOSS**!
4.!!4!TILES!MUST!HAVE!A!COMBINATION!OF!2!OR!MORE!GLAZES!!!OVERLAPPED!
!
HOW(TO(GLAZE:(
1.!!APPLY!AN!EVEN(COAT!OF!GLAZE!TO!TILE.((ONLY(GLAZE(ONE(TILE(AT(A(TIME.((CLEAN(YOUR(
BRUSH(OUT(EACH(TIME(YOU(SWITCH(TO(A(DIFFERENT(GLAZE((
2.!!LET!EACH!COAT!DRY!BEFORE!APPYLING!THE!NEXT!COAT!
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!
!
!
!
!
!
! !
!
!
!
!
!
!
!!!_____________! !!!!!!!! !!!!!!!!!!!!____________!
!
!!!!!!!!!____________!
!!!!!!!!!!!!_________!!!!!
!
!
!
!
!
!
!
!
! !
!
!
!
!
!
!
!
!!!!___________! !
!!!!!!!!!!!!____________!
!!!!!!!!!!!!!!!____________! !!!!!!!!!!!!!!!!!!!!___________!
7
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
254
Section 3. TASK RUBRIC: Color and Glaze Rubric
Scorer 1. Instructions to Scorer: Use a magic marker to highlight the portion of each row in the rubric that matches the student’s performance. At the
bottom of the page indicate a score for overall performance and sign with your initials.
EVALUATION*RUBRIC*
Expectations*
*
Applies*Media*&*Process*
VADGSE: 1(9-12)-1 a&b,
1-2 a&b
Craftsmanship*
VADGSE+4(9612)61a*
****Level*of*Participation*
(Work*Ethic)*
VADGSE 1 (9-12)-1b
VADGSE 4(9-12)-1f
*
Depth*of*Knowledge*
VADGSE+4+(9612)61a+*
+
8
Exceeds*Standards*
4*
Subtractive+Sculpture+
demonstrates:+++
•
Advanced+two6dimensional+
design+for+subtractive+
sculpture+
•
Advanced+three6+
dimensional+composition+
•
Advanced+use+of+media+
techniques+
•
Advanced+use+of+variety+of+
negative+&+positive+space+
•
Advanced+form+in+artwork+
•
Advanced+craftsmanship+
exhibited+throughout+
process.+++
•
Work+is+extremely+neat+and+
proper+use+of+material+
handling+is+seen+
throughout+the+project.+
•
Shows+advanced+day+to+day+
progression,+
•
Displays+advanced+use+of+
time,+
•
Does+work+outside+of+the+
class,+
•
Willing+to+make+all+
revisions+when+needed+all+
the+time,+
•
Proper+use+of+tools+and+
materials,+
•
Area+is+Always+kept+clean+
and+neat:+tables+washed,+
tools+put+away,+
•
Project+completed+on+time+
•
Demonstrates+initial+
understanding+of+
informational+text+that+
exceeds+expectation.+
Meets*Standard*
3*
Subtractive+Sculpture+
demonstrates:+++
•
Proficient+two6dimensional+
design+for+subtractive+
sculpture+
•
Proficient+three6+
dimensional+composition+
•
Proficient+use+of+media+
techniques+
•
Proficient+use+of+variety+of+
negative+&+positive+space+
•
Proficient+form+in+artwork+
•
Good+craftsmanship+
exhibited+throughout+
process.+++
•
Work+is+neat+and+proper+
use+of+material+handling+is+
seen+throughout+the+
project.+
•
Shows+proficient+day+to+day+
progression,+
•
Displays+proficient+use+of+
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+completed+on+time+
+
•
Demonstrates+initial+
understanding+of+
informational+text+that+
meets+expectation.+
Nearly*Meets*Standard*
2*
Subtractive+Sculpture+
demonstrates:+++
•
Limited+two6dimensional+
design+for+subtractive+
sculpture+
•
Limited+three6+dimensional+
composition+
•
Limited+use+of+media+
techniques+
•
Limited+use+of+variety+of+
negative+&+positive+space+
•
Limited+form+in+artwork+
•
Some+craftsmanship+
exhibited+throughout+
process.+++
•
Work+is+uncared+for+and+
proper+use+of+material+
handling+is+limited+viewed+
throughout+the+project.+
•
Shows+limited+day+to+day+
progression,+
•
Displays+limited+use+of+
class+time,+
•
Does+limited+work+is+done+
outside+of+the+class,+
•
Makes+limited+revisions+
when+needed,+
•
Has+limited+use+of+tools+and+
materials,+
•
Area+is+not+always+clean+
and+neat:+tables+washed,+
tools+put+away,+
•
Project+was+late+but+mostly+
completed.+
•
Demonstrates+initial+
understanding+of+
informational+text+that+
nearly+expectation.+
Below*Standard*
1*
Subtractive+Sculpture+
demonstrates:+++
•
Poor+two6dimensional+design+
for+subtractive+sculpture+
•
Poor+three6+dimensional+
composition+
•
Poor+use+of+media+techniques+
•
Poor+use+of+variety+of+
negative+&+positive+space+
•
Poor+form+in+artwork+
+
•
•
•
•
•
•
•
•
•
•
Limited+craftsmanship+
exhibited+throughout+
process.+++
Work+is+poorly+maintained+&+
proper+use+of+material+
handling+isn’t+seen+
throughout+project++
Does+not+show++minimal+day+
to+day+progression,+
Displays+minimal+use+of+class+
time,+
Does+not+work+outside+of+the+
class,+
Makes+no+revisions+when+
needed,+
Never+uses+tools+or+materials+
properly,+
Does+not+keep+area+clean+and+
neat:+tables+are+not+washed,+
tools+are+not+put+away+
Project+not+completed+on+
time+&+limited+work+done.++
Demonstrates+initial+
understanding+of+
informational+text+that+is+
below+expectation.+
+
Rhode Island Skills Commission © 2010. Do not use for commercial purposes.
255
!
Quarter!1!
Quarter!2! Quarter!3! Quarter!4!
Course!
Common!Task!
Common!Task!
Basic&Art&&&
Design&
minor&
&&&&&χ !
&&&&&&&
&&&χ &
Basic&Art&&&
Design&
full&year&
Designing!with!
Line!
Color!Theory!
*WORKSHEET&
Foundations&
of&Art&
&
&
&
full&year&
Observational!
Drawing!with!
concentration!on!
Value!
*&FLAT&SHADING&
GEOMETRICAL&
SHAPE&
Linear!
Perspective!
!
*WORKSHEET&
Advanced&
Art&1&
&
&
full&year&
Observational!
Still!Life!drawing!
with!Value!
*TEST&PIECE!
Color!
Theory/Teacher'
Choice'
*WORKSHEET!
Advanced&
Art&2&
&
full&year&
Drawing!with! Color!Theory!
Concentration! !
on!Portrait!
*WORKSHEET&
*&CONTOUR&
DRAWINGS&
!
Common!Task! Common!Task!
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!Pop!
Art
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!Pop!
Art!
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!
Impressionist!
art&
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!
Modern!art!
&
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!
Renaissance!
art&
&&
&&&CCA&
&&&CCA&
!
&&&CCA&
&
!
!
&&&CCA&
!
!
!!!!!
CCA!
256
Senior&
Studio/&
3;D&Senior&
Studio&
&
&
&
full&year&
Basic&
Sculpture&
minor&
Portfolio!
Development:!
Interpreting
personal
artistic growth
*3-4 artworks&
Creating!a!
Personal!Art!
Philosophy!
!
*WRITTEN&
ARTIST&
STATEMENT!
&&&&&&&χ !
!!!
Basic&
Sculpture&
full&year&
Relief!Sculpture!
*TEST&PIECE!
Subtractive!
Sculpture!
*TEST&PIECE!
Advanced&&
Sculpture&
full&year&
!
Design!with!Line!
!
*TEST&PIECE&
!
Hand!building!
with!Multiple!
techniques!
&
!
&&&&χ !
Writing!a!
Legacy!
Proposal!
!
!
*CLASS&
Proposal&
&Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!3ND!
art
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!3ND!
art!
Writing!a!
Persuasive!
essay!that!
address!
critical!
method!&!3ND!
art!
!
!
!
!!!!!
CCA&
&&CCA&
&&&
&&&&&
CCA&
!
!!!!!!
CCA!
!
257
Materials to be
submitted
Due:
4th week of
Febuary
Visual Arts
CCA
Schedule
Basic Art &
Design
minor
Basic Art &
Design
full year
Foundations of
Art
full year
Advanced Art 1
full year
•
CCA Lesson
plan
• Project sample
(jpeg, or color
copy)
• Department
CCA rubric
• Focus:
designing with
line & color
theory
• CCA Lesson
plan
• Project sample
(jpeg, or color
copy)
• Department
CCA rubric
• Focus:
designing with
line, color
theory, 1 point
perspective &
3-d design
• (CHOOSE 3
OF THE
ABOVE)
• CCA Lesson
plan
• Project sample
(jpeg, or color
copy)
• Department
CCA rubric
• Focus:
color/value,
linear
perspective &
composition
Power point/ Term
Paper
Performance
Section:
SCORED
Start time
Length of
task
April:
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
April
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
April:
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
Finals schedule:
Focus:
• Observational
Still Life drawing
with Value
• Color Theory
• Portrait
• Functional
Design
(CHOOSE 2 OF
3-4 weeks
due: May
between 1st
and 2nd week
Re-submit
time
1 rotation
1 week
Objective
Section:
GRADED
Last week of
regular school
Finals schedule
Finals schedule
1 week
1 week
Finals schedule
258
THE ABOVE)
Materials to be
submitted
Due:
4th week of
Febuary
Visual Arts
CCA
Schedule
Advanced Art 2
full year
Senior Studio/
3-D Senior Studio
full year
Basic Sculpture
minor
Finals schedule
Power point/ Term Focus:
Paper
• D ra w in g w ith
C o n c e n tra tio n
o n P o rtra it
• Color Theory
• Additive
Sculpture
CHOOSE 2 OF
THE ABOVE)
E x it P o rtfo lio
April:
Begin between 1st
• A rtis t
and 2nd week
s ta te m e n t
•
R e su m e
• 6 -1 0
a rtw o rk s
•
•
•
•
Basic Sculpture
full year
•
•
Basic Sculpture
full year
•
•
Advanced
Sculpture
full year
Performance
Section:
SCORED
Start time
•
•
•
•
Length of
task
Re-submit
time
3-4 weeks
due: May
between 1st
and 2nd week
1 week
3 weeks
due: May
between 1st
and 2nd week
1 week
1 rotation
CCA Lesson
plan
Project sample
(jpeg, or color
copy)
Department
CCA rubric
Focus: relief &
subtractive
sculpture
April:
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
CCA Lesson
plan
Project sample
(jpeg, or color
copy)
Department
CCA rubric
Focus: relief,
assemblage &
color theory
CCA Lesson
plan
Project sample
(jpeg, or color
copy)
Department
CCA rubric
April:
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
April:
Begin between 1st
and 2nd week
3 weeks
due: May
between 1st
and 2nd week
Objective
Section:
GRADED
Finals schedule
Last week of
regular school
Finals schedule
1 week
1 week
Finals schedule
259
•
Focus:
additive,
thematic &
color theory
260
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 Abstract and Modern Art
- 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 cut paper lines, shapes and colors to create an individualized city (roads/buildings)
- material usage & safety (i.e. cutting techniques et.al.)
-
Processes:
Students will demonstrate knowledge and skill of vocabulary,media, tools, techniques, and
Students reflect upon,analyze and evaluate the work of self and others
processes
(describing subject matter, colors, shapes, and story seen in a work of art or design using affirmative statements)
Students will demonstrate knowledge and application 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 meaning)
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 artist?
Can you create a variety of shapes and colors using the materials provided?
What words will you choose to describe your work ( title-setting-characters)
How does an artist make decisions when creating artwork?
Written Curriculum
Grade Level Expectations/Grade Span Expectations:
VAD 1(K-2)-2a
VAD 4 (K-2) –1b
VAD 1 (K-2) – 1b
VAD 4 (K-2)-1c
Taught Curriculum
Instructional Sequence:
Day1 Introduce lesson by showing the map of Europe- asking them to locate Russia and Germany. Write the
name of Wassily Kandinsky and the years of his life: 1866-1944
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 Modern 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
Day2 Review previous week’s lesson as you pass around small visuals of Kandinsky’s works – allowing
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.
Allow students to see his works as resembling small cities, small worlds possibly inhabited by interesting people
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 their (12x18) papers.
It is now that we begin to glue down our shapes, overlapping them into buildings of unique shape and form.
Day3 Students observe one another’s works and see what each artist did the week prior.
Up to 3 questions may be asked at this point by students and directed to peers
Place Kandinsky works next to particular chosen student works …ask students to describe what they see in master
work and student work
Ask students to think about what their city could use. A roadway? A bridge? Other buildings?
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 Kandinsky 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 oversized labels ( e.g. ‘My work of
art is titled________________’)
Students carefully write in their titles use word-spelling techniques learned in grade 1.
Teacher can distribute lined paper for students to write a brief 5 sentence description of the works 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
Photographic visuals of Wassily Kandinsky ( calendars;books; et.al.)
Websites
http://www.notablebiographies.com/Jo-Ki/Kandinsky-Wassily.html
Art Materials:
9x12 manilla (or colored) tagboard
lined paper
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 papers
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
Discussions
Demonstrations
262
Cooperative Learning
Critique
Written Reflection
Depth of Knowledge:
Level Three (Strategic Thinking)=DOK3 Using concepts to solve non-routine problems/draw conclusions/
investigate construct
Level Four (Extended Thinking)=DOK4 Apply concepts/Analyze/Prove/Design
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
Teaching 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
Teacher 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
Benchmark Assessments
Kandinsky City Rubric
263
Paul Carpentier
Rubric: Kandinsky City
Rubric
5
developing
skills at grade
level
understanding
of and
application of
art concepts
participation
use of
materials
Behavior
4
Grade 2
3
2
1
High quality
and creative
work
Creative work
Acceptable
work
Inconsistent
quality of
work
Poor quality /
NO work at all
Apply ALL
concepts –
especially those
focused upon in
lesson
Sincere effort to
apply skills,
especially those
focused upon in
lesson
Apply some of the
skills focused
upon in lesson
Rarely apply
expected skills
No application of
expected skills
ex: line-shape—
color variety
ex: line-shape—color
variety
ex: line-shape—
color variety
ex: line-shape—
color variety
ex: line-shape—
color variety
Always
participate in
class and use
time well
Participate in
class and use
time well
Usually
participate in
class and use
time well
Sometimes
participate in
class and use
time well
Do not
participate in
class or use
time well
Use materials
appropriately
and with no
reminders
Use materials
appropriately
with little
reminding
Require some
reminder on
proper use of
materials
Often need
reminding on
proper use of
materials
Use materials
inappropriately
and foolishly
Always follow art
studio rules and
never cause a
disturbance
Usually follows
studio rules and
very rarely causes
a disturbance
when in class
Usually follows
studio rules and
occasionally
causes a
disturbance when
in class
Very rarely
follows studio
rules and
sometimes causes
a disturbance in
class
Never follows
studio rules and
frequently causes
disturbances in
class
264
Rhode Island Unit of Study
Title: Keith Haring – Sculpture
Overall days: 11 days
Discipline/Content Area Focus: Visual Arts
Grade Level: General Art, 7th 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:
Students will be introduced to the artist Keith Haring. We will focus on his style of figure drawings, and
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.
o VAD 2 (7-8) -1 a
• 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.
o VAD 3 (7-8) -1 d VAD 4 (7-8) -1 f
• use Dance to inspire a work of art
o VAD 2 (7-8) – 1 b
• 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.
o VAD 4 (7-8) -1 e
Notes, clarifications, and prerequisites regarding standards:
Additional Learner Outcomes (not necessarily assessed):
265
Taught Curriculum
Instructional Sequence:
Art$Activity/Procedure:$
$
Day 1 Intro to Keith Haring, Prediction Sheets and Video, Discussion, and Project Overview
Day 2 Discussion on Movement, Dance Videos, Sketching, Gesture, and coming up with a design for
their individual figure.
Day 3 Finalize figure, Demo construction of human sculpture
Day 4 Construct Figure
Day 5 Construct Figure
Day 6 Plaster Gauze Front
Day 7 Plaster Gauze Back
Day 8 Intro to Color Theory, Mixing paint for person.
Day 9 Paint Figure Front
Day 10 Paint Figure Back
Day 11 Paint Designs on front
Day 12 Finish designs, Talk about assemblage
Day 13 Construct installation
Day 14 Installation Critique
Resources and Materials:
Motivations/Visuals
1. Video: Keith Haring – Drawing the Line
2. Gesture/ Movements
3. Demonstrations of sculptures and paining techniques
4. Visuals of installations
5. Internet site www.keithharingkinds.com
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
! 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
! School wide Refection and Constructed Response Rubric
267
Rhode Island Unit of Study
Title: Cut Paper Self-Portrait
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.
Students will create a unique solution for a visual art or design problem.
Students will discuss (evaluate) their projects formally (group critique) and informally (corporative learning).
Students will write a written reflection that states their artistic process and growth 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:
-
-
Day 1: Introduce lesson to students through the use of a Power point presentation that clearly defines the goals of the
lesson. Teacher reviews lesson requirements, GSE’s and rubrics. Assignment: draw three self-portraits that include
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 corrections.
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
Day 5: Demonstration of technical cutting and x-acto knife safety
Day 6: Technical cutting- work in progress
Day 7: Technical cutting- work in progress
Day 8: Review Color Theory/Value and its 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:
- 18”x 24” newsprint paper
- 18” x 24” black paper
268
-
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 Colors
Differentiation Strategies (for all student learners):
-
Examples of past projects
Power point presentation
Structured Overview
Cooperative Learning
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 students are working on their self-portrait.
Teacher will check for accountable talk.
Teacher will rotate to ensure that students are on-task and progressing 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
SENIOR- STUDIO - CUT PAPER ART RUBRIC
Expectations
Demonstrates Artistic
Processes
Demonstrates the ability
to communicate using
media, techniques,
processes, and VAD
concepts
Advanced
4
Proficient
3
Students will show advanced
evidence of generating, applying,
revising, and evaluating strategies
and techniques to address portrait
unit.
Students will show proficient
evidence of generating, applying,
revises and evaluating strategies and
techniques to address portrait unit.
Student will demonstrate knowledge
advanced of vocabulary of media,
techniques, and processes.
Student will demonstrate proficient
knowledge of vocabulary of media,
techniques, and processes.
Generates, applies, revises, and
evaluates strategies and techniques
to address artistic problems with
highly developed craftsmanship and
technical skills.
VAD 1 (9-12)-1b
Students will create an advanced and
unique solution for a visual art or
design problem.
Generates, applies, revises, and
evaluates strategies and techniques
to address artistic problems.
VAD 1 (9-12)-1b
Creates a unique, sophisticated
solution for a design problem.
VAD 3 (9-12)-1b
Students will create a proficient andunique solution for a visual art or
design problem.
Creates a unique solution for a
design problem.
VAD 3 (9-12)-1b
Developing
2
Students will show developing
evidence of strategies and techniques
to address portrait unit.
Student will demonstrate developing
knowledge of vocabulary of media,
techniques, and processes.
Applies strategies and techniques to
address artistic problems.
VAD 1 (9-12)-1b
Emerging
1
0
Students will show emerging
evidence of strategies and
techniques to address portrait
unit.
Student will demonstrate
emerging knowledge of
vocabulary of media, techniques,
and processes.
Applies strategies and techniques
to address artistic problems with
limited success.
VAD 1 (9-12)-1b
Students(will(create(a(developing(
and(unique(solution(for(a(visual(art(
or(design(problem.(
Students will create an emerging
and unique solution for a visual
art or design problem.
Creates a solution for a design
problem.
VAD 3 (9-12)-1b
Attempts a solution for a design
problem.
VAD 3 (9-12)-1b
Demonstration of
Knowledge
Students demonstrate an
advanced/depth of knowledge and
skill of media, tools, techniques, and
processes of Visual Art and Design
by selecting and evaluating a variety
of media, tools, techniques, and
processes in creating two- and threedimensional works of art and design
VAD 1 (9-12) – 2a
Students demonstrate a
proficient/understanding of
knowledge and skill of media, tools,
techniques, and processes of Visual
Art and Design by selecting and
evaluating a variety of media, tools,
techniques, and processes in
creating two- and three- dimensional
works of art and design
VAD 1 (9-12) – 2a
Students demonstrate a
developing/superficial knowledge and
skill of media, tools, techniques, and
processes of Visual Art and Design by
selecting and evaluating a variety of
media, tools, techniques, and processes
in creating two- and three- dimensional
works of art and design
VAD 1 (9-12) – 2a
Students demonstrate an
emerging/vague knowledge and
skill of media, tools, techniques,
and processes of Visual Art and
Design by selecting and
evaluating a variety of media,
tools, techniques, and processes
in creating two- and threedimensional works of art and
design
VAD 1 (9-12) – 2a
Student Reflection
Students will write an advanced
written reflection that states their
artistic process and growth that has
resulted from this lesson.
Students will write a proficient
written reflection that states their
artistic process and growth that has
resulted from this lesson.
Students will write a developing
written reflection that states their
artistic process and growth that has
resulted from this lesson.
Students will write an emerging
written reflection that states their
artistic process and growth that
has resulted from this lesson.
Organizes and develops
ideas/concepts by using a text
structure appropriate to
focus/controlling idea or thesis and
selecting appropriate and relevant
information to set context; and draw
a conclusion by synthesizing
information.
W-10-6.1-6.2, 6.4
Organizes ideas/concepts by using a
text structure appropriate to
focus/controlling idea or thesis and
selecting appropriate and relevant
information to set context; and draw
a conclusion by synthesizing
information.
W-10-6.1-6.2, 6.4
Arranges ideas/concepts by using a
text structure appropriate to
focus/controlling idea or thesis and
selecting appropriate and relevant
information to set context; and draw a
conclusion.
W-10-6.1-6.2, 6.4
Identifies relevant information.
W-10-6.1-6.2, 6.4
270
CRANSTON PUBLIC SCHOOLS
DISTRCIT-WIDE ARTS RUBRICS
K-12
271
Expectations
Exceeds Standards
4
1. Demonstrates Artistic Processes
VAD 1 (9-12)-1b & 2b
M 1 (9-12)-1
T 1 (9-12)-1, 2
D 1 (9-12)-1, 2
Skillfully generates, applies, revises,
and evaluates artistic and technical
strategies and techniques to address
artistic problems.
2. Personal, Cultural & Historical
Context
VAD 2 (9-12)-1a & 1b
M 2 (9-12)-1 & 2
T1 (9-12) 3
T 2 (9-12)-1
D 2 (9-12) - 1
Skillfully analyzes, interprets, and
evaluates existing works of art,
music, theater, and dance within
social, cultural, and historical
contexts.
Meets Standard
3
Generates, applies, revises, and
evaluates artistic and technical
strategies and techniques to address
artistic problems.
Nearly Meets Standard
2
Attempts to generate, apply, revise,
and evaluate artistic and technical
strategies and techniques to address
artistic problems
Below Standard
1
Little or no attempt to generate,
apply, revise, and evaluate artistic
strategies and techniques to address
artistic problems.
Skillfully demonstrates mastery of Demonstrates knowledge of
Demonstrates some knowledge of Demonstrates little knowledge of
vocabulary of tools, techniques, and vocabulary of tools, techniques, and vocabulary of tools, techniques, and vocabulary of tools, techniques, and
processes.
processes.
processes.
processes.
Analyzes, interprets, and evaluates
existing works of art, music, theater,
and dance within social, cultural,
and historical contexts.
Attempts to analyze, interpret, and
evaluate existing works of art,
music, theater, and dance within
social, cultural, and historical
contexts.
Skillfully reflect aspects of culture, Reflect aspects of culture, time, and Attempts to reflect aspects of
time, and place in original work.
place in original work.
culture, time, and place in original
work.
Skillfully analyzes and synthesizes Analyzes and synthesizes the
the connections between the arts and connections between the arts and
other disciplines.
other disciplines.
Little or no attempt to analyze,
interpret, and evaluate existing
works of art, music, theater, and
dance within social, cultural, and
historical contexts.
Little or no attempt to reflect aspects
of culture, time, and place in original
work.
Attempts to analyze and synthesize Recognizes little connection
the connections between the arts and between the arts and other
other disciplines.
disciplines.
3. Communication, Demonstration & Skillfully synthesizes, evaluates, and Synthesizes, evaluates, and applies Attempts to synthesize, evaluate, and Limited or no attempt to synthesize,
applies tools, techniques, processes, tools, techniques, processes, and arts apply tools, techniques, processes, evaluate, and apply tools,
Performance
and arts concepts to convey specific concepts to convey specific feelings, and arts concepts to convey feelings, techniques, processes, and arts
VAD 3 (9-12)-1a & 1b
feelings, ideas, or meanings.
ideas, or meanings.
ideas, or meanings.
concepts to convey feelings, ideas,
M 3 (9-12)-1
or meanings.
T 3 (9-12)-1 & 2
D 3 (9-12)-1, 2, 3
Skillfully creates an effective and
Creates an effective solution for a Creates a partially effective solution Attempts a solution for a creative
4. Aesthetic Judgment
VAD 4 (9-12)-1
M 4 (9-12)-1 & 2
T 4 (9-12)-1
D 4 (9-12)-1, 2
unique solution for a creative
problem.
creative problem.
for a creative problem.
Skillfully applies knowledge and
skills in art discipline to reflect on
and evaluate the work of self and
others.
Applies knowledge and skills in art Attempts to apply knowledge and
discipline to reflect on and evaluate skills in art discipline to reflect on
the work of self and others.
and evaluate the work of self and
others.
problem.
Little or no attempt to apply
knowledge and skills in art
discipline to reflect on and evaluate
the work of self and others.
272
Expectations
1. Demonstrates Artistic Processes
VAD 1 (K-2)-1b & 2b
Exceeds Standards
4
Meets Standard
3
Nearly Meets Standard
2
Below Standard
1
Skillfully experiments with a variety Experiments with a variety of
Attempts to experiment with a
Little or no attempt experiment with
of strategies and techniques to
strategies and techniques to address variety of strategies and techniques a variety of strategies and techniques
address artistic problems
artistic problems
to address artistic problems s
to address artistic problems
Skillfully demonstrates knowledge Demonstrates knowledge of basic art Demonstrates some knowledge of Demonstrates little knowledge of
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 lines, colors, and shapes.
2. Personal, Cultural & Historical
Context
VAD 2 (K-2)-1a & 1b
Skillfully identifies a variety of
purposes for making visual art and
design
Identifies a variety of purposes for
making visual art and design
Attempts to identify a variety of
purposes for making visual art and
design
Skillfully recognizes connections
Recognizes the connections between Attempts to recognize the
between Visual Arts and Design and the arts and other disciplines.
connections between the arts and
other disciplines
other disciplines.
Little or no attempt to identify a
variety of purposes for making
visual art and design
Recognizes little connection
between the arts and other
disciplines.
Attempts to explore media, techniques,
Limited or no attempt to explore media,
3. Communication, Demonstration & Skillfully explores media, techniques,Explores media, techniques, processes,
processes, and visual arts and design and visual arts and design concepts toprocesses, and visual arts and design techniques, processes, and visual arts
Performance
concepts to convey feelings, ideas, orconvey feelings, ideas, or meaning concepts to convey feelings, ideas, orand design concepts to convey feelings,
VAD 3 (K-2)-1a & 1b
meaning
meaning
ideas, or meaning
Explores the use of colors, shapes, and
Skillfully explores the use of colors, lines to create a unique expression Partially explores the use of colors, Attempts to explore the use of colors,
shapes, and lines to create a unique representing a feeling, idea or meaning
shapes, and lines to create a unique shapes, and lines to create a unique
expression representing a feeling, idea. or
expression representing a feeling, ideaexpression
or
representing a feeling, idea or
meaning
meaning
meaning
4. Aesthetic Judgment
VAD 4 (K-2)-1
Skillfully applies knowledge and
skills in art discipline to reflect on
and evaluate the work of self and
others.
Applies knowledge and skills in art Attempts to apply knowledge and
discipline to reflect on and evaluate skills in art discipline to reflect on
the work of self and others.
and evaluate the work of self and
others.
Little or no attempt to apply
knowledge and skills in art
discipline to reflect on and evaluate
the work of self and others.
273
Expectations
1. Demonstrates Artistic Processes
VAD 1 (3-4)-1b & 2b
Exceeds Standards
4
Meets Standard
3
Nearly Meets Standard
2
Below Standard
1
Skillfully experiments with a variety Experiments with a variety of
Attempts to experiment with a
Little or no attempt experiment with
of strategies and techniques to
strategies and techniques to address variety of strategies and techniques a variety of strategies and techniques
address artistic problems
artistic problems
to address artistic problems s
to address artistic problems
Skillfully demonstrates knowledge Demonstrates knowledge of basic art Demonstrates some knowledge of Demonstrates little knowledge of
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 lines, colors, and shapes.
2. Personal, Cultural & Historical
Context
VAD 2 (3-4)-1a & 1b
Skillfully identifies a variety of
purposes for making visual art and
design
Identifies a variety of purposes for
making visual art and design
Attempts to identify a variety of
purposes for making visual art and
design
Skillfully recognizes connections
Recognizes the connections between Attempts to recognize the
between Visual Arts and Design and the arts and other disciplines.
connections between the arts and
other disciplines
other disciplines.
Little or no attempt to identify a
variety of purposes for making
visual art and design
Recognizes little connection
between the arts and other
disciplines.
Explores media, techniques,
Attempts to explore media,
Limited or no attempt to explore
3. Communication, Demonstration & Skillfully explores media,
techniques, processes, and visual
processes, and visual arts and
techniques, processes, and visual
media, techniques, processes, and
Performance
arts and design concepts to convey design concepts to convey feelings, arts and design concepts to convey visual arts and design concepts to
VAD 3 (3-4)-1a & 1b
4. Aesthetic Judgment
VAD 4 (3-4)-1
feelings, ideas, or meaning
ideas, or meaning
feelings, ideas, or meaning
convey feelings, ideas, or meaning
Skillfully explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Explores the use of colors, shapes,
and lines to create a unique
expression representing a feeling,
idea or meaning
.
Partially explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Attempts to explore the use of
colors, shapes, and lines to create a
unique expression representing a
feeling, idea or meaning
Skillfully applies knowledge and
skills in art discipline to reflect on
and evaluate the work of self and
others.
Applies knowledge and skills in art Attempts to apply knowledge and
discipline to reflect on and evaluate skills in art discipline to reflect on
the work of self and others.
and evaluate the work of self and
others.
Little or no attempt to apply
knowledge and skills in art
discipline to reflect on and evaluate
the work of self and others.
274
Expectations
1. Demonstrates Artistic Processes
VAD 1 (5-6)-1b & 2b
Exceeds Standards
4
Meets Standard
3
Nearly Meets Standard
2
Below Standard
1
Skillfully experiments with a variety Experiments with a variety of
Attempts to experiment with a
Little or no attempt experiment with
of strategies and techniques to
strategies and techniques to address variety of strategies and techniques a variety of strategies and techniques
address artistic problems
artistic problems
to address artistic problems s
to address artistic problems
Skillfully demonstrates knowledge Demonstrates knowledge of basic art Demonstrates some knowledge of Demonstrates little knowledge of
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 lines, colors, and shapes.
2. Personal, Cultural & Historical
Context
VAD 2 (5-6)-1a & 1b
Skillfully identifies a variety of
purposes for making visual art and
design
Identifies a variety of purposes for
making visual art and design
Attempts to identify a variety of
purposes for making visual art and
design
Skillfully recognizes connections
Recognizes the connections between Attempts to recognize the
between Visual Arts and Design and the arts and other disciplines.
connections between the arts and
other disciplines
other disciplines.
Little or no attempt to identify a
variety of purposes for making
visual art and design
Recognizes little connection
between the arts and other
disciplines.
Explores media, techniques,
Attempts to explore media,
Limited or no attempt to explore
3. Communication, Demonstration & Skillfully explores media,
techniques, processes, and visual
processes, and visual arts and
techniques, processes, and visual
media, techniques, processes, and
Performance
arts and design concepts to convey design concepts to convey feelings, arts and design concepts to convey visual arts and design concepts to
VAD 3 (5-6)-1a & 1b
4. Aesthetic Judgment
VAD 4 (5-6)-1
feelings, ideas, or meaning
ideas, or meaning
feelings, ideas, or meaning
convey feelings, ideas, or meaning
Skillfully explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Explores the use of colors, shapes,
and lines to create a unique
expression representing a feeling,
idea or meaning
.
Partially explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Attempts to explore the use of
colors, shapes, and lines to create a
unique expression representing a
feeling, idea or meaning
Skillfully applies knowledge and
skills in art discipline to reflect on
and evaluate the work of self and
others.
Applies knowledge and skills in art Attempts to apply knowledge and
discipline to reflect on and evaluate skills in art discipline to reflect on
the work of self and others.
and evaluate the work of self and
others.
Little or no attempt to apply
knowledge and skills in art
discipline to reflect on and evaluate
the work of self and others.
275
Expectations
1. Demonstrates Artistic Processes
VAD 1 (7-8)-1b & 2b
Exceeds Standards
4
Meets Standard
3
Nearly Meets Standard
2
Below Standard
1
Skillfully experiments with a variety Experiments with a variety of
Attempts to experiment with a
Little or no attempt experiment with
of strategies and techniques to
strategies and techniques to address variety of strategies and techniques a variety of strategies and techniques
address artistic problems
artistic problems
to address artistic problems s
to address artistic problems
Skillfully demonstrates knowledge Demonstrates knowledge of basic art Demonstrates some knowledge of Demonstrates little knowledge of
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 lines, colors, and shapes.
2. Personal, Cultural & Historical
Context
VAD 2 (7-8)-1a & 1b
Skillfully identifies a variety of
purposes for making visual art and
design
Identifies a variety of purposes for
making visual art and design
Attempts to identify a variety of
purposes for making visual art and
design
Skillfully recognizes connections
Recognizes the connections between Attempts to recognize the
between Visual Arts and Design and the arts and other disciplines.
connections between the arts and
other disciplines
other disciplines.
Little or no attempt to identify a
variety of purposes for making
visual art and design
Recognizes little connection
between the arts and other
disciplines.
Explores media, techniques,
Attempts to explore media,
Limited or no attempt to explore
3. Communication, Demonstration & Skillfully explores media,
techniques, processes, and visual
processes, and visual arts and
techniques, processes, and visual
media, techniques, processes, and
Performance
arts and design concepts to convey design concepts to convey feelings, arts and design concepts to convey visual arts and design concepts to
VAD 3 (7-8)-1a & 1b
4. Aesthetic Judgment
VAD 4 (7-8)-1
feelings, ideas, or meaning
ideas, or meaning
feelings, ideas, or meaning
convey feelings, ideas, or meaning
Skillfully explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Explores the use of colors, shapes,
and lines to create a unique
expression representing a feeling,
idea or meaning
.
Partially explores the use of colors,
shapes, and lines to create a unique
expression representing a feeling,
idea or meaning
Attempts to explore the use of
colors, shapes, and lines to create a
unique expression representing a
feeling, idea or meaning
Skillfully applies knowledge and
skills in art discipline to reflect on
and evaluate the work of self and
others.
Applies knowledge and skills in art Attempts to apply knowledge and
discipline to reflect on and evaluate skills in art discipline to reflect on
the work of self and others.
and evaluate the work of self and
others.
Little or no attempt to apply
knowledge and skills in art
discipline to reflect on and evaluate
the work of self and others.
276
Art Education Associations
National Art Education Association
http://www.arteducators.org/
Rhode Island Art Education Association
http://www.ri.net/RIAEA/
Alliances for Arts in Education
http://riallianceforartseducation.wordpress.com/
Rhode Island State Council on the Arts
http://www.arts.ri.gov/
VSA of RI
http://www.vsartsri.org
Art Museums
Boston Museum of Fine Arts
http://www.mfa.org/
Isabel Gardner Museum - Boston
http://www.gardnermuseum.org/
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
http://www.metmuseum.org/
ICA - The Institute of Contemporary Art - Boston
http://www.icaboston.org/
Museum of Modern Art - MOMA - New York
http://www.moma.org/
The Guggenheim - New York
http://www.guggenheim.org/
The National Gallery of Art - Washington, DC
http://www.nga.gov/
Smithsonian - Washington, DC
http://www.si.edu/
Philadelphia Museum of Art - Philadelphia, PA
http://www.philamuseum.org/
Famous Artists Websites
Web Museum - Biography of many artists
http://www.ibiblio.org/wm/
ArtCyclopedia
http://www.artcyclopedia.com/
FactMonster - Biography of famous artists
http://www.factmonster.com/ipka/A0882839.html
277
Artists Links
http://www.happyscribbles.org/artist.php
Famous Artists
http://www.allfamousartists.com/
Vincent VanGogh’s Gallery
http://www.vangoghgallery.com/
Pablo Picasso’s Official Website
http://www.picasso.fr/us/picasso_page_index.php
Pablo Picasso - Famous Artists My Kids Art
http://www.mykidsart.com.au/Pablo_Picasso_Famous_Artists_My_Kids_Art.html
Welcome to Claude Monet’s Site
http://giverny.org/monet/welcome.htm
Salvadore Dali’s Museum - St. Petersberg, FL
http://thedali.org/
Henri Matisse
http://www.henri-matisse.net/
Camille Pissarro- The Complete Works
http://www.camille-pissarro.org/
Cultural and Academic Connections
The Awesome Aztec (Grade 6)
http://aztecs.mrdonn.org/
Mayan Kids - Interactive (Grade 6)
http://www.mayankids.com/
Ancient Mexico (Grade 6)
http://ancientweb.org/explore/country/Mexico
The Ancient Web - Ancient places in the world
http://ancientweb.org/global
Idioms by Kids (Grades 3-6)
http://www.idiomsbykids.com/
Egyptian - Kids Connect (Grades 4-6)
http://www.kidskonnect.com/subject-index/16-history/253-ancient-egypt.html
Art Education Resources - Lessons and more...
Kennedy Center of the Arts - ARTSEDGE
http://artsedge.kennedy-center.org/educators.aspx
The J. Paul Getty Museum - Education Resources
http://www.getty.edu/education/teachers/classroom_resources/index.htm
beau coup - Resources for basic art education
http://www.beau-coup.com/articles/learn-art.htm
Crayola - Education
278
http://www.crayola.com/educators/
National Gallery of Art - Classroom Resources
http://www.nga.gov/education/classroom/
Smithsonian Education
http://www.smithsonianeducation.org/educators/lesson_plans/art_design.html
Metropolitan Museum of Art
http://www.metmuseum.org/explore/
Art Education 2.0
http://arted20.ning.com/
Artsonia
http://www.artsonia.com/teachers/
Incredible @rt Department
http://www.princetonol.com/groups/iad/links/artstuff.html
Making Art Fun
http://makingartfun.com/
@rt Junction
http://www.artjunction.org/
Davis Publication
http://www.davisart.com/Portal/SchoolArts/SADefault.aspx?curPage=School-Arts-OnlineLesson-Plans
The Teacher’s Guide
http://www.theteachersguide.com/Artlessonplans.html
Dick Blick Art Lesson Plans
http://www.dickblick.com/lesson-plans/
Art-rageous
http://www.art-rageous.net/Art-Plans.html
KinderArt
http://www.kinderart.com/
art21
http://www.pbs.org/art21/education/onlinelessonlibrary.html
Artyfactory
http://www.artyfactory.com/sitebody/gallery1.htm
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
http://www.nga.gov/kids/
National Gallery of Art - The Art Zone
http://www.nga.gov/kids/zone/zone.htm
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
http://www.mowa.org/kids/kids_enter.html
279
SmART Kids
http://smartmuseum.uchicago.edu/smartkids/php/exitSurvey/exitSurvey.php
The Artist’s Toolkit
http://www.artsconnected.org/toolkit/index.html
A. Pintura: Art Detective
http://www.artsconnected.org/toolkit/index.html
Mondrimat by Stephen Linhart
http://www.stephen.com/mondrimat/index3.html?
Inside Art - Go on an Art History Adventure
http://www.eduweb.com/insideart/
Restoring a Masterpiece - The Minneapolis Institute of Arts
http://www.artsmia.org/restoration-online/
Wacky Kids from the Denver Art Museum
http://www.wackykids.org/
The Art Safari - MoMA
http://www.moma.org/interactives/artsafari/index.html
Kids - Smithsonian
http://www.si.edu/Kids
The Childrens Museum of Indianapolis
http://www.childrensmuseum.org/
SmartHistory - (High School)
http://smarthistory.org/
Off the Map - Backyards created by visionary artists
http://www.pbs.org/independentlens/offthemap/
MoMA - Red Studio (Middle and High School)
http://redstudio.moma.org/
Art Specialists Websites/Blogs - great for ideas!
Bloggers - http://teacherportal.com/edubloggers/art
Art Lessons for Kids - Elementary
http://artlessonsforkids.wordpress.com/
Deep Space Sparkle - Elementary
http://www.deepspacesparkle.com/
Art Projects for Kids - Elementary
http://www.artprojectsforkids.org/
Laugh, Paint, Create - Elementary
http://laughpaintcreate.blogspot.com/
Elementary Art Lesson Plans
http://syrylynrainbowdragon.tripod.com/home.html
smART Class - Elementary
http://elementaryartfun.blogspot.com/
Vivid Layers - Elementary
http://vividlayers.blogspot.com/
Oodles of Art - Elementary
http://oodlesofart.blogspot.com/
Mrs. Art Teacher - Elementary
http://applesloveorangespdx.blogspot.com/
Her Dabbles - Elementary and Middle School
http://herdabbles.blogspot.com/
280
The Blooming Palette of High School Art - High School
http://www.thebloomingpalette.blogspot.com/
Art lessons from Belgium - Middle School
http://artlessonsfrombelgium.blogspot.com/
Mrs. Macre’s Art Class - High School
http://macresartroom.blogspot.com/
artsensefromhartville - High School
http://artsensefromhartville.blogspot.com/
PHS Art - High School
http://www.paristigerart.blogspot.com/
Somewhere in the middle - Middle School
http://yoursinart.blogspot.com/
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
http://www.arttecheducation.com/art--tech--education-blog.html
Ms. Motta’s Mixed Media - Elementary - Art and Special Needs (frm. RISD Student)
http://artwithrmotta.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
http://www.blabberize.com
Prezi - Presentation Tool
http://www.prezi.com
Wordle - Word Cloud
http://www.wordle.net
Zamzar - Convert YouTube videos to watch in the Art Room
http://www.zamzar.com
Weebly - create your own classroom website - There is a free version
http://www.weebly.com
281
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 art curriculum. The following
digital textbook licenses and textbooks have been reviewed and are recommended.
GRADE/COURSE
K-6
7-8
Art & Design Application
703M Basic Art & Design
700/01 Foundations of Art
Honors/CP
726/28 Advanced Art 1
Honors/CP
731/ 32 Advanced Art 2
Honors/CP
734/35 Studio Art
713M Basic Sculpture &
Ceramics
711/12 Sculpture &
Ceramics Honors/CP
716/17 Advanced Sculpture
& Ceramics Honors/CP
736 Three-Dimensional
Studio
DIGITAL E-BOOK
LICENSES/ TEXTBOOKS
Explorations in Art
(Individual grade editions)
*DEL
Explorations in Art - A
Global Pursuit
*DEL
The Visual Experience
*DEL
The Visual Experience
*DEL
The Visual Experience
*DEL
Discovering Art History
*T
The Visual Experience
*DEL
Discovering Art History
*T
The Visual Experience
*DEL
Discovering Art History
*T
The Visual Experience
*DEL
Discovering Art History
*T
The Visual Experience
*DEL
Discovering Art History
*T
Beginning Sculpture
*T
PUBLISHER
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
Davis Publications, Inc
*DEL- DIGITAL E-BOOK LICENSES required for implementation of curriculum
*T- TEXTBOOKS required for implementation of curriculum
282
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.
d. identify trends and forecast possibilities.
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.
d. process data and report results.
283
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.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
d. use multiple 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. advocate and practice safe, legal, and responsible use of information and technology.
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
the International Society for Technology in Education.
!
284
Appendix B
284 living.
FINE ARTS
VISUAL AND PERFORMING ARTS DEPARTMENTS
049
TIMELY JOURNEYS
Term: FY
Grade: 11-12
PBGR: 0.5 E/LA Elective
Prerequisite: English 10 (011) or teacher recommendation.
And 0.5 Fine Arts
th
Long before and certainly since H.G. Wells fictionally presented it as a 4 dimension to be conquered, and Einstein offered it in scientific terms, time
has been loved and hated, admired and derided, accepted 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 word, film, and the world of fine art.
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.)
700
FOUNDATIONS IN ART HONORS
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 experience with a broad variety of art media, materials and tools. With an emphasis on studio
production, the students explore and develop skills in drawing, painting, graphic design, printmaking, architectural/environmental design and
sculpture. Students learn art production with emphasis on development of higher-level thinking appropriate to art-related technology skills, art
appreciation, art criticism, and aesthetics. Students use a sketchbook to demonstrate a process portfolio which is required. Upon successful
completion, students 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 assists 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.
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 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 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 sculpture. 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
research, art history, and independent study. The use of a sketchbook to demonstrate a process portfolio is required. Upon successful completion of
this course, students 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 Foundation in Art Honors course is a prerequisite
for Advanced Art 1, Advanced Art 2, and Studio Art.
Proficiency in course knowledge and skills 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 proficient artifacts and reflections to the CPS digital graduation portfolio.
702
702S
ART & DESIGN APPLICATION
Term: FY
Grade: 9-12
PBGR: 1.0 Fine Arts
ART & DESIGN APPLICATION
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 arts. 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 reflections to the CPS digital graduation portfolio.
703
BASIC ART & DESIGN
Term: FY
Grade: 9-12
PBGR: 1.0 Fine Arts
703M
BASIC ART & DESIGN
Term: FY
Grade: 9-12
PBGR: 0.5 Fine Arts
Prerequisite: None
Note: 703M is also offered at the NEL/CPS Charter School.
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
in two and three-dimensional design, fine crafts, their media and the cultures they represent. With an emphasis on studio production, assignments in
this course are designed to promote students’ higher-level thinking appropriate to art, art related technology skills, art appreciation, art criticism, and
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 sketchbook 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 -
285 711
SCULPTURE & CERAMICS - HONORS
Term: FY
Grade: 10-12
PBGR: 1.0 Fine Arts
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
techniques in both clay and mixed media including cardboard or paper, paper mache`, wire or metal, as well as found objects. Instruction and
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 successful completion of this course students have proficient knowledge and skills to create, appreciate and assess threedimensional art.
Proficiency in 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 contribute proficient artifacts and reflections to the CPS digital graduation portfolio.
712
SCULPTURE & CERAMICS
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 threedimensional works of art. Students will be introduced to a variety of techniques in both clay and mixed media including cardboard or paper, 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 to 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,
assessing, and valuing three-dimensional 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 contribute proficient artifacts and reflections to the CPS digital graduation portfolio.
713M
713S
BASIC SCULPTURE & CERAMICS
Term: FY
Grade: 10-12
PBGR: 0.5 Fine Arts
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 Design
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 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.
716
ADV. SCULPTURE & CERAMICS HONORS
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 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. 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 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
Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio.
717
ADVANCED SCULPTURE AND CERAMICS
Term: FY
Grade: 11-12
PBGR: 1.0 Fine Arts
Prerequisite: 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 confidently 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 properties. 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 threedimensional 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
Board of Regents. Students will contribute proficient to advanced artifacts and reflections to the CPS digital graduation portfolio.
722M
FINE ARTS APPRECIATION
Term: FY
Grade: 9-12
PBGR: 0.5 Fine Arts
Prerequisite: None
This course is designed for Non-Art Majors and introduces students to the world of Visual Arts through an exploration of its most important
historical periods, artists, masterworks and the cultures surrounding them. The processes by which art is created, a vocabulary to discuss and write
art and the media used to make art will be presented in this class. Students 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 process. The use of a sketchbook to demonstrate a process portfolio is required.
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286 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.
726
ADVANCED ART I HONORS
Term: FY
Grade: 10-12
PBGR: 1.0 Fine Arts
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 techniques. 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
skills and incorporate art related technology. They will develop a sophisticated and mature level of problem solving, critical thinking and decisionmaking skills. Students will continue to gain an appreciation for art and artists from other cultures both past and present. This course, emphasizing
art 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 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.
728
ADVANCED ART 1
Term: FY
Grade: 10-12
PBGR: 1.0 Fine Arts
Prerequisite: Foundations in Art
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 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 art-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 art. They
will continue to gain an appreciation for art and artists from other cultures both past and present and 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
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
Term: FY
Grade: 10-12
PBGR: 1.0 Fine Arts
Prerequisite: Foundations of Art 701 & Advanced Art I 728
To qualify for this course, students need to have successfully completed these two courses that provide knowledge and skills background that
evidence a proficient skills set and a broad vocabulary.
Students learn computer skills and applications for drawing, design, graphics and photography. Work is completed in the computer lab and art
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 through 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 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 will 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. Students will be introduced to possible career opportunities in the visual arts, and begin to define
their goals. They will continue to work towards contributing proficient to advanced proficient artworks to a portfolio that exhibits consistent and
independent performance in each benchmark of the creating and responding rubrics. The use of a sketchbook to demonstrate a process portfolio is
required. Using 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. 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 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 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 2 is a
prerequisite for Studio Art.
732
ADVANCED ART II
Term: FY
Grade: 11-12
PBGR: 1.0 Fine Arts
Prerequisite: Advanced Art I
This course is designed to provide a more in-depth overview of the Visual Arts while developing advanced proficiency with a broad 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
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 sculpture, while, establishing a personal voice. In addition to studio work, galleries,
museums, and/or artists' studios will be utilized as an extension of the classroom. Students will be introduced to possible career opportunities in the
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287 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
production, this course is designed to develop higher-level thinking, art-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
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 2 is a
prerequisite for Studio Art.
733M
VISUAL ARTS IN SOCIETY (ART 201) EE
Term: FY
Grade: 11-12
PBGR: 0.5 Fine Arts
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
Non–Art Majors and adheres to the National and Rhode Island Visual Art Standards. Successful completion of this course fulfills the requirements
for Early Enrollment college credit offered through Rhode Island College.
* 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 twodimensional 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. Narrative reflections, research on Contemporary artists, and selfevaluations of all works are a part of the learning process. The use of a sketchbook to demonstrate a process portfolio is required.
During the second half of the year, leaving a legacy to the school and/or community is an important part of the values emphasized 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.
735
STUDIO ART
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 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 compositional 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 confidently to create
sophisticated three-dimensional works of art. In addition to studio art, an emphasis is placed on art appreciation using museums, galleries, and artists’
studios as an extension of the of the classroom. Students will also gain knowledge in the preparation, digital presentation, and exhibition of their
artwork. Integral to the culmination of the four years in the visual arts program, students will contribute to solving real problems in visual
communications for the school and/or the community. Students will create a legacy (a permanent gift of appreciation) to the school and/or
community.
Upon successful completion of this course, students are prepared to pursue college or a career in the art field. Students will 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
Prerequisite: None
HUMANITIES (ART AND MUSIC) is be both an introduction to the Fine Arts/Music and a historic perspective of selected periods and artists.
This course is presented through a sampling of visual art, architecture, artifacts, sculpture, and key pieces from various centuries and movements. The
interrelationships among the visual arts and musical forms will also be presented and studied within the context of eras, cultures and societies. In
addition to direct observation, discussion and writing, guest artists 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
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288 21st Century Learning Skills
(as borrowed from www.P21.org) 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 documents 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
complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking,
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
•
•
•
•
Develop, implement and communicate new ideas to others effectively
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 ideas
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 the 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
•
Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
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
•
•
•
•
•
Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
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 persuade)
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
Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
289 (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
range of functional and critical thinking skills related to information, media and technology.
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. Media 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 beliefs 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
Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-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
Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks
appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies
(L&CS) Life and Career Skills
Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the complex life
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 & Adaptability
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 •
•
•
Set goals with tangible and intangible success criteria
Balance tactical (short-term) and strategic (long-term) goals
Utilize time and manage workload efficiently
b. Work Independently
•
Monitor, define, prioritize and complete tasks without direct oversight
c. Be Self-directed Learners
•
•
•
•
Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise
Demonstrate initiative to advance skill levels towards a professional level
Demonstrate commitment to learning as a lifelong process
Reflect critically on past experiences in order to inform future progress
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 ideas 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:
o Work positively and ethically
o Manage time and projects effectively
o Multi-task
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