VISUAL ARTS
CURRICULUM FRAMEWORKS
Grades 6 – 12
Based on:
Colorado Model Content Standard for Visual Arts
National Visual Arts Standards
Goals 2000: Educate America Act
Arts at the Core: A Guidebook and Planning Tool Illinois
Arts Alliance
Arts with the Brain in Mind: Eric Jensen
Produced by:
Curriculum and Assessment Department
RE-1 Valley School District
301 Hagen St.
Sterling, CO 80751
970 522-0792
Board of Education
RE-1 Valley School District
Cody Engelhaupt, District 1
Sundy Ferkovich, District 2
Gary Northup, District 3
Joyce Lively, District 4
Eric Windom, District 5
Dorcas Brekel, District 6
Carol Brom, District 7
Administration
Dr. Betty Summers, Superintendent
Ron Marostica, Assistant Superintendent
Preface
Fall 2009
The Visual Arts Frameworks define Visual Arts instruction for RE-1
Valley Schools grades 6-12. The Frameworks incorporate the Colorado
Model Content Standards for Visual Arts, and the essential ideas from
the National Visual Arts Standards, Goals 2000: Educate America Act,
Arts at the Core: A Guidebook and Planning Tool by the Illinois Arts
Alliance, and Arts with the Brain in Mind by Eric Jensen.
We ask all teachers to use these Frameworks to guide their Visual Arts
instruction daily. The instructional vision created by the Frameworks is
an ambitious but attainable vision that emphasizes meanings,
connections, and contexts rather than fragmented bits and pieces of
information and favors quality of understanding over quantity of
coverage.
In addition, the Frameworks specifically address middle
school, and high school art instruction, and provide the teachers with
best practices guidance for classroom instruction to promote quality
learning opportunities for all students. An essential part of the process
is your feedback to the Visual Arts Frameworks Committee listed below.
View the Frameworks as a work in progress in need of your corrections,
additions, and deletions in order to serve the needs of Re-1 Valley
students.
Thanks to the teachers who gave so willingly of their time and added the
task of creating these Frameworks to a full teaching schedule. Their
dedication and professionalism are appreciated.
Ron Marostica
Assistant Superintendent
Curriculum and Assessment
Visual Arts Frameworks Committee
Sterling Middle School
Sterling High School/Caliche
Sterling High School
Dave Fritzler
Beth Hall
Karen Foote
Table of Contents
Visual Arts Position Paper ........................................... 1-3
Visual Arts Frameworks Overview .................................. 4
Pacing Guide 6th – 8th Grades ...................................... 5-7
Visual Arts Learning Continuum 6th – 8th Grades ........... 8
6th Grade Frameworks ............................................... 9-11
7th Grade Frameworks ............................................. 12-14
8th Grade Frameworks ............................................. 15-17
Visual Arts Learning Continuum 9th – 12th Grades ...... 18
9th – 12th Grade Frameworks ................................... 19-21
Reference List of Artists, Architects, and Styles ....... 22-23
9th – 12th Bench Course Descriptions ...................... 24-29
6th – 12th Grade Basic Art Vocabulary ...................... 30-33
Art Critique Feldman Model ......................................... 34
Art Production Rubric .................................................. 35
Art Room Safety ........................................................... 36
Visual Arts Suggestions for PreK – 5th Grade ................ 37
RE-1 Valley Visual Arts Position Paper
Because visual arts education is a vital and basic component in the
development of all human beings, it is a necessary and legitimate part of public
education. Visual arts education provides experience and knowledge not found
in any other area of the curriculum. Education in the visual arts enhances our
perception by teaching us to use our senses qualitatively. The visual arts allow
us to develop and use our creative potential, to see the value of our own ideas
and feelings, and to respect those of others. The visual arts give us a chance to
think divergently, searching beyond the boundaries of what is known. The
visual arts language provides an avenue of expression not found in any other
areas of the curriculum.
The standards addressed in the District Visual Arts Frameworks apply to all
students, not just a talented few. Visual arts education does not provide the
expectation that all students will become great artists, any more than teaching
math and science makes each student an engineer or scientist. The basic
competencies gained through experiences in visual arts are necessary and
fundamental components in realizing our fullest human potential. Visual arts
provide all learners with opportunities to seek out creative solutions beyond the
boundaries of accepted wisdom.
While the visual arts have their own intrinsic value, they also share many
attributes with other content areas.(See Illustration A) For example, in social
studies, students begin to appreciate cultural differences and similarities by
examining the arts of the culture. Both art and science encourage students to
observe and analyze content critically. In reading and writing, the learner
interprets meaning from a symbol system. Likewise, in the visual arts learners
“read,” “write,” and construct meaning with visual images or symbols.
In other words, the visual arts build essential neurological systems, encourage
life-long learning and academic achievement, use higher order thinking and
problem solving skills, promote understanding of world cultures and diversity,
improve collaboration and communication, teach 21st Century skills, and
inspire creativity, innovation, self expression, and self confidence.(Arts with the
Brain in Mind)
Goals:
Currently visual art instruction begins in the 6th grade in our district, however,
we encourage exploration of a better vision for our students, one that includes
visual art instruction K-12.
Our goals are the Colorado Model Content Standards for the Visual Arts:
1) Students recognize and use the Visual Arts as a form of communication.
1
2) Students know and apply elements of art, principles of design, and sensory
and expressive features of visual arts.
3)
Students know and apply visual arts materials, tools, techniques, and
processes.
4) Students relate the visual arts to various historical and cultural traditions.
5) Students analyze and evaluate the characteristics, merits, and meaning of
works of art.
We believe visual arts instruction:

provides students the opportunity to develop their artistic abilities and
create their own meaningful, authentic work.

promotes whole brain learning and creativity by teaching problem solving
and critical thinking skills.

teaches persistence, self discipline, and appreciation for the efforts of
others.

provides opportunity to learn various nonlinguistic techniques on ways
to demonstrate learning, including analyzing, inventing, designing,
interpreting, demonstrating, and communicating ideas.
Staff Development:
With the adoption of these Frameworks will come the need for well-crafted
professional development to ensure effective implementation and to enhance
passion and knowledge for teaching visual arts. The current visual arts
teachers have committed to meeting three times a year to insure fidelity of
implementation. The Frameworks will also become part of District Induction
thus assuring new teachers are trained.
Bibliography:
1). Jensen, Eric(2001).Arts with the Brain in Mind, ASCD, Alexandria, Va.
2). Illinois Arts Alliance.Arts at the Core: A Guidebook and Planning Tool.
3). The Colorado State Content Model for Visual Arts.
4). Goals 2000: Educate America Act
5). National Visual Arts Standards
6). Boulder Valley Public Schools K-12 Visual Arts Curriculum
2
Illustration A
A Matrix Illustrating Cross-Disciplinary Connections amount
Colorado Model Content Standards
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Standard #1: Students recognize and
use the visual arts as a form of
communication.
Standard #2: Students know and apply
elements of art, principles of design, and
sensory and expressive features.
Standard #3: Students know and apply
visual arts materials, tools, techniques,
and processes.
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Standard #4: Students relate the visual
arts to various historical and cultural
traditions.
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Standard #5: Students analyze and
evaluate the characteristics, merits, and
meanings of works of art.
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Visual Arts Frameworks Overview
The following guide is in alignment with the Colorado Visual Arts Standards.
All visual art courses in the RE-1 Valley School district will:
Standard one:
Require students to keep a portfolio and sketchbook/journal each year
documenting investigation into how the visual arts are a form of
communication
Standard two:
Have student samples illustrating increasing understanding of the elements of
art, the principles of design, and the sensory and expressive features of visual
arts
Standard three:
Have portfolio examples demonstrating knowledge and applications of visual
arts materials, tools, techniques, and processes
Standard four:
Have examples of study and reflections pertaining to various historical and
cultural traditions
Standard Five:
Have examples of written critiques and discussion notes that demonstrate
evaluations of the characteristics, merits, and meanings of works of art
A digital portfolio will be made for each art student each school year to
document transformative evidence in the areas of:
Skill attainment, process and technique mastery, media use, investigation of
art history, communication of expression of art by written, verbal, and visual
means, assessments, journal thoughts and reflections, and concepts studied
and invented.
High School level classes, grades 9, 10, 11, and 12 are year long courses
4
Visual Arts Pacing Guide for 6th – 8th Grade
Grade
6th
SMS- Quarter
Yearly Overview
Pre-assessment
Activity
Quarter
Listen& draw
Line
CJH-Quarter
Elements of Design
Proportion
Value
Shading
Techniques
Color/ Value/
Texture
Form
Art History,
Vocabulary, and
assessment is
embedded in each
activity
5
Grade
Yearly
Overview
7th
SMS-Semester
CJH-Semester
Pre-assessment
Activity
Semester 1
Semester 2
Listen & draw
Perspective
Line
Self Portraits
Proportion
Additive Sculpture
Shading
Techniques
Rhythm/Movement
/Pattern
Color
Balance
Value
Variety
Texture
Emphasis
Form/ Shape
Harmony
Space
Unity
Art History,
Vocabulary, and
assessment is
embedded in each
activity
Proportion
Elements of Art
Principles of
Design
Repetition
Contrast
Art History &
Vocabulary
embedded in each
activity
6
Grade
Yearly
Overview
8th
SMS-Semester
CJH-Semester
Pre-assessment
Activity
Semester 1
Semester 2
Listen& draw
Perspective
Line
Self Portraits
Proportion
Rhythm/Movement
/Pattern
Elements of Art
Principles of
Design
Shading
Techniques
Balance
Color
Variety
Value
Emphasis
Texture
Harmony
Form/ Shape
Unity
Space
Proportion
Art History ,
Vocabulary, and
Assessment is
embedded in each
activity
Repetition
Contrast
Additive Sculpture
Art History &
Vocabulary
embedded in each
activity
7
Visual Arts Learning Continuum
6th - 8th grades:
6th grade at Sterling Middle School and introductory course at Caliche Jr. /Sr
High:
Introduction to:
How to draw, proportion, drawing and pencil techniques, direct observation
drawing, painting, sculpture
Use of color
Beginning media including pencil, colored pencil, tempera paint, sculpture
media
Art history (See list of artists, architecture, and artistic styles continuum)
Critiquing visual art and visual art rubrics
7th and 8th grade flow chart as scheduling at Sterling Middle School and
Caliche Jr./Sr High School allows:
Realistic and stylized drawing and direct observation drawing with an
emphasis on still life and drawing accurately
Exploratory painting
Investigation of and creation of representational figurative and contemporary
sculpture
Art history (See list of artists, architecture, and artistic styles continuum)
Critiquing and visual art rubrics
8
6th Grade
Standard 1: Students recognize and use the visual arts as a form of
communication.
As students of 6th grade extend their knowledge, what they know and are
able to do includes:
Students will:
Indicators of Performance
Identify and discuss how and
why visual images, themes,
and ideas communicate.
Students will explore a variety of artists and
artistic styles, such as : Vincent Van Gogh,
Monet, Matisse, Degas, Mary Cassatt, Homer
Winslow, Roy Lichtenstein,
Andrew Wyeth, and other appropriate artists.
Select, organize, and employ
Students will explore multi-media and collage
visual images, themes, and
work.
ideas in work of art to
express an intended meaning.
Evaluate meaning and
communication in works of
art.
Students will write a reflection on meaning
and communication in works of art using
comparison and contrast.
6th Grade
Standard 2: Students know and apply elements of art, principles of
design, and sensory and expressive features of visual arts.
Students will:
Indicators of Performance
Describe and discussing
characteristics of elements of
art, principles of design, and
styles of art.
Students will demonstrate their knowledge of
the elements of art, principles of design, and
styles of art.
Using elements of art,
principles of design, and
styles of art to communicate
ideas and experiences.
Students will critique works of art using the
elements of art, principles of design, and
personal works.
Analyzing and evaluating the
use of elements of art,
principles of design, and
styles of art that express
ideas and experiences.
Students will analyze and evaluate their own
expressive works while comparing their works
to other works of art.
9
6th Grade
Standard 3: Students know and apply visual arts materials, tools,
techniques, and processes.
Students will:
Indicators of Performance:
Identify and experiment with
materials, tools, techniques,
and processes.
Students will use pencil, pastels, colored
pencil, paint, and 3-D media to design and
create individual works that incorporate a
variety of techniques, procedures, and safety.
Select and use materials,
tools, techniques, and
processes resulting in the
creation of works of art.
Students will apply their knowledge of tools,
media, and techniques to create works of art.
Evaluate the selection and
use of materials, tools,
techniques, and processes.
Students will evaluate why the materials,
tools, techniques, and processes were selected.
6th Grade
Standard 4: Students relate the visual arts to various historical and
cultural traditions.
Student will:
Indicators of Performance:
Identify and compare the
Students will compare and contrast various
characteristics of works of art artists and works from a variety of time frames
from various cultures, times, and places.
and places.
Create art based on personal
interpretation of various
historical and cultural
contexts.
Students will create art in response to their
historical and cultural studies.
Demonstrate how history and Students will learn about the content and
culture of various people
context of works of art.
influence the creation,
meaning, and style of works
of art.
10
6th grade
Standard 5: Students analyze and evaluate the characteristics, merits,
and meaning of works of art.
Students will:
Indicators of Performance:
Identify and discuss
reasons for creating works
of art.
Students will understand why artists create and
why certain works of art are important.
Use methods of critical
analysis and aesthetic
inquiry.
Students will learn the Feldman Critique Model
of critical analysis and inquiry.
Formulate responses to
works of art from personal
and critical points of view.
Students will use linguistic and nonlinguistic
forms to synthesize personal meaning about
works of art.
11
Grade 7th
Standard 1: Students recognize and use the visual arts as a form of
communication.
As students of 7th grade extend their knowledge, what they know and are
able to do includes:
Students will:
Indicators of Performance
Identify and discuss how and
why visual images, themes,
and ideas communicate.
Students will explore and critique imagery
from other cultures and time periods.
Select, organize, and employ
Students will create a work of art expressing a
visual images, themes, and
specific theme.
ideas in work of art to express
an intended meaning.
Evaluate meaning and
communication in works of
art.
Students will self-assess the theme project.
7th Grade
Standard 2: Students know and apply elements of art, principles of
design, and sensory and expressive features of visual arts.
Students will:
Indicators of Performance:
Describe and discuss
characteristics of elements of
art, principles of design, and
styles of art.
Students will demonstrate their knowledge of
the elements of art, principles of design, and
styles of art.
Use elements of art,
principles of design, and
styles of art to communicate
ideas and experiences.
Students will critique works of art using the
elements of art, principles of design, and
personal works.
Analyze and evaluate the use
of elements of art, principles
of design, and styles of art
that express ideas and
experiences.
Students will analyze and evaluate their own
expressive works while comparing their works
to other works of art.
12
7th Grade
Standard 3: Students know and apply visual arts materials, tools,
techniques, and processes.
Students will:
Indicators of Performance:
Identifying and experimenting Students will use pencil, pastels, colored
with materials, tools,
pencil, paint, pen & ink, and 3-D media to
techniques, and processes.
design and create individual works that
incorporate a variety of techniques,
procedures, and safety.
Selecting and using
materials, tools, techniques,
and processes that enhance
communication of ideas
through art.
Students will apply their knowledge of tools,
media, and techniques to create works of art.
Evaluating the selection and
use of materials, tools,
techniques, and processes.
Students will evaluate why the materials,
tools, techniques, and processes were
selected.
7th grade
Standard 4: Students relate the visual arts to various historical and
cultural traditions.
Students will:
Indicators of Performance:
Identifying and comparing
Students will compare and contrast various
the characteristics of works of artists and works from a variety of time frames
art from various cultures,
and places.
times, and places.
Creating
art
based
on Students will create art in response to their
personal interpretation of historical and cultural studies.
various
historical
and
cultural contexts.
Demonstrating how history Students will learn about the content and
and culture of various people context of works of art.
influence
the
creation,
meaning, and style of works.
13
7th grade
Standard 5: Students analyze and evaluate the characteristics, merits,
and meaning of works of art.
Students will:
Indicators of Performance:
Identifying and discussing
Students will understand why artists create
reasons for creating works of and why certain works of art are important
art.
Using methods of critical
analysis and aesthetic
inquiry.
Students will learn the Feldman Critique Model
of critical analysis and inquiry.
Formulating responses to
works of art from personal
and critical points of view.
Students will use linguistic and nonlinguistic
forms to synthesize personal meaning about
works of art.
14
Grade 8th
Standard 1: Students recognize and use the visual arts as a form of
communication.
As students of 8th grade extend their knowledge, what they know and are
able to do includes:
Students will:
Indicators of Performance
Identify and discuss how and
why visual images, themes,
and ideas communicate.
Students will explore and critique imagery
from other cultures and time periods
Select, organize, and employ
Students will create a work of art expressing a
visual images, themes, and
specific theme.
ideas in work of art to express
an intended meaning.
Evaluate meaning and
communication in works of
art.
Students will self-assess the theme project.
8th Grade
Standard 2: Students know and apply elements of art, principles of
design, and sensory and expressive features of visual arts.
Students will:
Indicators of Performance
Describing and discussing
characteristics of elements of
art, principles of design, and
styles of art.
Students will demonstrate their knowledge of
the elements of art, principles of design, and
styles of art.
Using elements of art,
principles of design, and
styles of art to communicate
ideas and experiences.
Students will critique works of art using the
elements of art, principles of design, and
personal works.
Analyzing and evaluating the
use of elements of art,
principles of design, and
styles of art that express
ideas and experiences.
Students will analyze and evaluate their own
expressive works while comparing their works
to other works of art.
15
8th grade
Standard 3: Students know and apply visual arts materials, tools,
techniques, and processes.
Students will:
Indicators of Performance:
Identifying and
experimenting with materials,
tools, techniques, and
processes.
Students will use pencil, pastels, colored
pencil, paint, pen & ink, and 3-D media to
design and create individual works that
incorporate a variety of techniques,
procedures, and safety.
Selecting and using
materials, tools, techniques,
and processes that enhance
communication of ideas
through art.
Students will apply their knowledge of tools,
media, and techniques to create works of art.
Evaluating the selection and
use of materials, tools,
techniques, and processes.
Students will evaluate why the materials,
tools, techniques, and processes were selected.
8th grade
Standard 4: Students relate the visual arts to various historical and
cultural traditions.
Students will:
Indicators of Performance:
Identifying and comparing
the characteristics of works
of art from various cultures,
times, and places.
Students will compare and contrast various
artists and works from a variety of time frames
and places.
Creating art based on
personal interpretation of
various historical and
cultural contexts.
Students will create art in response to their
historical and cultural studies.
Demonstrating how history
and culture of various people
influence the creation,
meaning, and style of works
of art.
Students will learn about the content and
context of works of art.
16
8th grade
Standard 5: Students analyze and evaluate the characteristics, merits,
and meaning of works of art.
Students will:
Indicators of Performance:
Identifying and comparing
the characteristics of works
of art from various cultures,
times, and places.
Students will understand why artists create
and why certain works of art are important
Creating art based on
personal interpretation of
various historical and
cultural contexts.
Students will learn the Feldman Critique
Model of critical analysis and inquiry.
Demonstrating how history
and culture of various people
influence the creation,
meaning, and style of works
of art.
Students will use linguistic and nonlinguistic
forms to synthesize personal meaning about
works of art.
17
Visual Arts Learning Continuum 9th – 12th Grades
High school visual art courses at Sterling High follow two strands, a
primarily two dimensional succession of courses in Art I, Art II, Art
III, and Art IV, and a primarily three dimensional succession of
courses in Ceramics/sculpture I, II, III, and IV, where as Caliche
follows a combination of the two strands. Both strands at Sterling
High incorporate activities that give students experiences in both
two dimensional and three dimensional visual art. The Art I, II, III,
and IV courses parallel the four Ceramics/sculpture courses in
basic ways and in units of study as listed below, but the media
used are primarily different in that the “Art” courses use primarily
traditional two dimensional media such as pencil, ink, various dry
drawing media and various types of paint, and printmaking, where
as the “Ceramics/sculpture” classes use primarily clay, wire,
plaster, wood, and other sculpture materials. Each student is
required to demonstrate proficiency along the following continuum
as they build their portfolio and complete sketchbook and journal
assignments.
18
9-12th grade
Standard 1: Students recognize and use the visual arts as a form of communication.
Students will:
Indicators of Performance:
Interpret and distinguish intended
meanings of visual images,
themes, and ideas in works of art.
Students will study artists and artistic works from various
cultures and time periods, then will describe and critique the
content and context of the works.
Research and synthesize visual
images, themes, and ideas to
create works of art which reflect
personal experiences and intended
meanings.
Students will research and critique imagery and concepts
from various cultures and time periods, then will create a
personal artistic work expressing a specific theme or
meaning.
Evaluate and defend the use of
visual images, themes, and ideas
to communicate intended
meanings.
Students will evaluate works and defend opinions using the
Feldman Critique model.
9th -12th grade
Standard 2: Students know and apply elements of art, principles of
design, and sensory and expressive features of visual arts.
Students will:
Indicators of Performance:
Compare and contrast
elements of art, principles
of design, sensory and
expressive features, and
functions of art.
Identifies and explains use of the elements of art,
the principles of design, the sensory and
expressive features of art, and the functions of
art.
Creating multiple solutions
to visual arts problems by
applying elements of art,
principles of design, and
sensory and expressive
features.
Students will create alternatives to given visual
problems presented that include using the
elements of art, principles of design, and sensory
and expressive features.
Evaluate the use of
elements of art, principles
of design, and sensory and
expressive features in
developing and solving
visual arts problems.
Students will self assess works using the
Feldman model of analysis and inquiry.
19
9th -12th Grade
Standard 3: Students know and apply visual arts materials, tools,
techniques, and processes.
Students will:
Indicators of Performance:
Demonstrate skill with a
variety of materials, tools,
techniques, and processes
resulting in the creation of
works of art.
Students will create a chronological portfolio of
works demonstrating efforts to increase skills
with a variety of materials, tools, techniques,
and processes resulting in the creation of works
of art.
Evaluate the relationship
between ideas and materials,
tools, techniques, and
processes used.
Formulates hypotheses on relationships
between materials, techniques, tools, and
processes used.
9th -12th grade
Standard 4: Students relate the visual arts to various historical and
cultural traditions.
Students will:
Indicators of Performance:
Describe the functions,
meanings, and
significance of works of
art within various
cultures.
Students will identify the meanings and
significance of art works in different cultures.
Create works of art based
on comparison and
evaluation of various
historical and cultural
contexts.
Students will create works, and compare these
works in cultural context of their society to the
other historical contexts.
Evaluate, analyze, and
interpret works of art
related to the history and
culture of various people.
Students will examine the content and context of
global art.
20
9th -12th grade
Standard 5: Students analyze and evaluate the characteristics, merits,
and meaning of works of art.
Students will:
Indicators of Performance:
Interpret meaning in works
of art.
Students will further their understanding of
historical and cultural works.
Evaluate works of art using
critical analysis and
aesthetic inquiry.
Students will critique as a part of their art
history studies.
*Demonstrate the ability to
form and defend
appropriate judgments.
Students will defend their critiques in an
articulate and an educated manner.
21
`
Reference List of Artists, Architects, and Styles
Artists and architects (partial list): (*for beginning high school classes)
Ansel Adams*
Umberto Boccioni*
Michelangelo Buonarroti*
Thomas Hart Benton
Constantin Brancusi
Filippo Brunellescchi
Deborah Butterfield*
Michelangelo Caravaggio*
Paul Cezanne
Albrecht Durer
Elizabeth Catlett
Dale Chihuly*
Christo and Jeanne- Claude*
Jean-Baptiste-Camille Corot
Chuck Close
Claes Oldenburg and Coosjie van Bruggen*
Jacques-Louise David*
Willem de Kooning
Donetello
El Greco
Audrey Flack*
Helen Frankenthaler
Paul Gauguin
Francisco Goya*
Nancy Graves*
Louis Guglielmi
Han Kan
Suzuki Harunobu
Barbara Hepworth*
Andy Goldsworthy*
Red Grooms*
Katshshika Hokusai *
Edward Hopper
Jean-Auguste-Dominique Ingres
Wassily Kandinsky
Kathe Kollwitz
Le Corusier – architect*
Fernand Leger
Marisol
Joan Miro
Piet Mondrian*
Rene Magritte
Henri Matisse
Piet Mondrian*
Sofonisba Anguissola
Sandro Botticelli
Romare Bearden*
Gianlorenzo Bernini
Georges Braque*
Gustave Caillebotte
Elizabeth Catlett
Mary Cassatt
Leonardo da Vinci*
Alexander Calder*
Marc Chagall*
Janet Fish*
John Constable*
Gustave Courbet
Salvador Dali*
Edgar Degas
Eugene Delacroix
Marcel Duchamp*
M.C.Escher*
Fra Angelico
Thomas Gainsborough
Lorenzo Ghiberti*
Liza Lou*
Juan Gris
Duane Hanson*
Childe Hassam*
Artemisia Gentileschi
Winslow Homer
Allan Houser*
Frida Kahlo*
Paul Klee*
Jacob Lawrence
Lucy Lewis*
Maya Lin*
Masaccio
Edouard Manet
Joan Miro
Claude Monet
22
Jesus Morales*
Abd Allah Musawwir
Myron
Georgia O' Keefe*
Jose Clemente Orozco
Phidias
Pablo Picasso*
Jackson Pollock
Tim Prentice*
Rembrandt van Rijn
Diego Rivera
Henri Rousseau
Antonio M. Ruiz
Georges Seurat*
John Sloan
David Smith*
Vincent Van Gogh*
George Wasakle
Max Weber
Frank Lloyd Wright – architect*
Edvard Munch*
Louise Nevelson*
Nam June Paik
I. M. Pei – architect*
Camille Pissarro
Polyclitus
Raphael
Pierre Auguste Renoir
Auguste Rodin
Peter Paul Rubens
John Singer Sargent*
David Alfaro Siqueiros*
Sandy Skoglund*
Titian
Diego Velasquez
Andy Warhol
Grant Wood*
Andrew Wyeth*
Architecture, Artistic Styles (partial list,) and other works of note
Stonehenge*
Parthenon and the Acropolis
Haut
Temple to Athena
Pantheon
Tomb of 1st Emperor of Qin-Xian, China
Gothic Cathedrals
Falling Water*
Guggenheim Museum, New York City*
Guggenheim Museum, Bilbao, Spain*
Lascaux Caves*
Chapel of Notre-Dame-du-
Abstract Expressionism*
Impressionism*
Prehistoric Art*
Modern Art*
Nonobjective Art*
Contemporary Art*
Propaganda Art*
Environmental Art*
Surrealism*
Realism*
Representational Art*
Photo realism*
Op Art*
Minimal Art*
Renaissance Art*
Expressionism*
Abu Simbel
Taos Pueblo*
Mesa Verde*
Machu Picchu*
Hagia Sophia*
Chichen Itza*
Chartres Cathedral*
23
9th – 12th GRADE
COURSE DESCRIPTIONS
Art I:
Understanding and using the elements of art and the principles of design in
personal works of visual art. Student portfolios will include examples of use of
line, value, color schemes, simulated texture, positive and negative space,
shapes and forms, emphasis, repetition, harmony, variety, and proportion.
Students will use sketchbooks for some assignments and for individual work
and exploration.
Direct observation realistic drawing including examples of still life, contour,
figurative, and self portraits. Media: pencil, ink, charcoal, and colored pencil.
Techniques include sketching, gesture studies, stipple, shading, hatching and
cross hatching.
Introduction into printmaking using linoleum relief plates to create original
prints. Unit includes discussion of composition and use of color.
Water media painting techniques using watercolor and acrylic paints on
various support materials
Art history to relate the visual arts of various historical and cultural traditions
(See list of artists, architecture, and artistic styles continuum) and to make
connections to other disciplines. This unit includes a research paper and class
presentation.
Investigation into the expressive and sensory features of the visual arts, as well
as how to recognize and use the visual arts as a form of communication
Choice-based self portrait, surrealistic, and nonobjective assignments using
two dimensional and three dimensional media
Critiquing using the Feldman model, journal reflections, and visual art rubrics
An introduction into producing digital art for fine art and commercial
applications
End of year capstone student defined learning project and public display of five
projects
Art II:
(Art I is a prerequisite to Art II)
Further elaboration and investigation into the use and possibilities of using the
elements of art and the principles of design to produce a visually compelling
work. Portfolios are required to have examples of the use, understanding, and
application of movement, contrast, variety and unity, gradation, space,
24
nonobjective shape, color theory, mark making, composition, and invented
subject matters. Students will be required to use sketchbooks for some
assignments and for individual work and exploration.
Self evaluation, class critiques using the Feldman Critique model, journal
reflections, and visual art rubrics will be used as well as dialectic notes with
individual research
Examples of direct observation drawing proficiency including still life, nature
studies, gesture studies, figurative studies, portraiture, and surrealism
including the media of pencil, ink, graphite, colored pencil, oil pastels, and
water media
Examples of relief printmaking including a limited edition of multicolor
reduction prints
Examples demonstrating skill and the understanding of techniques and
processes used in painting two dimensional works and in manipulating works
in various digital formats to examine alternatives and create final fine art and
commercially applicable works
Examples of nonobjective, abstract, landscape, and choice based, appropriate
subject matter to create compositions using scratchboard, mixed media, and
wax resist
Critiquing using the Feldman model, journal reflections, and visual art rubrics
as well as leading class critiques and discussions. Research and dialectic notes
are required with each assignment
Continuation of Art history to relate the visual arts of various historical and
cultural traditions (See list of artists, architecture, and artistic styles
continuum) and to strengthen an understanding of connections to other
disciplines
End of year capstone student defined learning project and public display of five
or more projects
Art III:
(Art I and II are prerequisites to Art III)
Students are required to continue to build a portfolio that now includes 12
larger, more sophisticated works that demonstrate breadth attempted in
various media and subject matter, and also 12 works that are in the student’s
defined area of concentration. Students will be required to use sketchbooks for
some assignments and for individual work and exploration. It is noted that as
with all artists, the area of concentration is subject to growth and change
throughout the year. Students will keep a journal for reflection, self evaluation,
research, dialectic notes, class and self designed rubrics, and for individual
ideas and critiques. An ongoing examination of current developments in the
25
field are required with documentation and reflections about the work of others
and the student as well as continued art history study to relate the visual arts
to various historical and cultural traditions. Art III students are required to
twice yearly have a public display of at least six of their current works.
Additional requirements:
Realistic, accurate and expressive self portrait in mixed media
Realistic landscape in water media paint demonstrating an understanding of
color theory
Evidence of personal mark making
Evidence of a personal, emerging style
Art IV:
(Art I, II, and III are prerequisites to Art IV)
Students are required to:
Build a professional quality body of work, with at least new 20 works.
Demonstrate breadth in the skilled use of various two dimensional media
Have a body of work of at least 16 professional quality works in the student’s
area of concentration
Keep an ongoing weekly log and journal of challenges, insights, documented
research, dialectic notes, and self evaluation and reflection as well as
alternatives considered and ideas for future projects.
Write an artist’s statement about their work for publication
Have a twice yearly public display of at least six portfolio works
Note: the portfolios from advanced level courses are designed to also permit the
student to successfully apply for art scholarships and advanced post secondary
placement
Ceramics/Sculpture I:
Understanding and using the elements of art and the principles of design in
personal works of visual art. Student portfolios will include examples of use of
line, value, color schemes, texture, positive and negative space, shapes and
forms, emphasis, repetition, harmony, variety, and proportion. Students will
use sketchbooks for some assignments and for individual work and
exploration.
Direct observation realistic drawing including examples of still life, contour,
figurative, and self portraits. Media: pencil, ink, charcoal, and colored pencil.
Techniques include sketching, gesture studies, stipple, shading, hatching and
cross hatching.
Introduction into sculpture: clay and other three dimensional materials will be
used to teach various types of construction and to create original works. Unit
includes discussion and exploration of various sculptural techniques, media,
processes, types, styles and methods used to create three dimensional works.
26
Included in the clay unit are coil, slab, wheel thrown, modeling, and pinch
methods.
Art history to relate the visual arts of various historical and cultural traditions
(See list of artists, architecture, and artistic styles continuum) and to make
connections to other disciplines. This unit includes a research paper and class
presentation.
Investigation into the expressive and sensory features of the visual arts, as well
as how to recognize and use the visual arts as a form of communication
Choice-based self portrait, surrealistic, and nonobjective assignments using
two dimensional and three dimensional media are included.
Critiquing using the Feldman model, journal reflections, and visual art rubrics
An introduction into producing digital art for fine art and commercial
applications
End of year capstone student defined learning project and public display of five
projects
Ceramics/Sculpture II:
(Ceramics/sculpture I is a prerequisite to Ceramics/sculpture II)
Further elaboration and investigation into the use and possibilities of using the
elements of art and the principles of design to produce a visually compelling
work. Portfolios are required to have examples of the use, understanding, and
application of movement, contrast, variety and unity, gradation, space,
nonobjective shape, color theory, mark making, composition, and invented
subject matters. Students will be required to use sketchbooks for some
assignments and for individual work and exploration.
Self evaluation, class critiques using the Feldman Critique model, journal
reflections, and visual art rubrics will be used as well as dialectic notes with
individual research
Examples of proficiency in figurative studies, nonobjective and abstract
sculpture, and found object assemblage are required.
Examples demonstrating skill and the understanding of techniques and
processes used in creating three dimensional works and in manipulating works
in various digital formats to examine alternatives and create final fine art and
commercially applicable works are required
Examples of choice based, appropriate subject matter to create compositions
using clay and mixed media are required
27
Critiquing using the Feldman model, journal reflections, and visual art rubrics
as well as leading class critiques and discussions. Research and dialectic notes
are required with each assignment
Continuation of Art history to relate the visual arts of various historical and
cultural traditions (See list of artists, architecture, and artistic styles
continuum) and to strengthen an understanding of connections to other
disciplines
End of year capstone student defined learning project and public display of five
or more projects
Ceramics/Sculpture III:
(Ceramics/sculpture I and II are prerequisites to Ceramics/sculpture III)
Students are required to continue to build a portfolio that now includes 12
larger, more sophisticated works that demonstrate breadth attempted in
various media and subject matter, and also 12 works that are in the student’s
defined area of concentration. Students will be required to use sketchbooks for
some assignments and for individual work and exploration. It is noted that as
with all artists, the area of concentration is subject to growth and change
throughout the year. Students will keep a journal for reflection, self evaluation,
research, dialectic notes, class and self designed rubrics, and for individual
ideas and critiques. An ongoing examination of current developments in the
field are required with documentation and reflections about the work of others
and the student as well as continued art history study to relate the visual arts
to various historical and cultural traditions. Ceramics/sculpture III students
are required to twice yearly have a public display of at least six of their current
works.
Additional requirements:
Realistic, accurate and expressive self portrait in mixed media
Evidence of personal mark making
Evidence of a personal, emerging style
Ceramics/Sculpture IV:
(Ceramics/sculpture I, II, and III are prerequisites to Ceramics/sculpture III)
Students are required to:
Build a professional quality body of work, with at least new 20 works, that
demonstrate evidence of
Demonstrate breadth in the skilled use of various three dimensional media
Have a body of work of at least 16 professional quality works in the student’s
area of concentration
28
Keep an ongoing weekly log and journal of challenges, insights, documented
research, dialectic notes, and self evaluation and reflection as well as
alternatives considered and ideas for future projects.
Write an artist’s statement about their work for publication
Have a twice yearly public display of at least six portfolio works
Learning materials and resources required for all grade 6 -12 art classes:
Art history and multicultural media to be used when applicable to assignments
Current technology to create student examples and digital portfolios (digital
camera, scanner, projector or Promethean boards, and software such as Adobe
elements)
Art materials, tools, and equipment for assignments and projects
29
6TH – 12TH BASIC ART VOCABLULARY
Aesthetics—A discipline in the visual arts and a branch of philosophy focused
on the nature and value of art; pertaining to how we see the things and what
they mean. Aesthetics theories generally include mimetic, expressive,
instrumental, institutional and postmodern.
Abstraction - Work in which the artist uses a recognizable subject, but
portrays it in an unrealistic manner.
Aesthetic Inquiry- Asking questions about works of art, describing and
evaluating the media, processes, and the meanings of works of art and making
comparative judgments.
Analogous - A color scheme which uses colors that are side by side on the
color wheel and share a hue.
Architecture and Environmental Arts- Urban, interior and landscape design.
Artifact- Any simple object showing human workmanship and aesthetic
modification.
Balance- A principle of art concerned with with arranging the elements so that
no one part of a work overpowers or seems heavier than any other part.
Collage- The use of various materials (e.g. cardboard, metal, plastic, paper)
adhered to a surface to create an image.
Color- An element of art that refers to what to what the eye sees when light is
reflected off an object.
Color Scheme - A plan for selecting or arranging colors.
Color Wheel - A circular chart of colors of the visible spectrum. It is commonly
used to remember color relationships when working with pigments.
Complementary - Colors that are directly opposite each other on the color
wheel. When mixed together they make a neutral brown or gray. When they are
used next to each other in a work of art they create strong contrasts.
Composition- The way the art principals are used to organize the elements of
color, line, shape, form, space, and texture.
Contrast - A large differences between two things, for example, rough and
smooth, light and shadow or complementary color. Contrasts usually add
excitement, drama and interest to artworks.
Cool Colors - Blue, green and violet colors which make us think of cool items
such as ice glass.
30
Critical Analysis - A higher level thinking strategy, such as Feldman’s model
for description, analysis, interpretation and judgment.
Critique - The process and the results of thinking carefully about art, involving
the description, an analysis and interpretation of art.
Culture/Cultural - A style of social and antistatic expression unique to a
particular community of people.
Design and Communication Arts - Film, televisions, graphics, illustrations,
photography, product design and electronic imagery.
Dominance - Part of the artwork that is most important, powerful or has the
most influence on the viewer.
Elements of Art - The components of visual arts, such as line, shape, value,
texture, color, form ,space, and time.
Expressive Features- Components of works of art which effect the emanations,
such as anger, sadness, and joy.
Fine Arts - Traditional art forms, such sa drawing, painting, printmaking,
sculpture, ceramics, fibers, jewelry and photography. This term is often used
to refer collectively, to dance, music, theater, and the visual arts.
Folk Arts - Art that expresses a culture connection between ethnic form and
traditions and contemporary life experiences.
Form - An element of art that refers to an object with three dimensions.
Fundamental Skills - The principle of design and the elements of art in a
compositional format using appropriate materials and techniques.
Harmony - A principal of art concerned with blending elements to create a
more calm, restful appearance.
Historical - Refers to what is concerned with history; having importance or
influence on history.
Intermediate Color - A color made by mixing a secondary color with a primary
color.
Interpretation - To find meaning and understanding in a particular way.
Judgment - Evaluate work using the following criteria: Craftsmanship, design
quality, expressiveness, personal response, originality and/or comparison.
31
Language of Art - The aesthetic components of any art object which defines
the object as an integrated site of visual, emotional, cultural and
transcendental meaning.
Line – An element of art that refers to the path of a moving point through
space.
Materials – Resources used in the creation and study of visual art, such as
paint, clay, paper, canvas, film, videotape, watercolors, wood and plastic.
Media – Broad categories for grouping works of visual art according to the art
materials used, for example, the painting media are watercolor, oil, tempera,
acrylic, etc.
Mixed Media – Description of any work of art employing more than one
median.
Monochromatic – Color scheme using different values of a single hue.
Movement – A principal of art used to create the look and feeling of action and
to guide a viewer’s eye throughout the work.
Multi Media – Using or encompassing several media, including photography,
television, video and film.
Multiple Solutions for Visual Arts Problems – Such as designing three
different kinds of container using paper, clay and/or cardboard.
Principles of Design – Characteristics in the visual arts, such as repetition,
balance, emphasis, harmony, rhythm, contrast, unity and proportion.
Printmaking – A technique in which an inked image from a prepared surface is
transferred onto another surface.
Process – A sequential operation involving a number of methods or techniques,
such as the carving process in sculpture, the etching process in printmaking,
or the casting process in making jewelry.
Proportion – A principal of art concerned with the relationship of one part to
another and to the whole.
Realism – A style of art in which everyday scenes and events are painted as
they actually look.
Repetition – Using parts of a design over and over again in a regular or
planned way, usually to create a visual rhythm or harmony.
Rhythm -- A principal of art concerned with repeating an element to make a
work seem active or to suggest vibration.
32
Secondary Color -- A color made by mixing equal amounts of two primary
colors.
Sensory Features -- Components of works of art that affect the five physical
senses.
Shape -- An element of art that refers to an area clearly set off by one or more
of the other elements of art.
Space -- An element of art that refers to the distance between, around, above,
below, and within things.
Specific Criteria -- A means by which judgments can be made, such as
analyzing a work of art by assigning it an artistic style such as realism,
abstraction, etc.
Style -- The artistic character of art movements during specific periods of
history. Style also refers to an individual artist’s use of media, which gives the
work an individual character.
Synthesis/Synthesizing -- The combination of separate parts or elements to
form something new.
Techniques -- Specific methods or processes used in making art, such as
carving wood, developing film, or weaving yarn.
Technologies -- A term which includes not only electronic advancements, but
any material, tool, or pedagogical practice which has been thoroughly
reevaluated and redefined to address new conceptual problems.
Texture -- An element of art that refers to the way a thing feels, or looks as
though it might feel if touched.
Tools -- Instruments and equipment used by students to create and learn
about art, such as brushes, scissors, cameras, digital technology, etc.
Unity -- An arrangement of elements and principals with media to create a
feeling of completeness or wholeness.
Value -- An element of art that means the darkness or lightness of a surface.
Visual Art -- Creation, expression, or communication based on visual form.
Visual Image -- A representation of the form and features of someone or
something.
33
Art Critique
Feldman Model
(Sample)
Examine the work of art to find the aesthetic qualities, these are the qualities that help
increase understanding of the work and also establish criteria to analyze, judge, and defend
the work.
Describe and identify the literal qualities of the work such as the elements of art, (line, value,
color, space, shape, form, texture, time, etc.) and the subject matter (is it realistic,
representational, nonobjective, other?)
Analyze the work and how the work is organized (the design qualities) by using the principles of
design (emphasis, contrast, repetition, harmony, balance, rhythm, movement, variety, proportion,
etc.) and the relationship between the elements and principles in the work.
Interpret the work examining the expressive qualities of the work, the meaning, mood,
feeling(s) expressed, or the idea communicated to the viewer. Theories of imitationalism,
formalism, and emotionalism may be addressed here.
Judge the work. Is it successful? Using the above criteria what reasons are you using to make
your decisions on the work’s merit and defend your judgment?
34
Art Production Rubric
Assignment Completion Check List
5
Extraordinary
4
Excellent
3
Satisfactory
2
Unsatisfactory
1
Inferior
Preparation
Five sketches that
demonstrate
alternatives
considered
Four sketches that
demonstrate
alternatives
considered
Three sketches that
demonstrate
alternatives
considered
Two sketches that
demonstrate
alternatives
considered
Research
Journal/sketchbook
documents sources
investigated with
dialectic notes and
sketches
demonstrating
exceptional
understanding and
knowledge of the
historical content
and context studied
Journal/sketchbook
documents sources
investigated with
dialectic notes and
sketches revealing a
strong
understanding and
knowledge of the
historical content
and context studied
Journal/sketchbook
documents sources
investigated with
dialectic notes and
sketches revealing
understanding and
knowledge of the
historical content
and context studied
Journal/sketchbook
has little
documentation of
sources and notes
are not dialectic,
nor do they
demonstrate an
understanding or
knowledge of the
content and context
studied
Less than two
sketches that
demonstrate
alternatives
considered
Journal/sketchbook
shows no
documentation of
information
researched or
historical content or
context studied
Outstanding
technique and
attention to detail
resulting in a
project of
exceptional quality
Strong technique
and attention to
detail resulting in a
project of above
average quality.
Satisfactory
technique
Technique is weak
and/or messy,
needs improvement
Technique is poor
and haphazard
Exceptional
expression of
concept or idea.
Original and
innovative
Artwork excels in its
ability to
communicate with
the viewer
Artwork reflects a
development of
original ideas and
concepts.
Artwork reflects an
original solution to
the problem as
given.
Artwork is a copy
Artwork is strong
and communicates
well with the viewer
Artwork is
satisfactory
See “Inferior”. A
grade of inferior will
be given if the
artwork lacks
original thought.
Work can not be
considered art
Excellent insight
and reflection.
Superior knowledge
of the elements and
principles of art
Strong insight and
reflection.
Demonstrates
excellent knowledge
of the elements and
principles of art
Communicates
basic objectives and
goals of the
assignment with
basic knowledge of
the elements and
principles of art
Unable to reflect
upon the project in
a knowledgeable
way
Art or beauty totally
lacking. Poor
craftsmanship or
planning has
detrimentally
affected the
integrity of the
work.
No reflection or
reflection is
uniformed and/or
erroneous
Research
Craftsmanship
Originality
Aesthetics
Critique
(You must use
complete
sentences and
correct
grammar,
spelling, and
punctuation in
writing
assignments for
this class.)
Craftsmanship
(See exemplars
provided and
show your work
in progress to
the teacher for
feedback)
Originality
Aesthetics
Critique
Comments
Totals
Preparation
35
Art Room Safety
Prevention:
 Signs to remind students of classroom hazards
 Dress code for safety and protection (hair, jewelry, loose clothing).
 Protective equipment such as safety glasses, respirators, gloves and/or
ear protectors.
 Materials requiring these devices should never be used in an elementary
art program.
 Proper ventilation. Activities producing fumes or dust should be
concentrated in a small space easy to ventilate. Electric kilns should be
ventilated with a canopy hood if it’s located in the classroom.
 Solvents: Substitute water-based paints and inks for oil-based ones and
eliminate the need for solvents.
 Storage of dangerous liquids.
 Flammable liquids (Class I) including acetone, benzene, ethyl alcohol,
tuluol, turpentine and gasoline should not be used or stored in an art
room for any reason. Combustible liquids (Class II) including kerosene,
mineral spirits or lithotine are not as hazardous, but should be stored in
special containers and only used when absolutely necessary.
 Disposal: Talk to your principal and custodian about what your school’s
policy is as to disposal of waste solvents.
Adhesives:





School paste, white glue and glue sticks; non-toxic brands are
generally safe for classrooms.
Rubber cement; highly flammable and contains solvents that are
extremely hazardous when inhaled. Do not use in elementary art
programs. In middle and high school programs, keep lids on when
not in actual use and work only in well-ventilated areas.
Spray adhesives; cause even more problems because they are airborn.
Wheat paste (wallpaper paste); many contain rodent poison and
toxins. Use only if marked non-toxic. Use Ross AD Paste.
Airplane glue (model cement); extremely flammable and toxic if
inhaled. Do not use in elementary art programs. In middle and high
school strictly limit use and carefully monitor.
36
Visual Arts Suggestions for Pre-K - 5th Grade Activities
________________________________________________________________________
All Pre-K- 5th Grade students:
Any hands on creative experiences using art materials that give the students
the opportunity to make their own visual solutions using personal cognitive
connections and self- expression with a thoughtful, nonjudgmental critique.

All activities that require imagination, innovation, and creative problemsolving.
_____________________________________________________________________
Pre- K

Any hands on creative manipulation to learn about color, AB patterns,
shapes, and 2-D and 3-D materials.
Kindergarten:
 Students begin to recognize, name, reproduce and compare basic shapes.
 Students begin to understand such relationships as “above and below,”
“large and small,” “few and many,” and “alike and different.”
 Students begin to recognize and name the basic colors (red, yellow, blue,
orange, green, purple, and the neutrals - black, brown, and white).
First Grade:
 Students can recognize different styles and forms of visual arts (re:
painting, collage, drawing, printmaking, and sculpture).
 Students can distinguish and explore the difference between line and
shape.
 Students can understand such relationships as above and below, large
and small, few and many, alike and different.
 Students can experiment with color
 Students can study the lives and works of famous artists like Faith
Ringhold and Henri Matisse.
Second Grade:
 Students can begin to appreciate art forms from other cultures.
 Students can recognize basic shapes and forms within nature. (Andy
Goldsworthy)
 Students can recognize and identify primary (red, yellow, blue) and
secondary colors (purple, green, and orange).
 Students can learn how to mix colors for desired effects.
37

Students can identify works of art by artists such as Diego Rivera, Louise
Nevelson, and Vincent Van Gogh, as well as various cultural and
historical art works.
Third Grade



Students can consciously arrange objects in two and three- dimensional
compositions. An example might be having the students make up their
own inventions (combining art and science.)
Students can observe space and volume in rooms at school, and become
aware of art careers that use the elements of space (re: interior designers,
architects, sculptors).
Students can become flexible in their creative process and have
opportunities to create original art of their choice.
Fourth Grade




Students can use the principles of pattern (ordering, repetition, and
proportion) in their compositions.
Students can explore different techniques and ways of drawing
Students can develop sensitivity to the potentials and limitations
inherent in different art materials and techniques.
Students can study a variety of examples of art.
Fifth Grade Art:





Students can appropriately use art term vocabulary (see glossary)
through actual use and discussion.
Students can explore and experiment with a variety of possibilities for
solving a creative problem.
Students can recognize and discuss the roles of artists, architects, and
designers in shaping their environment. (Frank Lloyd Wright, Frank
Gehry)
Students can study and apply various color schemes (re: analogous,
complementary, monochromatic, and tertiary).
Students can discriminate between tints, shades, color schemes, and
warm and cool colors.
38