Randolph Township Schools
Randolph Middle School
VISUAL ART 6, 7, 8
Curriculum
“I found I could say things with color and shapes that
I couldn't say any other way - things I had no words for...”
Georgia O'Keeffe
Department of Visual Art
Vee Popat, Supervisor
Curriculum Committee
Steve Coleman
Theresa Hackney
Curriculum Developed
Summer 2013
Board APPROVAL date
September 10, 2013
1
Randolph Township Schools
Department of Social Studies
VISUAL ART 6, 7, 8
Table of Contents
Section
Page(s)
Mission Statement and Education Goals – District
3
Affirmative Action Compliance Statement
3
Educational Goals – District
4
Introduction
5
Curriculum Pacing Chart
6
Units of Study
7-27
APPENDIX A – B
28-42
2
Randolph Township Schools
Mission Statement
We commit to inspiring and empowering all students in Randolph
schools to reach their full potential as unique, responsible and
educated members of a global society.
Randolph Township Schools
Affirmative Action Statement
Equality and Equity in Curriculum
The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the State’s Standards. The
curriculum addresses the elimination of discrimination and the achievement gap, as identified by underperforming school-level AYP
reports for state assessment. The Curriculum provides equity in instruction, educational programs and provides all students the
opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional
or sexual orientation, gender, religion, disability or socioeconomic status.
N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972
3
RANDOLPH TOWNSHIP BOARD OF EDUCATION
EDUCATIONAL GOALS
VALUES IN EDUCATION
The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is
realized through achievement and self-respect. We believe our entire system must not only represent these values, but also
demonstrate them in all that we do as a school system.
We believe:
• The needs of the child come first
• Mutual respect and trust are the cornerstones of a learning community
• The learning community consists of students, educators, parents, administrators, educational support personnel, the community
and Board of Education members
• A successful learning community communicates honestly and openly in a non-threatening environment
• Members of our learning community have different needs at different times. There is openness to the challenge of meeting those
needs in professional and supportive ways
• Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires
review and revision based on evolving research, practices and experiences
• Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth
4
Randolph Township Schools
Department of Visual Art
Introduction
The Visual Arts classes for 6th, 7th, and 8th graders are foundations classes, basic to general education of the students at the middle
level and a continuation of skills and knowledge. In the process of educating a well-rounded child, students need to be exposed to
more than just reading, writing and mathematics. The study of art nurtures student’s appreciation of the human experience and is vital
when developing an integrated, interdisciplinary curricular approach to education. Courses were developed to foster an individual artist’s ability to employ techniques, think imaginatively and provide an outlet for personal expression. In turn, advanced cognitive processes such as divergent thinking, evaluation and problem solving skills are matured as a result of studying visual arts. Art Education
is a necessity in every student’s life and the New Jersey Core Curriculum Content Standards state that “experience with and
knowledge of the arts is a vital part of a complete education.” (New Jersey Department of Education, 2009).
The purpose of this document is to develop an articulated visual arts curriculum, well versed in teaching the four disciplines of visual
arts: aesthetics, art criticism, art production and art history. Through the employment of this curriculum, it is anticipated that the students of Randolph Township School District will view art as a means of communication and that it provides significant and meaningful avenues for understanding the world.
5
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
Visual Art 6, 7, 8
SUGGESTED TIME
ALLOTMENT
Sequential
compounding within
45-day cycle classes
throughout the threeyear scope of the
middle school
experience.
UNIT NUMBER
CONTENT - UNIT OF STUDY
I
Drawing
II
Painting
III
Printmaking / Mixed Media
IV
Ceramics / Sculpture
V
Technology
6
RANDOLPH TOWNSHIP SCHOOL DISTRICT
OVERVIEW: VISUAL ART - Grades 6, 7, 8
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The Elements of art are the fundamental properties of all artworks. They are the
• Why is accuracy and precision a central component in
“alphabet” of art for understanding and creating.
the education of young artists?
Continued application and practice using the elements and principles develops skill and • Do artists have a responsibility to their audience? If
strides towards mastery.
so, to what extent?
All Visual Art has special vocabulary, tools, materials, and processes. Learning about
• Why do artists create?
the specialized presets is a requirement to produce and discuss artworks.
KNOWLEDGE
Students will know:
How to identify the Elements of and Principles of Design
throughout multiple artistic media.
SKILLS
Students will be able to:
Compare and contrast the use of Elements of art and
principles of design in works of art.
CC/NJCCCS
1.1.8.D.1, D.2
1.2.8.A.1, A.2, A.3,
How to employ the Elements and Principles of in any
combination in order to create a successful work of art.
Demonstrate knowledge of specific art processes and
production techniques specific to the unit of study.
An expansive artistic vocabulary specific to the unit of study.
Demonstrate sequential growth in understanding the
elements and principles and also growth in production skills.
The role of art in our lives is wide reaching in both our
cultural identity and in the daily interactions with media,
industrial design, and common aesthetics.
How to properly use a vast collection of materials, and
understand how to care for them.
How to properly and positively employ critique in order to
achieve self-improvement and help others to improve.
Uncover elements and principles in historical, personal work,
and everyday life.
Solve challenges requiring analyzing and understanding.
Examine the connections between universal art themes and
personal work.
Form personal expressiveness in thematic narratives
The application of Technology throughout history and in
present times as it has been utilized for the purpose of fine,
experimental, and functional art.
Incorporate technology in research, art production, and
exploration when applicable.
7
1.3.8.D.1, D.2, D.3,
D.4, D.5, D.6,
1.4.8.A.1, A.2, A.3,
A.4, A.5, A.6, A.7
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
OVERVIEW: VISUAL ART - Grades 6, 7, 8
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Units – Visual Art 6, 7, 8
compounding within
o Drawing
45-day cycle classes
o Painting
throughout the threeo Printmaking/Mixed Media
year scope of the
o Ceramics/Sculpture
middle school
o Technology
experience.
See individual Courses and Units below.
8
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CLASS: ART THROUGH THE AGES (Grade 7)
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
All cultures and artists communicate personal and cultural thinking to share
some kind of story (specific or general) through their artwork.
•
Art reflects the time period, culture, geography and economic status of a
region’s population.
•
The study of art opens a window to the development of cultural awareness.
By examining the art of a culture, one can learn more about traits unique to that
culture.
KNOWLEDGE
Students will know:
How to decipher the differences between art that is aesthetically
pleasing versus art that holds a function and purpose in our
lives.
The origin of storytelling through visual art in various cultures.
•
•
•
In what ways have artists from various cultures been able to
tell stories through their artistic endeavors?
How do artists have a responsibility for their society, and can
their art transcend other nation’s borders?
How can an artistic product serve not just an aesthetic purpose
but as a function/utility in our everyday life?
Does art define culture or does culture define art?
In what ways have artistic traditions, cultural values and
social issues influenced and given rise to new artistic
expression?
SKILLS
Students will be able to:
Communicate a visual story through personal artistic
endeavors inspired by a given culture.
Recognize how different cultures create aesthetic products
with a purpose/function.
The vocabulary and techniques involved in the creation of art
throughout varying cultures.
Develop an appreciation of various art forms studied in
regards to their cultural and historical importance.
The meaning of different symbols and the context in which they
are used in the world of art.
Define and utilize vocabulary specific to each area of global
studies.
The practices, materials and media used in diverse cultures.
Identify and apply various symbols associated with a given
culture.
Commonalities between art of cultures throughout history.
Demonstrate knowledge and application of various art media
in the production of an aesthetic product.
9
CC/NJCCCS
1.1.8.A.1, A.2,
A.3, A.4,
1.2.8.A.1, A.2, A.3
1.3.8.D.1, D.2,
D.3, D.4, D.5, D.6
1.4.8.A.1, A.2,
A.3, A.4, A.5, A.6,
A.7
1.4.8.B.1, B.2, B.3
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
CLASS: ART THROUGH THE AGES (Grade 7)
SUGGESTED
TIME
ALLOTMENT
45 Day Cycle
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Units – Through the Ages
o Art of Asia
o Art of South/Central America
o Art of India
o Art of Africa
Susan Hogan, Multicultural Studio Art Projects for Secondary
Students: Prentice Hall
Helen Hume, Art History and Appreciation Activities Kit: The
Center for Applied Research in Education
The Mandala Project Website
African Art History
Mask Construction
Day of the Dead Block Printing Tutorial
Mexican Amate Bark Painting Tutorial
Mexican Amate Bark Painting Video
Wire Animal Sculpture Video Tutorial
Wire Animal Sculptures - Materials, Tools and Techniques
Video
Wire Animal Sculptures - Adding Plaster
Notan Design - The Yin and Yang of Design
Nierikas Yarn Painting of the Huichol - Video Instruction
Nierikas Yarn Painting Demonstration Video
African Batik Exemplars Video
African Batik Examples Video Demonstration
10
RANDOLPH TOWNSHIP SCHOOL DISTRICT
CLASS: VISIONS - TWENTIETH CENTURY AMERICAN ART (Grades 6 and 7)
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
20th Century American artists addressed both current events of the time and historical
ideas through their artistic endeavors.
The art of the 20th Century reflected a wide range of materials, media and technologies,
as well as opportunities to consider how art is defined.
•
The art of this time period was part of a social dialogue that concerned a larger
framework, such as personal and cultural identity, community and nationality.
Controversy became a way of life for the 20th century American Artist. Much of the
art created during this time period was a series of revolts against tradition.
•
KNOWLEDGE
Students will know:
Modernism and Pop Art are the foremost art movements of
Twentieth Century American Art.
•
•
During this time period, what was the American
cultural identity in regards to the 20th century artist?
What was the general atmosphere of painting in the
20th century, particularly concerning realism and
abstraction?
How did popular culture transform and shape the art
created in the 20th century?
In addition to museums and galleries, what are other
venues for exhibiting art?
SKILLS
Students will be able to:
Identify and define the notable art movements that occurred
during the 20th century.
CC/NJCCCS
1.1.8.A.1, A.2,
A.3, A.4
1.2.8.A.1, A.2, A.3
Some of the prominent American artists associated with this
time period including but not limited to Jasper Johns, Andy
Warhol, Romare Bearden, Robert Rauchenberg and Georgia
O’Keeffe.
The practices, materials and media used by the major artists
of this time such as collaging, assemblage, photo
manipulation and various painting techniques.
How artists responded to the major events that took place
including but not limited to World War I, World War II and
The Great Depressions through projects and products.
Identify the leading artists of this time, which art movement
they were associated with and their unique, artistic styles.
Demonstrate knowledge and application of the various art
media and techniques unique to the art of the 20th century
through the creation of art products.
Develop an appreciation for the various art movements and
forms that took shape during the 20th century, including but
not limited to Abstraction, Minimalism and Conceptual art.
Demonstrate knowledge of the cultural climate of America
during the 20th century and how it affected the arts.
The impact of popular culture on the arts and how pop
culture changed the definition of “art” as we know it.
11
1.3.8.D.1, D.2,
D.3, D.4, D.5, D.6
1.4.8.A.1, A.2,
A.3, A.4, A.5, A.6,
A.7
1.4.8.B.1, B.2, B.3
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
CLASS: VISIONS - TWENTIETH CENTURY AMERICAN ART (Grades 6 and 7)
SUGGESTED
TIME
ALLOTMENT
Sequential
compounding
within 45-day
cycle classes
throughout a twoyear course.
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Units – Vision 6, 7
o American Modernism
o Abstract Expressionism
o Pop Art
o Minimalism
o Conceptual Art
Helen Hume, Art History and Appreciation Activities Kit: The
Center for Applied Research in Education
“Black Odyssey Remixes” App, Romare Bearden Remixes for
Ipad, Smithsonian Institution
Video - Bellows, Pennsylvania Station Excavation, c. 1907-08
Video - Georgia O'Keeffe, The Lawrence Tree, 1929
Video - Grant Wood, American Gothic, 1930
Video - Edward Hopper, Nighthawks, 1942
Introduction to Abstract Expressionism
Video - Mark Rothko No.3/ No. 13, 1949
Video - Jackson Pollock, One, 1950
Video - Willem DeKooning, Woman 1, 1950-52
Video - Jasper Johns, Flag, 1954-55
Video - Robert Rauschenberg, Bed, 1955
Video - Andy Warhol, Gold Marilyn Monroe
Video - Andy Warhol, Campbell's Soup Can
Video - Roy Lichtenstein, Rouen Cathedral Set V
Video - Dan Flavin, Untitled (To Donna) II
Interpreting Contemporary Art - Conceptual Art
Video - Introduction to the work of Frank Stella
Video - "Get to Know Romare Bearden"
Video - A Tribute to Jacob Lawrence
National Gallery of Art - Intro. and Works of Georgia O'Keeffe
National Gallery of Art - Intro. and Works of Romare Bearden
National Gallery of Art - Getting to Know Frank Stella/Online
Game
"Artchive" - Jasper Johns, Flags, "How to Look at Modern Art"
12
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: DRAWING
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Drawing is the foundation for all other two dimensional artwork because it
builds the groundwork for the basic Elements of design.
•
Why is drawing considered to be the building block for other
artistic media?
Artists use drawing to record observations, memory or imagination for the use
of creating compositions.
Observational Drawing is considered to be the foundational method of
drawing for young artists, as it provides a more concrete reference than using
imagination.
Possessing basic drawing skills provides the artist with a launching pad for
communicating design ideas and solutions.
•
How does the choice of line qualities affect the mood and
emotion of the artwork?
When you look at a drawing, what fundamentals were
employed to cause you to have a desirable reaction?
KNOWLEDGE
Students will know:
Understand the various line techniques and how they apply to the
Elements and Principles of design.
The unique methods and techniques employed when drawing
from observation, memory and imagination.
How to create value and be able to recognize gradation of values
to generate depth, space and volume.
How to create one and two point perspective in order to create a
three-dimensional space on a two-dimensional picture plane.
•
•
What makes a drawing realistic?
SKILLS
Students will be able to:
Create an image using varying shades of light and dark
through the use of value.
Demonstrate the ability to draw from observation as well as
imagination.
Identify and apply aspects of space (positive/negative,
overlapping, size and proportion) as a means of good
composition.
CC/NJCCCS
1.1.8.A.1, A.2,
A.3, A.4,
1.2.8.A.1, A.2,
A.3
1.3.8.D.1, D.2,
D.3, D.4, D.5,
D.6
Demonstrate knowledge and application of a variety of line
techniques and qualities.
1.4.8.A.1, A.2,
A.3, A.4, A.5,
A.6, A.7
How to represent objects in both realistic and non-realistic
technique.
Create complex images that show realism, detail or
enlargement.
1.4.8.B.1, B.2,
B.3
How to use various drawing tools such as rulers, compasses and
Recognize and utilize a variety of drawing media and
13
stencils to be used with varying media including pencil, charcoal,
color pencil, marker and pastels.
materials.
Define and demonstrate one and two point perspective.
Demonstrate through discussion, sketches, and writing
assignments an understanding of drawing as a form of
communication and expression.
14
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: DRAWING
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Unit - Drawing
compounding within
o Line Techniques
45-day cycle classes
o Value
throughout the threeo Observation/Imagination
year scope of the
o Perspective
middle school
experience.
John Gnagy, “ Learn to Draw with John Gnagy – America’s
television Art Instructor
Slideshow of how to Apply Values to a Still life
Video - "Drawing What You See"
Video - Pencil Shading Techniques
Video - Techniques for Oil Pastel Drawing
Videos - Drawing Lessons
Video - Marker Blending and Tips
Video - Color Pencil Techniques
Video - One Point Perspective Tips
Video - Two Point Perspective Tips
Examples of 19th Century American Drawings
Georgia O'Keeffe - "Drawing XIII", Charcoal on Paper
Charles Demuth, "Machinery", Tempera and pencil on cardboard
Renaissance Drawings: Materials and Function
Anatomy in the Renaissance - Metropolitan Museum of Art
Leonardo DaVinci - "Head of the Virgin in Three Quarter
View Facing Right," 1508
Drawing from Michelangelo - Metropolitan Museum of Art
Pablo Picasso, "Bottle and Wine Glass on Table," 1912
Edgar Degas, "Dancer Adjusting her Slipper," 1873
Vincent Van Gogh - The Drawings
Leonardo DaVinci - Drawing Exemplars
15
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: PAINTING
ENDURING UNDERSTANDINGS
Painting demands manipulation of specific tools and specialized
techniques that are unique to the medium.
ESSENTIAL QUESTIONS
•
•
Painting provides the artist unlimited exploration of color because of the
unique ability to mix paint as a form of color customization.
•
An artist uses painting as a means to illustrate his or her reflection and
reaction to their environment.
•
KNOWLEDGE
Students will know:
How to successfully create a color wheel and categorize the colors into
color schemes.
How to utilize value in a painting to create depth, space and volume.
How to create and change the mood of a painting through the use of
color.
The differences of realism, abstraction and non-objective art relative to
the medium of painting.
How to create various textural qualities that will alter the mood of a
painting.
Various processes on how to create different paint techniques ranging
from hard edge to impressionistic imagery.
The differences in content, application and technique when using
watercolor and acrylic paints.
How does an artist utilize painting as a vehicle to explore color
theory?
What approaches and techniques does an artist use to change the
mood of a painting?
What methods do artists apply to yield a wide range of textures in a
painting?
What influences the choice of paint during the creational process?
SKILLS
Students will be able to:
Identify genres of art including realism, abstraction
and non-objective art.
Appropriately mix paint to produce hues, tints and
shades.
Recognize, discuss and apply the role of color
schemes in paintings in order to create a mood.
Demonstrate knowledge and application of value in a
painting.
Differentiate and produce various painting techniques
in both watercolor and acrylic paint.
Apply varying techniques to develop textures in a
painting.
16
CC/NJCCCS
1.1.8.A.1, A.2,
A.3, A.4
1.2.8.A.1, A.2,
A.3
1.3.8.D.1, D.2,
D.3, D.4, D.5,
D.6
1.4.8.A.1, A.2,
A.3
A.4, A.5, A.6,
A.7
1.4.8.B.1, B.2,
B.3
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: PAINTING
SUGGESTED
TIME
ALLOTMENT
Sequential
compounding within
45-day cycle classes
throughout the three
year scope of the
middle school
experience.
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit - Painting
o Color Theory
o Value Studies
o Textural Manipulation
o Painting Qualities/Techniques
Videos - Painting Lessons and Tips
Types of Visual Art Website
Video - Watercolor Techniques
Watercolor Tutorials and Tips Website
Introduction and Tutorials for Acyrlic Paint Website
Metropolitan Museum of Art - Watercolor Exemplars
Metropolitan Museum of Art - Winsler Homer
Metropolitan Museum of Art - Paul Klee
Metropolitan Museum of Art - Vincent van Gogh
Study of American Impressionism
Study of Hard Edge Painting in Modern and Contemporary Art
Study on Post Impressionism
Metropolitan Museum of Art - Jasper Johns
Study on Abstract Expressionism
Study on Cubism
17
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: PRINTMAKING
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Printmaking is any process that re-produces an original image in single or
• Why is printmaking considered to be a unique medium, different
multiple units.
than any other art medium that is taught in the public schools?
Printing involves many techniques include layering, subtracting, transfers, • What factors influence an artist’s choice of process and materials?
xerography and stamping.
Printmaking is has roots in both fine art and industry, making it both an
• How has the art of printmaking influenced industry, both in past
aesthetic and functional art form.
and present times?
KNOWLEDGE
Students will know:
Printmaking is a process of reproducing an image using a
wood/lino cut, screen print, or etching.
SKILLS
Students will be able to:
Assemble a concept from design to reproduction of an original
image.
How to master element of space and it’s two unique
hemispheres of positive and negative.
Negotiate the many steps of printmaking to create a repetitive
design.
How to repeat prints in multiples in order to create patterning,
book-matched imagery, and symmetrical designs.
Differentiate the opposite spaces of positive and negative
imagery.
The history and application of Printmaking and its existence
in historical and cultural backdrops such as - fine art,
advertisements, and utilitarian objects like early documents
and newspapers.
Construct imagery that incorporates the elements of art in an
original work; mainly Line, Space, and Shape.
CC/NJCCCS
1.2.8.A.1, A.2
1.3.8.D.1, D.2,
D.4, D.5, D.6
1.1.8.D.1, D.2
How to properly utilize the sequential process in Printmaking
- designing, transferring, numbering, and editing – in order to
create a desirable work of art.
Evaluate and identify various steps in image creation, inking,
printing.
Examine and discuss qualities in printmaking characteristics.
Demonstrate real-world completion by applying universal
printmaking numerical and labeling system to prints.
18
1.4.8.A.2, A.5,
A.6, A.7
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
PRINTMAKING
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Unit - Printmaking
compounding within
o Reproduction
45-day cycle classes,
o Positive and Negative Space
throughout the threeo Additive and Subtractive
year scope of the
o Compounding Layers
middle school
o Relief
experience.
o Alternate Surface
o Labeling
Katsushika Hokusai (Japanese, 1760–1849) "The Great Wave
at Kanagawa"
U.S. National Parks Vintage Ad Campaign - National
Geographic Online
Pieter Bruegel the Elder (ca. 1525/30–1569) - Metropolitan
Museum of Art
Rutgers Zimmerli Museum - Faith Ringold, Andy Warhol,
Barbara Kruger Prints
Stanley William Hayter (British, 1901–1988) - Metropolitan
Museum of Art
Henri de Toulouse-Lautrec (French, 1864–1901) Metropolitan Museum of Art
Ando Hiroshige (Japanese, 1797–1858) Woodblock print Metropolitan Museum of Art
Center for Contemporary Printmaking, Exhibitions, Norwalk.
CT
"What is Printmaking" You Tube
Frank Curkovic's PBWorks - "Over and Over" Printmaking
unit
19
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: MIXED MEDIA
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Artists can use an assortment of media in one work of art as a means of selfexpression.
Choice of media, technique and process can affect the message of an artwork.
Mixed media is an effective method for the communication of complex ideas,
and is therefore commonplace in the world of Advertising.
KNOWLEDGE
•
•
•
•
In what ways does joining various art media enhance the
visual and tactile experience?
How do different techniques, media and processes affect
self- expression?
How do artists use mixed media to respond to current events?
Which Elements and Principles of Design will be most
dominant in a mixed media project and why would these be
most used?
SKILLS
CC/NJCCCS
Students will know:
The different qualities and characteristics of individual art
mediums and how they will be affected by the addition of a
new material and medium.
Students will be able to:
Demonstrate knowledge and application of techniques to
combine multiple art media into a two or three-dimensional
work of art.
1.1.8.A.1, A.2,
A.3, A.4
How to explore and experiment with a variety of media to
find varying combinations to create unique pieces of art.
Define the idea of symbolism and decipher this understanding
into the creation of distinctive symbols of artistic expression.
1.3.8.D.1, D.2,
D.3, D.4, D.5, D.6
Techniques and applications of different adhesive materials
such as glues, tapes and gesso.
Identify and apply the principles and elements of design in
creating a mixed media piece of art focusing attention on
Emphasis and Texture.
1.4.8.A.1, A.2,
A.3, A.4, A.5, A.6,
A.7
The significance of tool selection relative to the combination
of two-dimensional art forms with three-dimensional art
forms.
Demonstrate critical thinking skills in tool selection when
combining art media to find functional solutions to potential
issues.
1.4.8.B.1, B.2, B.3
Design and assemble mixed media pieces using techniques
such as, but no limited to, collage, photo transfers and paint
layering.
20
1.2.8.A.1, A.2, A.3
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: MIXED MEDIA
SUGGESTED
TIME
ALLOTMENT
Sequential
compounding within
45-day cycle classes
throughout the three
year scope of the
middle school
experience.
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Unit – Mixed Media
o Medium Variety
o Altering of Conventional Art Materials
o Adhesive Exploration
o Technique Variety
Article about Mixed Media Artist, Cynthia Lockhart
Video - Mixed Media Tutorial
Worksheets and Tutorials for Mixed Media
Video - Crackle Paint Technique
Article "How to Marble Paper"
Video - Tips for Collaging
Video - Tips for Tissue Collage
Video - Tips and Worksheet for Acrylic Transfers
Study on Modern Storytellers - Romare Bearden, Jacob Lawrence, Faith Ringgold
List of Mixed Media Artists- Metropolitan Museum of Art
Life and Works of Romare Bearden - Metropolitan Museum of
Art
Exemplars from Henri Matisse - Metropolitan Museum of Art
Examples of work from Faith Ringgold - Metropolitan Museum of Art
Exemplars of Collages - Metropolitan Museum of Art
21
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: SCULPTURE
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
Sculpture is a broad term that incorporates many methods, terms and techniques • How is the application of the Elements and Principles of Deinto one, generally representing one form that possesses multiple dimensions.
sign in the medium of Sculpture different from traditional art
forms such as Painting and Drawing?
Sculpture has deep historical roots in every culture and people in their museums, • What influences the choice of sculptural process?
tourist attractions, public spaces, and common places of gathering.
Sculptural form can be functional or decorative.
•
KNOWLEDGE
Why would an artist choose a challenging material such as
stone to work with?
SKILLS
Students will know:
The two major categories of sculpture: Relief and In the
Round.
Students will be able to:
Understand how the elements and principles of design apply to
the medium of sculpture
The role and application of form as it relates to the
dimensional qualities of an object.
Identify and discuss three-dimensional forms in everyday life.
How to combine multiple processes and techniques including
carving, casting, and assembling.
Compare and contrast the relationships between Bas-relief, In
the Round, Environmental, and Kinetic sculpture.
Differentiate between the additive and subtractive processes.
Connection with and application of Engineering processes in
the generation of sculptural art.
How to add or subtract items from their original sculptural
rendering in order to enhance the final product.
Develop an understanding of the differences between
functional and decorative forms.
Create sculptural forms through the use of a variety of
materials, tools and techniques.
Recognize the use of sculptural forms in historical and cultural
contexts.
22
CC/NJCCCS
1.2.8.A.1,
1.2.8.A.2,
1.3.8.D.1,
1.3.8.D.2,
1.3.8.D.4,
1.3.8.D.5,
1.3.8.D.6,
1.1.8.D.1,
1.1.8.D.2,
1.4.8.A.2,
1.4.8.A.5,
1.4.8.A.6,
1.4.8.A.7
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: SCULPTURE
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Unit - Sculpture
compounding within
o Form
45-day cycle classes,
o Additive/Subtractive Process
throughout the threeo Material manipulation
year scope of the
o Decorative/Functional
middle school
experience.
Kohl, MaryAnn F. Mudworks. Bright Ring Publishing, 1989.
Shannon, Faith. The Art and Craft of Paper. Chronicle
Books, 1997
Frayling, Frayling and Van Der Meer. The Art Pack. Knopf
Books
Khan Academy - DAVID, Michelangelo
Metropolitan Museum of Art - Sculpture and Decorative Arts
department
Alexander Calder - Monumental Sculpture
Alexander Calder - Hanging Mobile
23
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: CERAMICS
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The use of ceramic materials in everyday life is pervasive in household ob• What functions do ceramic items play in our daily life?
jects, industrial designs, and new technologies.
Pottery has historical and cultural significance that pre-dates written word.
• Why is form and aesthetic considered to be important in
functional objects?
The use of functional yet aesthetically pleasing form continually changes in
• Why does the understanding of Engineering processes help the
everyday life.
sculptor to create successful works of art?
KNOWLEDGE
SKILLS
Students will know:
How the understanding of the earth’s water cycle helps in
understanding and managing clay.
Students will be able to:
Hydrate, wrap, and dry clay works depending on what stage of
the process they are working in.
The rules of scoring, slipping, and securing clay in order to
properly join two or more pieces together.
Score, slip, and secure clay correctly and effectively.
How to wedge clay properly in order to maintain a “healthy”
clay body.
Properly rework clay using the wedging technique.
The four main building techniques in ceramics: Pinch, Coil,
Slab, and Wheel-Thrown.
Understand how the elements and principles apply to ceramic
forms.
Identify and execute coil, slab, pinch, and wheel-thrown
construction methods.
How to properly “Fire” clay in a kiln in order to create a
permanent object that is no longer biodegradable.
Understand the differences between low and high fire cones as
it refers to firing in the kiln, and glazing works.
Why fired pottery pieces are usually the first items found in
any archeological dig.
Demonstrate an ability to brush, dip, pour, and blot glazes
depending on application.
How to scientifically employ the glazing process in order to
achieve desirable color results.
24
CC/NJCCCS
1.2.8.A.1,
1.2.8.A.2,
1.3.8.D.1,
1.3.8.D.2,
1.3.8.D.4,
1.3.8.D.5,
1.3.8.D.6,
1.1.8.D.1,
1.1.8.D.2,
1.4.8.A.2,
1.4.8.A.5,
1.4.8.A.6,
1.4.8.A.7
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: CERAMICS
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Unit - Sculpture
compounding within
o Methods of construction
45-day cycle classes,
o Properties of clay
throughout the threeo Texture
year scope of the
o Terminology
middle school
o Functional/Sculptural
experience.
o Glaze
French, Neal. The Potter’s Encyclopedia. Krause Publishing,
September, 2003.
Birks, Tony. The Complete Potter’s Companion. Bulfinch
Publishing
Atkin, Jacqui. Handbuilt Pottery Techniques Revealed.
Barrron’s Publishing
Ceramic’s Monthly periodicals in Teacher’s personal
collection.
8 videos - Prof. Zoltowski, MSU Billings - Wheel throwing
basic through advanced techniques
How to make a coil
How to make a clay slab
How to make a pinch pot
RMS Ceramic posters, exhibition examples.
Metropolitan Museum of Art - Gourd-Shaped Ewer, Celadon
glaze, carved motif
Metrolpolitan Museum of Art - Chicken-Headed Ewer,
Celadon glaze
25
RANDOLPH TOWNSHIP SCHOOL DISTRICT
UNIT: TECHNOLOGY
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
The use of technology in art allows an artist to capture imagery more rapidly than during • Is computer-generated artwork “artistic” in compariany other time period throughout history.
son with traditional art forms? Why or Why Not?
Advances in technology allow images to be quickly adjusted, manipulated, and shared.
•
Artistic technology can combine multi-sensory media.
•
KNOWLEDGE
Students will know:
While Photography is a common practice in everyday life, the
study of Composition, Lighting, and Production create a
subject that is a major course of study in life and career.
How is artistic skill employed while capturing images
in stills or videos?
Can technology improve artistic ability? Why or Why
Not?
SKILLS
Students will be able to:
Utilize the scanner to alter original work using graphic
software.
The elements and principles of design have deep roots in
Identify and employ the elements and principles of design as
photography as well; most notably Value, Balance, and Space. they relate to computer works and photography.
There are many apps and software choices available for photo
manipulation that utilizes the elements and principles to
achieve more aesthetic images.
Manipulate and experiment with cameras to gather ideas and
record works.
Interact with various applications and software relative to units
of study.
How to create quality compositions in the mediums of
photography, video, and film utilizing layout rules including The Rule of Thirds, Cropping, and Panning.
Demonstrate the ability to change the composition by
constructing various examples of the same subject using the
layout rules.
26
CC/NJCCCS
1.2.8.A.1,
1.2.8.A.2,
1.1.8.D.1,
1.1.8.D.2,
1.4.8.A.2,
1.3.8.D.1,
1.3.8.D.2,
1.3.8.D.4,
1.3.8.D.5,
1.3.8.D.61.4.8.A.5,
1.4.8.A.6,
1.4.8.A.7
RANDOLPH TOWNSHIP SCHOOL DISTRICT
Curriculum Pacing Chart
UNIT: TECHNOLOGY
SUGGESTED
TIME
ALLOTMENT
CONTENT-UNIT OF STUDY
SUPPLEMENTAL UNIT RESOURCES
Sequential
Unit - Technology
compounding within
o Photography basics
45-day cycle classes,
o Scanning
throughout the threeo Digital Imagery
year scope of the
o Apps and software basics
middle school
experience.
"All About the Percolator" App
WordFoto Lesson Ideas - Ipad App
Superimpose Lesson Ideas - Ipad App
Animation Tools on the Web
Odosketch - Animates your drawings
BenettonPlay - Create your own animation
Ipad Pedagogy Wheel
Most Popular Art Apps
Example and Lesson for Rasterized Portraits
Exemplars for Graphic Design
Slideshow on How to Integrate Technology into the Art Classroom
Artsonia - Getting Started
Ipads in the Art Room!
Apps for Drawing and Painting for Devices
Art and Words App for Devices
Apps for Photo Manipulation for Devices
Apps for Animation for Devices
Apps and Games for Artists and Art History
Apps for Critiques and Assessments for Devices
Apps for Art Tutorials for Devices
Art and Math App for Device
27
Appendix A: SAMPLE LESSON PLANS
Grade: 8
Unit: Printmaking
Featured Works: Online examples of historical works and videos (See Appendix A in curriculum). Permanent 2-dimmensional works from RMS
collection including many original prints from local NJ Artist, Caren Loebel Fried. Examples of cutting/coloring style, specific pieces for differentiated
instruction.
Lesson Overview: Within the Unit of Printmaking, students will be challenged to create 3 editions of their printing image using the styles:
1) Perfect Print 2) Hand Colored Print 3) Altered Surface Print.
Lesson Objectives:
- Create and re-produce an original image.
- Use printmaking to create a repetitive design.
- Recognize the importance of positive and negative space in a print.
- Use the subtractive printing processes.
- Incorporate the elements of art in creating a print: line, shape, value, space, texture etc
- Apply the principles of design in a print: variety, emphasis
- Identify and properly use printmaking tools.
- Develop an awareness of the cultural and historical significance of printmaking.
Instructional Strategies / Activities: As students begin moving into Printmaking, they will have been challenged in previous Units to incorporate
Value in a studied and deliberate manner. Understanding Value is critical to thinking like a Printmaker. In addition, the use and understanding of
positive and negative space is necessary before beginning the print surface.
Printmaking begins with studying the positive and negative spaces and determining what is removed using the carving knives. As students
create their print negatives they are encouraged to ink them to better understand what positive and negative imagery is working for them. The
classroom atmosphere is that of a working studio, where students have free reign over supplies and movement around the room. They can move into
any phase of the project when they see fit, and they are encouraged to explore new possibilities both as a group, and during guided one on one
instruction.
Obtain Image. Create Rough & include repetitive background.
Transfer image on printing block.
Carve block. Ink and print blocks.
28
Create 1 “Perfect Print” – Goal is to keep the paper surface clean of marks, bends, and creases.
Create 1 “Altered Surface Print” – Goal is to use a non-traditional surface to print on and find compelling reasons why the imagery works together.
Create 1 “Hand Colored Print” – Goal is to use any color materials to complete the print in a unique and “one-of-a-kind” manner.
Analysis: Incremental analysis is necessary to ensure a successful print, so each student cannot progress without mentoring and constant adjustment.
Student assessment is gathered in conversation and a collection of prints.
Pieter Bruegal - Etching
The Great Wave off Kanagawa
29
U.S. National Parks - Litrograph Ads
Grade: 6
Unit: Painting Unit
Featured Work : Portaits by Pablo Picasso
Lesson Overview:
Students will learn about the different genres of art (Realism, Abstraction and Non-Objective) in regards to the unit of Painting. Students will see
how one artist, Pablo Picasso had progressed through all the genres throughout his career. At the beginning of his career, Picasso painted in a very
realistic manner but as his career grew he began to move in a way of abstracting what he say, to the point where the object being painted was almost
nearly unrecognizable.
Learning Objectives:
- Differentiation among the type of visual arts (Realism, Abstraction and Non-Objective)
- Compare and contrast the portrait work of Pablo Picasso and how it has progressed from one genre to the next
- To learn how communicate statements and create symbols through a wide range of painting techniques
- Develop a variety of patterns and find ways to unify them to be combined to create a balanced composition
- Understand and apply techniques used with acrylic paints
- Understand cleaning procedures and care for tools in regards to painting.
- Review work in assessment of self- evaluations and peer critiques
Instructional Strategies/Activities:
1.) Introduction of Types of Visual Arts through Power Point presentation and worksheet. (see attached)
2.) Discussion on the distinguishable features of each genre in association with portraits painted by Pablo Picasso.
3.) Students begin to focus on the genre of Non-Objective Art and begin brainstorming patterns. Students had worked on a challenge prior to this
utilizing patterns in a Zentangle format. Students are encouraged to use these black and white patterns again and translate them into a color
version.
4.) Students will create a painting from these grouping of patterns and focus on ways to balance their composition through use of shapes, sizing
and color.
5.) Students sketch patterns on final draft and proceed to paint using acrylic paint. Demonstrations before on blending, layering and an emphasis
on clean-up will occur prior to the student’s start of painting.
Analysis:
Respond and reflect on the painting process in the form of peer critiques and self-evaluations.
Timeline:
Approximately seven to ten class periods.
30
Notes:
Sample of Worksheet:
Types Of Visual Art
There are three basic types of Visual Art. Subcategories exist in each of these types. Often, these types are misrepresented or more often,
misunderstood. Whether the work is three-dimensional sculpture or two dimensional, it will still fall under one these three main types. These
types are representational, abstract, or non-objective. The intent of the artist often times informs us on the type of art at which we are viewing.
Beyond this, the application of the medium can also have an effect on the type of artwork.
Representational Art
Representational Artwork aims to represent actual objects or subjects from reality. Subcategories under representational art include Realism,
Impressionism, Idealism, and Stylization. All of these forms of Representational Art center on actual subjects from reality. Representational
art is perhaps the oldest of the three types of art. It can be traced back to the Paleolithic figurine, The Venus of Willendorf. It is also the easiest
to digest from a viewer's perspective.
We can easily identify with recognizable subjects in a painting, drawing or sculpture. This makes
representational art widely accepted among the masses. Representational art also represents the largest
collection of artwork created. Representational art has gone through many phases and movements, yet
the principle of presenting the viewer with recognizable subject matter has stayed the same.
Abstract Art
The often-misunderstood type of art known as abstraction aims to take subjects from reality but present
them in way that is different from the way they are viewed in our reality. This may take the form of
emphasizing lines, shapes, or colors that transform the subject. Abstract art includes the subcategories of
Minimalism, Cubism, and Precisionism. Abstraction can also happen when the artist decides to view the
subjects in a non- traditional manner. Abstraction is relatively new to the art world, having its earliest
roots in the deviations from reality taken by the Impressionists. It began to gain popularity in various
forms around the world at the end of the 19th century. Artists began to take a more intellectual approach
to painting. This new way of approaching art is evidenced in the Magritte painting entitled, "The
Treachery of Images", 1928-1929. Written in French under a representational painting of a pipe, is the
phrase, "This is not a pipe." The point is that the painting is indeed not a pipe, but rather a painting of a
pipe. Artists of this time where now approaching paintings as paintings, allowing for a new form of
intellectual expression. Many people have difficultly in understanding the differences between abstract
31
art and non-objective art. The clear difference lies in the subject matter chosen. If the artist begins with a subject from reality, the artwork is
considered to be abstract. If the artist is creating with no reference to reality, then the work is considered to be non-objective.
Non-Objective Art
The third type of art is often mistaken for Abstract art although it is entirely different from it. Non-Objective art takes nothing from reality. It
is created purely for aesthetic reasons. The intent of Non-objective art is to use the Elements and Principles of Design in a way that results in
a visually stimulating work. It is purely that simple.
Representational Art
Abstraction
Non-Objective
32
Sample Lesson:
Grade: 8
Unit: Drawing
Lesson Overview:
Students will explore and experiment with all three-line techniques of stippling, hatching and scrumble. All of these techniques begin as a simple
line. Students will then be asked to choose one of the techniques and develop a composition using only the said technique. As an extra challenge,
students will be asked to incorporate value into their composition.
Learning Objectives/Activities:
- To learn about the Element of Line
- Understand and utilize all three line techniques (stippling, hatching and scrumble)
- Using a specific line technique, be able to incorporate different values (varying shades of light and dark)
- Learn about composition and symbolic imagery
- Create a composition from either observation or imagination
- Analyze composition and make judgments about artistic choices
Instructional Strategies/Activities
1.) Students will be introduced to all three line techniques through a Notebook image projected onto the Smartboard.
2.) Discussion led on the qualities of each technique, what makes them different and how they are produced using a variety of media.
3.) Students will explore each technique and upon feeling comfortable, will then begin to introduce the Element of Value into each technique.
Students will complete a worksheet creating value scales for each technique using a sketching pencil.
4.) Students will be given a choice of which technique they prefer and then create a composition using only that technique. Students will be
given the opportunity to also choose their subject matter and if their drawing will be done from observation or imagination.
5.) Preliminary sketches and trials will be completed upon teacher approval
6.) Practice use of technique using markers and sharpie markers. Explore use of color or black and white format.
7.) Create final drafts focusing on technique, craftsmanship and obstacles.
Analysis:
Respond and reflect on the process in the form of discussions, peer critiques and self-evaluations.
Timeline:
Approximately seven class periods
Notes: Examples of Student Work
33
34
Grade : 7
Class : THROUGH THE AGES
Unit: Mixed Media
Lesson Overview:
We will view examples of work by the Huichol people from Mexico. The Huichol people reside in the Sierra Madre Mountains of West-Central
Mexico and are one of the last Native American tribes whose culture has gone fairly unaltered throughout their history. The Huichol are without a
written language to pass on their beliefs. As a people they have forged highly creative paintings filled with symbolism and images that portray their
history, stories, traditions and prayers called Nierikas. The Nierikas paintings are made from yarn and pressed onto beeswax-coated wood. Nierakas
artists spend hours and days to create these pieces. In our own work, we will create a modern day translation of this process drawing inspiration from
our environment and natural surroundings.
Learning Objectives:
- To learn about the Huichol artists
- Compare and contrast various Nierikas paintings to find common themes in composition.
- Identify symbols associated with the collective themes.
- Communicate a visual story of the student’s environment and natural surroundings and create symbols to represent the aforementioned.
- Observe the use of color in Nierikas paintings.
- Define vocabulary (symbolism, theme, nature, traditions)
- Demonstrate knowledge of the Principles of Design:
a. Contrast – Huichol use of contrasting color outlines.
b. Emphasis – Use of color to create a focal point.
c. Pattern – Repetition of lines and shapes evident in Nierikas paintings.
- Create repeating patterns and shapes to create an overall feeling of unity.
- Review artwork in writing form, answering questions on composition and choices.
Instructional Strategies/Activities:
1.) Introduce Huichol Nierikas paintings through PowerPoint Presentation as well as Youtube videos :
http://www.youtube.com/watch?v=PYHZDCABp_I (Procedure and process) and http://www.youtube.com/watch?v=1lPTm0gDEpI (Visual
Exemplars)
2.) View different examples of Nieriaks paintings and discussion on common themes and subject matter. Students will work in pairs looking at
one particular example to find the most dominant Principles of Design and how they are used in the pieces. Pairs will share their findings.
3.) Students will decide on their own theme drawing inspiration from nature that surrounds them. Students will then have to create symbols that
represent their themes.
4.) Students will then make a preliminary sketch making decisions on their Emphasis and how it will be created as well as color choices.
5.) Sketch will be traced onto illustration board and laid out in big groupings of color.
35
6.) Students will then begin a final draft and “paint” with yarn, laying down glue with a paint brush and carefully placing yarn in the areas of wet
glue, coordinating colors with layout from preliminary sketch.
7.) Continue this process until entire illustration board in painted with yarn.
8.) Permanently seal the finished piece by brushing a coat of matte medium over the surface.
Analysis:
Respond and reflect on the process by creating a writing sample that narrates the story behind the visual product. Share writing samples with peers
and create a bulletin board displaying both the writing and visual product.
Timeline:
Approximately two weeks
Notes: Exemplars from James Endredy – an artist who resided with Huichol people
36
Grades: 7
Class: VISION
Unit: Drawing, Painting, Mixed Media
Featured Works: Keith Haring galleries (teacher computer station), “The trouble we all live with”, Norman Rockwell (RMS hallway mural).
Lesson Overview:
Offering students the possibilities to express their thoughts and concerns, this project outlines a structure to help students make public statements
with important messages in a bold and straightforward manner; similar to some of the work Haring did during his lifetime.
Learning Objectives:
-To learn about Keith Haring, a contemporary artist.
-Compare the commentaries of Keith Haring to Norman Rockwell.
-To learn that art can make social statements and be created in public places.
-To have the students choose a word or phrase with a positive theme and create an image that depicts the theme in the "Keith Haring style": bold and
simple designs with flat, bright, and meaningful colors.
-To learn about composition, color theory, line, design, and symbolic images.
-Understand the intent of a social commentary
-Create visual symbols and metaphors for main themes of selected writing.
-Analyze composition and make judgments about creative choices.
Instructional Strategies / Activities:
Students were introduced to Keith Haring by using the website: www.haringkids.com. This website is composed of a biography of Haring's life and
art, posters that he created, snapshots from around the world, activities, games, an interactive coloring book, flipbooks, morphs, kids art, and books.
The purpose of my project is to have the students create a composition that artistically tells a message. Keith Haring used bold colors, simple shapes,
and repeated symbols to convey his message. To help brainstorm further, we go on a field trip into the hallway to see our school’s large Ruby
37
Bridges mural and compare the social commentary of Haring to Rockwell. My students are asked to pick a positive theme or phrase and create an
image that represented this word or phrase.
Analysis: Personal Reflection in the form a Letter to a friend. Students will have the opportunity to discuss frustrations, successes, and overall intent
versus application of theme.
Timeline: 5-8 days
Notes:
“The problem we all live with” Norman Rockwell
38
Keith Haring
Grades:
7, 8
Unit: Painting, Mixed Media
Featured Works: “Map”, “Numbers”, “Seasons”.
Lesson Overview: We will explore the work of Jasper Johns, whose mixed-media paintings greatly influenced American art. Johns often worked
with images you might see around the classroom such as the American flag, maps, numbers, and letters. His paintings encourage the viewer to look
at these familiar symbols in metaphors that they may not be familiar with. In our own work, we will explore the metaphor and how it relates to music
or poetry in a visual manner.
Learning Objectives:
-Understand the intent of Jasper Johns’ simple imagery.
--Choose a song, poem, or story and break down the most significant components that would best represent the meaning.
-Create visual symbols and metaphors for main themes of selected writing.
39
-Arrange composition in layers of importance, focal point, base painting, second tier (support) symbols.
-Manipulate paint to create a wash, hard lined edges, and a blended fan.
-Analyze composition and make judgments based on balance, and emphasis
-Review work in writing form, answering questions on composition and choices.
Instructional Strategies / Activities:
Step 1 – Introduce Jasper Johns’ work to the class using the projector. Discussion on intent, meaning of work, and the connection between metaphor
and symbolic representation.
Step 2 – Students begin brainstorming and planning their compositions. Several steps involved here including: Selection of literature, locating
reference photos, Roughing out a visual idea, Editing and solidifying a composition.
Step 3 – Creating a final draft and working on technique, and obstacles.
Analysis:
Respond and reflect on the process in the form of a small group discussion, describing this new creation and answering personal evaluative questions
within the content.
Timeline:
This lesson could take the better part of two weeks.
Notes:
As with most involved compositions, the material list is endless because the innovations created by the student rough drafts requires gear changing
on the spot.
The only two standards will be working on cold press illustration board, and everyone will use acrylic paint to work on technique.
40
Jasper Johns 'Map', 1961, Encaustic, oil, and collage, Museum of Modern Art, New York
-------------------------------------------------------------------------------------------------------------------------------
41
Appendix B: RUBRICS AND SELF-ASSESSMENTS
RMS Art Department Production Rubric
Criteria
Design
Composition
Elements of art and
principles of
design.
Craftsmanship
Creativity and
Originality
—4—
Superior
—3—
Above Average
—2—
Average
—1—
Weak
Well Composed
Shows
Compositional
Awareness
Acceptable
composition
Not Composed
Superior Use of
Materials
Very Good Use of
Materials
Adequate Use of
Materials
Weak Use of
Materials
Shows control and
understanding of
use of materials
and techniques.
Use of materials and
techniques is
generally well
executed; may lack
finishing touches.
Use of materials and
techniques is
adequate, but no
evidence of
exploration.
Use of materials and
techniques is weak;
lack of control.
High Degree of
Invention
Pushes Existing
Ideas
Solves Problems
Conventionally
Basic Aesthetic
Organization w/o
Creativity
Successfully shows
new and unique
solutions.
May successfully
show one or more
new and unique
solutions, but the
effort may be
incomplete.
Incorporates
elements and
principles in a
creative way.
Shows effort, but
Shows awareness of
little or no use, or
Uses one or more of
elements and
unsuccessful use, of
elements and
principles, but not used
elements and
principles creatively.
creatively.
principles.
Adopted from the NJ Dept. of Education CCCS for Visual Arts
RMS Art Department Production Rubric
Adopted and modified from the NJ Dept. of Education CCCS for Visual Arts
[Edit to suit Unit of Study and Course]
42
Solutions are
conventional; relies on
Attempts
the tried and true or the
conventional
ideas of others.
solutions, but shows
some confusion of
ideas.
Student Name: ____________________________________________________________________ Period: _________
Student Self-Assessment Guidelines
Directions: Answer the questions below in your journal.
Production
For each work you finished, consider your work in each of these areas:
• Design/composition – Elements and Principles
• Craftsmanship
• Creativity and Originality
1. How have your skills improved in any areas listed above?
2. What is the most important thing you have learned?
Reflection
1. Can you describe the qualities in your work that are obvious to everyone in class as being yours and no one else’s?
2. What are your strongest and weakest qualities?
3. How would you describe your overall work? Is it realistic, imaginative, or expressive? Explain why.
4. What would you say you are trying to express in your work about yourself and the world you live in?
5. How could you improve upon your motivation, discipline, and overall performance? Provide specific examples.
Perception
1. Choose two styles or artists whose work interests you. How would you describe what is the same and different about them?
2. How are your culture and background represented in your artwork?
43