Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Mobile Abstract Natural Objects The Olmec: Ancient “Beginning Chapter 1 Strand A: Skills and Kinetic energy Observation, sketch, Sculpture of Intro to Sculpture Techniques: The student Sculpture” understands and applies media, Form modeling in clay Mesoamerica Text by Davis Origins of Sculpture techniques and processes Content “Sculpture” by Writing (critique) about art Maya Williams Strand B: Creation and Fundamentals Communication: the student Technique Describe Religious Periods during “Sculpture as creates and communicates a Shape Analyze the Middle Ages Experience” by Elements of Design: range of subject matter, symbols Space Interpret Judith Peck
Space and ideas using knowledge of Line Judge Egypt Rameses II · Studio Support structures and functions of visual Color &.
Principles of Design arts. Iran (Palace at Persepolis Advanced · Assessment Symmetrical & Use Aesthetic Scanning Strand C: Cultural and Supplement
Sculpture Concepts Historical Connections: The asymmetrical information also from Rome (Michelangelo) · Vocabulary student understands the visual balance, radial “Experience Clay” text Masters
arts in relation to history and Choose an artist from the France (Rodin) · Artist Profiles
culture. Proportion, scale chapter, research on the · (all with Text)
VA.C.1.2.1 internet and present to class. Brancusi · Magazines:
Contrast/unity Strand D: Aesthetic and · Clay Times
Critical Analysis: The student Or Alexander Calder · Pottery Making
assesses, evaluates and responds Focal point Do as a group project with · Ceramics to the characteristics of works of power point presented to Louise Nevelson Monthly
art. Variety, pattern class. Strand E: Applications to · Internet Web Life: the student makes Movement, Critique professional art Sties connections between the visual Rhythm work, as well as, own, arts, other disciplines and the real compare and contrast world. Free­standing orally/written Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
Vocabulary Masters with fill in the blank & exercises
Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book Relief (bas­ low) High relief Two & three dimensional Resources: www.potterymaking.org www.ceramics.org www.Ceramicart.com.au www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Modeling: Subtraction /addition Henry Moore “Beginning Strand A: Skills and Techniques: The student Additive/ method with water based Maria Alquilar Sculpture” understands and applies media, subtraction clay Aguste Rodin Text by Davis Modeling techniques and processes concept or brown wax “Sculpture” by Techniques Terracotta Compare two magazines Williams Strand B: Creation and To manipulate Communication: the student Models Marquette’s modeling with and websites: “Sculpture as substance into a 3­D creates and communicates a Marquette’s oil base clays Ceramics: Art & Experience” by form range of subject matter, symbols Plasticity Perception Judith Peck
and ideas using knowledge of Slip Learn how to prepare water · Studio Support structures and functions of visual base clays, slip & score Ceramic Monthly &.
arts. Portrait bust Glazing & Firing · Assessment Armature Oral and written critics on Strand C: Cultural and Supplement
Historical Connections: The Self­ hardening clays if no student & professional · Vocabulary student understands the visual Proportional kiln work Masters
arts in relation to history and · Artist Profiles
culture. Calipers Proportion & Human Figure · (all with Text)
VA.C.1.2.1 Kneading (realistic & abstract) · Magazines:
wedging *see artist Strand D: Aesthetic and · Clay Times
Critical Analysis: The student · Pottery Making
assesses, evaluates and responds Create a portrait bust (text) · Ceramics to the characteristics of works of Monthly
art. Create a small human figure Or group of figures Strand E: Applications to · Internet Web Life: the student makes *Rodin Sties connections between the visual arts, other disciplines and the real Both beginning & advanced world. levels, depending on individual abilities. www.ceramicmonthly.org. Chapter 2 Modeling Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
Vocabulary Masters with fill in the blank & exercises
Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Molding Learn how to mix plaster George Segal “Beginning Strand A: Skills and Techniques: The student Sculpture” understands and applies media, Mold Design a hard piece mold Andrea del Verrocchio Text by Davis Understand the use techniques and processes “Sculpture” by of hard & soft molds. Strand B: Creation and Undercuts Create texture in a press mold Auguste Rodin Williams Communication: the student “Sculpture as Learn how to mix creates and communicates a Release agent Life molding with plaster, or Career profile with Experience” by plaster range of subject matter, symbols Alginate plaster craft, using hands, Carole Feuerm Judith Peck
and ideas using knowledge of feet, or faces · Studio Support Understand balance structures and functions of visual Also see internet/website &.
arts. Press, hump, Advanced students can do for individual artist · Assessment Understand/or Strand C: Cultural and slump molds larger body parts using clear Supplement
participate in Historical Connections: The Duct tape, can be an · Vocabulary Individual or student understands the visual installation for media center Masters
collectively create a arts in relation to history and or hallway. · Artist Profiles
plaster culture. · (all with Text)
VA.C.1.2.1 Group or individual project, · Magazines:
also AP (solo) Strand D: Aesthetic and · Clay Times
Critical Analysis: The student · Pottery Making
assesses, evaluates and responds Advanced level can create a · Ceramics to the characteristics of works of plaster or flexible mold, Monthly
Art. preparing for under cuts Strand E: Applications to · Internet Web Life: the student makes Sties connections between the visual arts, other disciplines and the real world. Chapter 3 Molding Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
Vocabulary Masters with fill in the blank & exercises
Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book www.ceramicmonthly.org. *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Casting Discussion of process and art Janice Kluge “Beginning Chapter 4 Casting Strand A: Skills and Learn about casting Techniques: The student of The Secret Bench by Lea Sculpture” Casting materials understands and applies media, Aggregate Vivot Art of Benin, Africa Text by Davis techniques and processes “Sculpture” by History of Bronze Strand B: Creation and Cast stone Plaster Casting of small Donatello casting Williams casting Communication: the student everyday object in plaster “Sculpture as creates and communicates a Slushed Auguste Rodin casting Experience” by Learn how to patina range of subject matter, symbols Experience a slush cast Judith Peck
plaster and ideas using knowledge of Patina plaster Bronze casting in India, · Studio Support structures and functions of visual China, and Babylonian &.
Complete a plaster arts. Cement Use of patina & other civilizations · Assessment relief casting Strand C: Cultural and finishes to small sculptures Supplement
Historical Connections: The Plaster Study Edgar Degas · Vocabulary student understands the visual Pour a small cement casting “Little Dancer” Masters
arts in relation to history and Unity/variety · Artist Profiles
culture. Discus the use of negative Career profile: Andre · (all with Text)
VA.C.1.2.1 and positive space with many Harvey · Magazines:
examples in the chapter. Strand D: Aesthetic and · Clay Times
Critical Analysis: The student · Pottery Making
assesses, evaluates and responds · Ceramics to the characteristics of works of Monthly
Art. Strand E: Applications to · Internet Web Life: the student makes Sties connections between the visual arts, other disciplines and the real world. Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
· Vocabulary Masters with fill in the blank & exercises
· Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book www.ceramicmonthly.org. *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level.
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Steatite Make a clay model, mix China: Lung Men “Beginning Strand A: Skills and plaster to replicate Chapter 5 Carving Techniques: The student Sculpture” understands and applies media, Sandpaper Maya carvings Text by Davis techniques and processes Relief carving in plaster “Sculpture” by Understanding Strand B: Creation and Vermiculite block David Hostetler: wood Williams carving in: Communication: the student “Sculpture as Plaster, stone, wood creates and communicates a Laminating Plaster carving from a poured Career profile: Enzo Experience” by range of subject matter, symbols mold (cup, small carton) Torcoletti Judith Peck
Understand finishing and ideas using knowledge of · Studio Support process in carving structures and functions of visual Stone carving in steatite, &.
arts. alabaster, limestone · Assessment Talk/or write about Strand C: Cultural and Supplement
a sculpture in terms Historical Connections: The Wood carving from blocks or · Vocabulary of student understands the visual found laminated pieces Masters
texture/shape/form arts in relation to history and · Artist Profiles
culture. Care of tools and pieces as · (all with Text)
Carve in some type VA.C.1.2.1 they progress · Magazines:
of material Strand D: Aesthetic and · Clay Times
Critical Analysis: The student Advanced: · Pottery Making
assesses, evaluates and responds Review, projects should have · Ceramics to the characteristics of works of more preparation and Monthly
art. thought, may or may not be larger in size. Strand E: Applications to · Internet Web Life: the student makes Sties connections between the visual arts, other disciplines and the real world. Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
· Vocabulary Masters with fill in the blank & exercises
· Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book www.ceramicmonthly.org. *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Construction How color can change the Picasso Chapter 6 Strand A: Skills and sculpture Construction & Techniques: The student understands and applies media, Assemblage Debra Butterfield Assemblage techniques and processes Create an sculpture with Introduction of tools Strand B: Creation and Riveting assemblage of recyclables Marcel Duchamp used in wood& metal Communication: the student creates and communicates a Soldering Create 3­D sculpture from Career profile: Blaine Understand the range of subject matter, symbols cardboard, using paper Kern process of paper & and ideas using knowledge of Flux construction methods such as paper mache structures and functions of visual scoring, mitering edges. Mobile: Tim Rose construction arts. Pulp Learn to attach metal by Alexander Calder Strand C: Cultural and Learn how to solder Historical Connections: The Paper mache soldering, slotting, riveting metal objects student understands the visual See many artist in text arts in relation to history and Learn about gauges & types Create an culture. of wire, & working with assemblage sculpture VA.C.1.2.1 heating, bending, using a jig. Create a person/animal Strand D: Aesthetic and Critical Analysis: The student assesses, evaluates and responds Work with paper construction to the characteristics of works of techniques and Mache, learn art. about grain, bending, cutting, scoring, and quality of Strand E: Applications to Life: the student makes different types of paper connections between the visual arts, other disciplines and the real Create a 3­D paper Mache world. sculpture using an armature www.ceramicmonthly.org. *additional websites in the teachers’ edition of text “Beginning Sculpture” Text by Davis “Sculpture” by Williams “Sculpture as Experience” by Judith Peck
· Studio Support &.
· Assessment Supplement
· Vocabulary Masters
· Artist Profiles
· (all with Text)
· Magazines:
· Clay Times
· Pottery Making
· Ceramics Monthly
· Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
Vocabulary Masters with fill in the blank & exercises
Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book Internet Web Sties Adv. Mobiles Assemblage using riviting Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map – High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Installations Talk about rhythm and Strand A: Skills and Techniques: The student movement in earth sculptures understands and applies media, Collaborations Internet research and group techniques and processes presentations on comparisons Understand how Strand B: Creation and Site specific installation art and Communication: the student Different points of view of collaborative creates and communicates a Multimedia interpretation of installation projects have range of subject matter, symbols artwork impacted the field of and ideas using knowledge of Earthworks sculpture structures and functions of visual Discuss the political arts. statement of Judy Chicago’s Learn about the Strand C: Cultural and The Dinner Party & the part process of creating Historical Connections: The art can play in society. installation and student understands the visual collaboration arts in relation to history and Discuss & compare projects culture. Emphasis in Installations VA.C.1.2.1 Create and Research Public art Strand D: Aesthetic and participate in a Critical Analysis: The student collaborative assesses, evaluates and responds Plan, create and install a installation project to the characteristics of works of collaboration of art in your art. school or environment. Ex: clay mural or 3­D people Strand E: Applications to Life: the student makes connections between the visual arts, other disciplines and the real world. Chapter 7 Installation & Collaboration Duane Paxson Janice Kluge Sandy Skoglund Herb Parker Career profile Jesus Moroles “Beginning Sculpture” Text by Davis “Sculpture” by Williams “Sculpture as Experience” by Judith Peck
· Studio Support &.
· Assessment Supplement
· Vocabulary Masters
· Artist Profiles
· (all with Text)
· Magazines:
· Clay Times
· Pottery Making
· Ceramics Monthly
· Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
· Vocabulary Masters with fill in the blank & exercises
· Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book Internet Web Sties www.ceramicmonthly.org. *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level
Key Concepts Collier County Public Schools Visual Art Curriculum Map ­ High School Sculpture Sunshine State Standards Vocabulary Suggested Suggested Artists Instructional Media/Techniques/ /Art Historical Resources Projects Periods Slide portfolio Prepare a slide portfolio pg. Chapter 8 Portfolio, Strand A: Skills and Techniques: The student 171 Exhibition, Museums Lighting film, camera Education, Career understands and applies media, techniques and processes Composition, shooting, Students will learn Strand B: Creation and Galleries enhancing how to prepare a Communication: the student portfolio creates and communicates a Art fairs Document, label slides range of subject matter, symbols Explore techniques and ideas using knowledge of Artist statement Prepare for a display/exhibit for taking slides or structures and functions of visual (location, size, amount of photographs arts. work, furniture, signs, actual event Strand C: Cultural and Understand how to Historical Connections: The compose a written student understands the visual Learn how to use the resume arts in relation to history and internet to advertise, etc. culture. Learn basic VA.C.1.2.1 Career: Sculpture Studio, guidelines for Strand D: Aesthetic and Sculpture as a business choosing and Critical Analysis: The student arranging exhibit assesses, evaluates and responds Preparing for a group space to the characteristics of works of exhibit: art. Planning, inventory, check Collaborate on a Strand E: Applications to list, writings about art. group exhibit Life: the student makes connections between the visual arts, other disciplines and the real world. The Armory Show Brancusi Cynthia Harper Carol Feurman Career Profile: David Finn “Beginning Sculpture” Text by Davis “Sculpture” by Williams “Sculpture as Experience” by Judith Peck
· Studio Support &.
· Assessment Supplement
· Vocabulary Masters
· Artist Profiles
· (all with Text)
· Magazines:
· Clay Times
· Pottery Making
· Ceramics Monthly
· Internet Web Sties Assessment * Supplements to Davis Text “Beginning Sculpture”
· · · · · · · · Assessment
Quizzes/readings
Crossword puzzles
Studio Rubrics
Chapter Reviews
Classroom Assessments
Vocabulary Masters with fill in the blank & exercises
Artists Profiles with review questions Portfolio Digital Pictures Or CD Sketch Book www.ceramicmonthly.org. *additional websites in the teachers’ edition of text Resources: www.potterymaking.org www.claytimes.com www.americanstyle.com www.ceramicmonthly.org *additional websites in the teachers’ edition of text * Advanced students in Sculpture, Portfolio I, II, III or AP follow the course outline but at a higher level of skill & critical thinking on each area of study. Additional work may be assigned per individual accomplished level