SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Content Area: Visual and Performing Arts: visual Arts
Course Title: Sculpture
Unit Plan 1
Fundamental Drawing and
Sculptural Techniques:
High, Low, Mid, and Sunk Relief,
In the Round, Carving
Unit Plan 2
Color Theory, Sculpture in the
Round, Assemblage
Unit Plan 3
Carving
Grade Level: 9-12
Pacing Guide
45 days
Pacing Guide
65 days
Pacing Guide
40 days
Casting, Relief, Assemblage
Pacing Guide
30 days
Unit Plan 5
Pacing Guide
Unit Plan 6
Pacing Guide
Unit Plan 4
Date Created:
October 16, 2012
Board Approved on:
August 19, 2015
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Unit Overview
Content Area: Visual and Performing Arts
Unit Title: Sculptural and Drawing Techniques, Relief, In the Round, Carving
Target Course/Grade Level: Sculpture 1 Grade Level 9-12
Unit Summary
This unit introduces foundational drawing and sculpting techniques, the formal elements of art and the
elements of design; techniques in high, low, mid and sunk relief; sculpture in the round. This unit also
explores the grid and gesture drawing as compositional tools for facilitating accurate drawing for sculpture
and digital technology for reference material. This unit introduces techniques for relief, modeling and
carving 3-Dimensional art forms in the mediums of foil, wire and organic material. Furthermore, it allows
students to apply the formal elements and elements of design processes to create 3-D art forms.
Primary interdisciplinary connections:
Math, History, Technology, Home Economics, Science
21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration,
teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal
communication.
Technology Connections:
Understand and use technology systems, select and use applications effectively and productively, and
exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology.
Learning Targets
Content Standards
1.1.12.D.1
Distinguish innovative applications of the elements of art and principles of design in visual artworks from
diverse cultural perspectives and identify specific cross-cultural themes.
1.1.12.D.2
Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for
corresponding visual artworks.
1.2.12.A.1
Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
1.2.12.A.2
Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and
habits of mind in various historical eras.
1.3.12.D.1
Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional
artworks that reflects personal style and a high degree of technical proficiency and
expressivity.
1.3.12.D.2
Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual
literacy, methods, techniques, and cultural understanding.
1.3.12.D.3
Organize an exhibit of personal works of visual art that convey a high level of understanding of how the
expression of ideas relates to the art media, art mediums, and techniques used.
1.3.12.D.4
Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in
multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by
the artworks.
1.3.12.D.5
Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating an original body of work.
1.4.12.A.1
Use contextual clues to differentiate between unique and common properties and to discern the cultural
implications of works of dance, music, theatre, and visual art.
1.4.12.A.2
Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to
substantiate the hypothesis.
1.4.12.A.3
Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance,
music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality
as criteria for assigning value to the works.
1.4.12.A.4
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic
responses to artwork.
1.4.12.B.1
Formulate criteria for arts evaluation using the principles of positive critique and observation of the
elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre,
visual, and multimedia artwork from diverse cultural contexts and historical eras.
1.4.12.B.2
Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as
well as how the context in which a work is performed or shown may impact perceptions of its
significance/meaning.
1.4.12.B.3
Determine the role of art and art-making in a global society by analyzing the influence of technology on
the visual, performing, and multimedia arts for consumers, creators, and performers around the world.
Technology Standards
8.1.12.A.1
Create a personal digital portfolio which reflects personal and academic
interests, achievements, and career aspirations by using a variety of digital tools and resources.
8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that related area for review.
8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
8.1.12.C.1
Develop an innovative solution to a real world problem or issue in
collaboration with peers and experts, and present ideas for feedback
through social media or in an online community.
8.1.12.D.5
Analyze the capabilities and limitations of current and emerging
technology resources and assess their potential to address personal, social,
lifelong learning, and career needs
Unit Essential Questions
• What are the foundational drawing
techniques needed to create a
proficient 3D art form?
• How are the elements of art and
Unit Enduring Understandings
Students will understand that…
• Drawing is essentially a mark making system.
• Drawing is a tool used to create and plan sculpture.
• The first step in drawing is analysis: breaking the object
principals of design used to create,
critique and appreciate sculpture?
• How has technology influenced the
medium of sculpture?
• What is 3-Dimensional art?
• How does the viewer experience 3-D
art in comparison with 2-D art?
down to its constituent parts.
• The second step in drawing is synthesis: combining the
parts to create the whole.
• Technology is simply a tool for facilitating ease of
execution in 2D and 3D.
• 3-Dimensional are encompasses a variety of techniques,
materials and tools.
• Like 2-D art, the creation of 3-D art is dependent upon fluency
in the formal elements of design.
Unit Objectives
Students will know…
• the names and functions of systematic
marks.
• the names and functions of the formal
elements of art and elements of design.
• sculpture and drawing are processes of
analysis and synthesis.
• how drawing and technology facilitate
sculpture.
• the techniques necessary to create high,
low, mid and sunken relief.
• what an armature is and apply the
techniques necessary to create an
armature.
• the techniques necessary to carve organic
material.
Unit Objectives
Students will be able to…
• create drawings and sculpture through proficient use of
systematic mark making.
• use the formal elements and elements of design to create
proficient drawings and sculpture through analysis and
synthesis.
• utilize technology in creating proficient drawings and
sculpture.
• create sculpture in high, low, mid and sunken relief.
• create an armature.
• create a sculpture in the round using an armature.
• create a sculpture using various carving methods.
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Evidence of Learning
Formative Assessments
•
•
•
•
Teacher Observation
Ongoing Individual Formative Critiques
Class Participation
Group Work
Summative Assessments
•
•
•
•
Individual Summative Critiques
Student Self-assessments
Quarterly Assessments
Foil Relief
Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students)
•
Teacher Tutoring
•
Peer Tutoring
•
Cooperative Learning Groups
•
Modified Assignments
•
Extended Response Time
•
Written work preceded by oral discussion
•
Selected student seating to minimize distractions
•
Frequent Checks for understanding
•
Close proximity and eye contact
•
Differentiated Instruction
•
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
Power Point presentations of exemplary work.
Resourse Materials:
•
•
•
•
•
36-38 Gauge Metal Foil
Wood
Ball Point Pen
Newspaper
8 1/2 x 11 Drawing Paper
Teacher Notes:
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Unit Overview
Content Area: Visual and Performing Arts: Visual Arts
Unit Title: Color Theory: Sculpture in the Round, Assemblage
Target Course/Grade Level: Sculpture
Grade Level: 9-12
Unit Summary
This unit introduces color theory and its application as a formal element of art and in its relationship to the
elements of design. This unit introduces basic painting techniques, using water-based acrylic paint, paper
mache, along with safe and proper use of painting materials and tools. This unit builds on applications of
Sculpture in the Round and Assemblage techniques.
This unit introduces basic techniques for modeling 3-Dimensional art forms in the mediums of wire and
paper mache and found materials. Furthermore, it allows students to apply the formal elements and elements of
design to create 3-D art forms.
Primary interdisciplinary connections:
Math, Science and History.
Primary Interdisciplinary Connections: Technology, Language Arts, Art, Music, Social Studies and 21st
Century Life & Career Standards
21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration,
teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal
communication.
Technology Connections:
Understand and use technology systems, select and use applications effectively and productively, and
exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology.
Learning Targets
Content Standards
1.1.12.D.1
Distinguish innovative applications of the elements of art and principles of design in visual artworks from
diverse cultural perspectives and identify specific cross-cultural themes.
1.1.12.D.2
Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for
corresponding visual artworks.
1.2.12.A.1
Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
1.2.12.A.2
Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and
habits of mind in various historical eras.
1.3.12.D.1
Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional
artworks that reflects personal style and a high degree of technical proficiency and
expressivity.
1.3.12.D.2
Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual
literacy, methods, techniques, and cultural understanding.
1.3.12.D.3
Organize an exhibit of personal works of visual art that convey a high level of understanding of how the
expression of ideas relates to the art media, art mediums, and techniques used.
1.3.12.D.4
Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in
multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by
the artworks.
1.3.12.D.5
Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating an original body of work.
1.4.12.A.1
Use contextual clues to differentiate between unique and common properties and to discern the cultural
implications of works of dance, music, theatre, and visual art.
1.4.12.A.2
Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to
substantiate the hypothesis.
1.4.12.A.3
Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance,
music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality
as criteria for assigning value to the works.
1.4.12.A.4
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic
responses to artwork.
1.4.12.B.1
Formulate criteria for arts evaluation using the principles of positive critique and observation of the
elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre,
visual, and multimedia artwork from diverse cultural contexts and historical eras.
1.4.12.B.2
Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as
well as how the context in which a work is performed or shown may impact perceptions of its
significance/meaning.
1.4.12.B.3
Determine the role of art and art-making in a global society by analyzing the influence of technology on
the visual, performing, and multimedia arts for consumers, creators, and performers around the world.
Technology Standards
8.1.12.A.1
Create a personal digital portfolio which reflects personal and academic
interests, achievements, and career aspirations by using a variety of digital tools and resources.
8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that related area for review.
8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
8.1.12.C.1
Develop an innovative solution to a real world problem or issue in
collaboration with peers and experts, and present ideas for feedback
through social media or in an online community.
8.1.12.D.5
Analyze the capabilities and limitations of current and emerging
technology resources and assess their potential to address personal, social,
lifelong learning, and career needs
Unit Essential Questions
• How is color theory applied in
creating proficient sculpture?
• How are the elements of art and
principals of design used to create,
Unit Enduring Understandings
Students will understand that…
• Colors have four characteristics: hue, value, intensity, and
temperature.
• Color characteristics are relative to interaction with other
critique and appreciate sculpture?
• What are the differences between fine
art and craft?
colors.
• Sculpture can be created using many different mediums.
• Sculpture can be created with many different viewpoints.
Unit Objectives
Students will know…
• how to define and identify color
characteristics.
• how color functions as a formal
element of art.
• how color functions within elements of
design.
• how to create Sculpture in the Round and
Assemblage.
Unit Objectives
Students will be able to…
• mix colors proficiently.
• utilize various color schemes to create color harmonies.
• use color to communicate ideas and emotions.
• apply colors with appropriate brushing techniques.
• observe proper care and safety regarding the use of paint
and painting tools.
• apply various armature and assemblage techniques to create
assemblage.
• create an armature for paper mache.
• create a paper mache project.
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Evidence of Learning
Formative Assessments
• Teacher Observation
• Ongoing Individual Formative Critiques
• Class Participation
• Group Work
Summative Assessments
• Individual Summative Critiques
• Student Self-assessments
• Quarterly Assessments
• Paper Mache'
Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students)
•
Teacher Tutoring
•
Peer Tutoring
•
Cooperative Learning Groups
•
Modified Assignments
•
Extended Response Time
•
Written work preceded by oral discussion
•
Selected student seating to minimize distractions
•
Frequent Checks for understanding
•
Close proximity and eye contact
•
Differentiated Instruction
•
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
Resource Materials:
• Wheat Paste
• Elmers Glue
•
•
•
•
•
•
•
•
•
•
Water
Newspaper
Buckets
Blender
Cardboard
Wire Tools
Gesso
Acrylic Paint
Paint Brushes
Water Cups
Teacher Notes:
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Unit Overview
Content Area: Visual and Performing Arts: Visual Arts
Unit Title: Carving
Target Course/Grade Level: Sculpture Grade Level: 9 -12
Unit Summary
This unit introduces basic techniques for carving 3-Dimensional art forms in the mediums of balsa foam and
wax. Furthermore, it allows students to apply the formal elements and elements of design
to create 3-D art forms.
Primary interdisciplinary connections:
Math, History, Science
21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration,
teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal
communication.
Technology Connections:
Understand and use technology systems, select and use applications effectively and productively, and
exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology.
Learning Targets
Content Standards
1.1.12.D.1
Distinguish innovative applications of the elements of art and principles of design in visual artworks from
diverse cultural perspectives and identify specific cross-cultural themes.
1.1.12.D.2
Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for
corresponding visual artworks.
1.2.12.A.1
Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
1.2.12.A.2
Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and
habits of mind in various historical eras.
1.3.12.D.1
Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional
artworks that reflects personal style and a high degree of technical proficiency and
expressivity.
1.3.12.D.2
Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual
literacy, methods, techniques, and cultural understanding.
1.3.12.D.3
Organize an exhibit of personal works of visual art that convey a high level of understanding of how the
expression of ideas relates to the art media, art mediums, and techniques used.
1.3.12.D.4
Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in
multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by
the artworks.
1.3.12.D.5
Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating an original body of work.
1.4.12.A.1
Use contextual clues to differentiate between unique and common properties and to discern the cultural
implications of works of dance, music, theatre, and visual art.
1.4.12.A.2
Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to
substantiate the hypothesis.
1.4.12.A.3
Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance,
music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality
as criteria for assigning value to the works.
1.4.12.A.4
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic
responses to artwork.
1.4.12.B.1
Formulate criteria for arts evaluation using the principles of positive critique and observation of the
elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre,
visual, and multimedia artwork from diverse cultural contexts and historical eras.
1.4.12.B.2
Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as
well as how the context in which a work is performed or shown may impact perceptions of its
significance/meaning.
1.4.12.B.3
Determine the role of art and art-making in a global society by analyzing the influence of technology on
the visual, performing, and multimedia arts for consumers, creators, and performers around the world.
Technology Standards
8.1.12.A.1
Create a personal digital portfolio which reflects personal and academic
interests, achievements, and career aspirations by using a variety of digital tools and resources.
8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that related area for review.
8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
8.1.12.C.1
Develop an innovative solution to a real world problem or issue in
collaboration with peers and experts, and present ideas for feedback
through social media or in an online community.
8.1.12.D.5
Analyze the capabilities and limitations of current and emerging
technology resources and assess their potential to address personal, social,
lifelong learning, and career needs
Unit Essential Questions
• What are the differences between
modeling and carving?
• What techniques are used to create a
Unit Enduring Understandings
Students will understand that…
• 3-Dimensional art encompasses a variety of techniques,
materials and tools.
carved sculpture?
Unit Objectives
Students will know…
• the techniques and tools necessary to
create a carved sculpture.
• proficient use of Positive and Negative
space in creating a carved sculpture.
• Like 2-D art, the creation of 3-D art is dependent upon
fluency in the formal elements and elements of design.
Unit Objectives
Students will be able to…
• Combine individual carvings to create a sculpture as a
whole.
• Apply paints and various decorative elements to a carved
sculpture.
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Evidence of Learning
Formative Assessments
• Teacher Observation
• Ongoing Individual Formative Critiques
• Class Participation
• Group Work
Summative Assessments
• Individual Summative Critiques
• Student Self-assessments
• Quarterly Assessments
• Foam Carving
Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students)
•
Teacher Tutoring
•
Peer Tutoring
•
Cooperative Learning Groups
•
Modified Assignments
•
Extended Response Time
•
Written work preceded by oral discussion
•
Selected student seating to minimize distractions
•
Frequent Checks for understanding
•
Close proximity and eye contact
•
Differentiated Instruction
•
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
Resource Materials:
• Balsa
• Polystyrene
• Styrofoam
• Carving Tools
• Wood Base
• Hot Glue Sticks
• Hot Glue Gun
• Gesso
• Acrylic Paint
• Sandpaper
• Water
• Water Cups
Presentations of exemplary work.
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Unit Overview
Content Area: Visual and Performing Arts: Visual Arts
Unit Title: Casting, Relief, Assemblage, Abstract Expressionism
Target Course/Grade Level: Sculpture
Grade Level: 9 -12
Unit Summary
This unit applies understanding and techniques for Relief, Assemblage, Sculpture in the Round as well as
sculpture influenced by an art movement.
Primary interdisciplinary connections:
Math, History
21st Century Themes including: critical thinking, problem solving, creativity, innovation, collaboration,
teamwork and leadership, cross-cultural understanding, global awareness, civic literacy, and interpersonal
communication.
Technology Connections:
Understand and use technology systems, select and use applications effectively and productively, and
exhibit digital citizenship by practicing safe, legal, and responsible use of information and technology.
Learning Targets
Content Standards
1.1.12.D.1
Distinguish innovative applications of the elements of art and principles of design in visual artworks from
diverse cultural perspectives and identify specific cross-cultural themes.
1.1.12.D.2
Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for
corresponding visual artworks.
1.2.12.A.1
Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
1.2.12.A.2
Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and
habits of mind in various historical eras.
1.3.12.D.1
Synthesize the elements of art and principles of design in an original portfolio of two- and threedimensional
artworks that reflects personal style and a high degree of technical proficiency and
expressivity.
1.3.12.D.2
Produce an original body of artwork in one or more art mediums that demonstrates mastery of visual
literacy, methods, techniques, and cultural understanding.
1.3.12.D.3
Organize an exhibit of personal works of visual art that convey a high level of understanding of how the
expression of ideas relates to the art media, art mediums, and techniques used.
1.3.12.D.4
Analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in
multiple art media (including computer-assisted artwork), and interpret themes and symbols suggested by
the artworks.
1.3.12.D.5
Identify the styles and artistic processes used in the creation of culturally and historically diverse two- and
three-dimensional artworks, and emulate those styles by creating an original body of work.
1.4.12.A.1
Use contextual clues to differentiate between unique and common properties and to discern the cultural
implications of works of dance, music, theatre, and visual art.
1.4.12.A.2
Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to
substantiate the hypothesis.
1.4.12.A.3
Develop informed personal responses to an assortment of artworks across the four arts disciplines (dance,
music, theatre, and visual art), using historical significance, craftsmanship, cultural context, and originality
as criteria for assigning value to the works.
1.4.12.A.4
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic
responses to artwork.
1.4.12.B.1
Formulate criteria for arts evaluation using the principles of positive critique and observation of the
elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre,
visual, and multimedia artwork from diverse cultural contexts and historical eras.
1.4.12.B.2
Evaluate how an artist’s technical proficiency may affect the creation or presentation of a work of art, as
well as how the context in which a work is performed or shown may impact perceptions of its
significance/meaning.
1.4.12.B.3
Determine the role of art and art-making in a global society by analyzing the influence of technology on
the visual, performing, and multimedia arts for consumers, creators, and performers around the world.
Technology Standards
8.1.12.A.1
Create a personal digital portfolio which reflects personal and academic
interests, achievements, and career aspirations by using a variety of digital tools and resources.
8.1.12.A.2
Produce and edit a multi-page digital document for a commercial or
professional audience and present it to peers and/or professionals in that related area for review.
8.1.12.A.3
Collaborate in online courses, learning communities, social networks or
virtual worlds to discuss a resolution to a problem or issue.
8.1.12.C.1
Develop an innovative solution to a real world problem or issue in
collaboration with peers and experts, and present ideas for feedback
through social media or in an online community.
8.1.12.D.5
Analyze the capabilities and limitations of current and emerging
technology resources and assess their potential to address personal, social,
lifelong learning, and career needs
Unit Essential Questions
• What are the 4 basic sculpture
techniques?
• What are the differences between the
additive and subtractive processes?
Unit Enduring Understandings
Students will understand that…
• There are a variety of methods and techniques to create
carving, casting, modeling, assemblage.
• The meaning of art is determined by both the intentions of
the artist and the reception of the viewer.
• Art is a language which expresses ideas.
Unit Objectives
Students will know…
• the techniques to create carving,
casting, modeling and assemblage.
• how to cast.
Unit Objectives
Students will be able to…
• Create Sculpture Casting.
• Create Sculpture influenced by an art movement.
SOUTHERN REGIONAL SCHOOL DISTRICT
ART CURRICULUM
Evidence of Learning
Formative Assessments
• Teacher Observation
• Ongoing Individual Formative Critiques
• Class Participation
• Group Work
Summative Assessment
• Individual Summative Critiques
• Student Self-assessmenets
• Quarterly Assessments
• Paris Craft Casting
Modifications (ELLs, Special Education, Gifted and Talented, Basic Skills Students)
•
Teacher Tutoring
•
Peer Tutoring
•
Cooperative Learning Groups
•
Modified Assignments
•
Extended Response Time
•
Written work preceded by oral discussion
•
Selected student seating to minimize distractions
•
Frequent Checks for understanding
•
Close proximity and eye contact
•
Differentiated Instruction
•
Follow all IEP modifications/504 plan
Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:
Resource Materials:
• Paris Craft
• Water
• Masonite Board
• Gesso
• Water cups
• Acrylic Paint,
• Buckets
• Newspaper
Presentations of exemplary work
Teacher Notes: