Paradise Unified School District
School: Paradise High School
Department: Visual and Performing Arts
Course Title: Advanced Art, second year course
Grade Level: 10th-12th grades
Length: One year for 10 credits
Fulfills UC and CSU requirements and Paradise High School graduation requirements
Prerequisite: Introduction to Art
Course Description:
Advanced art continues to develop the student’s drawing, painting and ceramic skills learned in the “Introduction to Art” course. Students will focus on how to create art compositions using the principles of design as they are introduced to a variety of drawing, painting, and sculpting techniques. The course will review the elements of art and color theory. Using art vocabulary that is introduced in the course, students will gain the ability to describe, analyze, interpret, and judge works of art. Students will also learn about different artists and art styles through class presentations, class discussions, and student research projects.
Rationale for the Course: This studio course allows for the process of creative exploration in art using a variety of media while acquiring the techniques involved in drawing, painting, printmaking, ceramics, and sculpture. It fosters the creation of original student art and the students’ response to discussions about past and present art styles in our society and in other cultures.
ESLRs: Expected School-wide Learning Results
School Motto: RISE UP
Respectful…of self, others, and environment (in the art classroom; respectful use of materials, respect for their own and other students’ artwork, active listening to teacher)
Informed…through finding, evaluating, and using information from a variety of sources (in the art classroom; class discussion and critiques of student work, , use of the Internet, the textbook, and art books to research an artist or art style)
Safe…personally, emotionally, and physically (in the art classroom; using tools responsibly, following procedures, daily communication between students and teacher and instructional aides)
Excellent…in order to reach high levels of educational and academic success for all (in the art classroom; giving the best effort in art projects, all assignments turned in on time, daily participation, working in art from bell to bell)
United…by understanding and honoring individual differences to work toward a common goal (in the art classroom; keeping a positive learning environment free from bullying and inappropriate language)
Purposeful…through engagement in learning and working towards a personal vision for the future (in the art classroom; creating student portfolios of artwork for art competitions, personal collections, and entrance into art schools or advanced classes)
Student Objectives and Content Standards:
Visual Art Standard 1.0: Artistic Perception. Students perceive and respond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.
Students will develop perceptual skills and visual arts vocabulary.
Content Standards:
1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real verses virtual in works of art.
1.2 Discuss a series of their original works of art using the appropriate vocabulary of art.
1.3 Analyze their works of art as to personal direction and style.
Students will analyze art elements and principles of design.
Content Standards:
1.4 Research two periods of painting, sculpture, film or other media and discuss their similarities and differences, using the language of the visual arts.
1.5 Compare how distortion is used in photography or video with how the artist uses distortion in painting or sculpture.
1.6 Describe the use of the elements of art to express mood in one or more of their works of art.
Students will analyze the impact of media choice.
Content Standards:
1.7 Select three works of art from their art portfolio and discuss the intent of the
work and the use of the media.
1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist’s style.
Visual Art Standard 2.0: Creative Expression. Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.
Students will develop skills and processes to effectively use materials and tools.
Content Standards:
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real verses virtual.
2.3 Assemble and display objects or works of art as a part of a public exhibition.
Students will communicate and express ideas through original works of art.
Content Standards:
2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communication, theme, or emotion.
2.5 Use innovative visual metaphors in creating works of art.
2.6 Present a universal concept in a multi-media work of art that demonstrates knowledge of technology.
Visual Arts Standard 3.0: Historical and Cultural Context. Students analyze the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.
Students will analyze the role and development of the visual arts.
Content Standards:
3.1 Identify contemporary styles and discuss the diverse social, economic, and political developments in works of art examined.
3.2 Identify contemporary artists world-wide who have achieved regional, national, or international recognition, and discuss ways in which their work reflects, plays a role in and influences present-day culture.
Students will analyze the diversity of the visual arts.
Content Standards:
3.3 Investigate and discuss universal concepts expressed in works of art from diverse cultures.
3.4 Research the methods art historians use to determine the time, place, context, value, and culture that produced a given work of art.
Visual Arts Standard 4.0: Aesthetic Valuing. Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.
Students will analyze and derive meaning in art.
Content Standards:
4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
4.2 Identify the intentions of artists creating contemporary works of art and explore the implications of those intentions.
4.3 Analyze and articulate how society influences the interpretation and message of a work of art.
Students will make informed judgments.
Content Standards:
4.4 Apply various art-related theoretical perspectives to their own works of art and the work of others in classroom critiques.
4.5 Construct rationale for the validity of a specific work of art that falls outside their own conceptions of art.
4.6 Analyze and articulate how society influences the interpretation and message of a work of art.
Visual Arts Standard 5.0: Connections, Relations, Applications. Students apply what they learn in the visual arts across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They learn about careers in and related to the visual arts.
Students make connections and applications.
Content Standards:
5.1 Speculate on how advances in technology might change the definition and function of the visual arts.
Students acquire visual literacy.
Content Standards:
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
Students are familiar with career-related skills.
Content Standards:
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for postsecondary application, exhibition, job application, and personal collection).
5.4 Investigate and report on the essential features of modern or emerging technologies that affect or will affect visual artists and the definition of the visual arts.
Teaching Strategies:
Teacher demonstrations of techniques
One-on-one teacher to student help
Lectures and notes on vocabulary
Guest artists and speakers
Media Presentations; Power Point slides/Videos
Student and teacher examples of a project
Group work- discussions/ problem solving
Internet sites for research
Written assignments/quizzes
Class critiques of student work
Rubrics for art assignments
Participations points for daily work
Careers:
Artist/ Illustrator
Art restorer/ Curator
Art teacher
Graphic Designer
Fashion Designer
Stage Designer
Product Designer
Course Outline:
Make large student folders that will become portfolios of student work throughout the year.
Review the elements of art (line, space, form, shape, texture, value, color) as they apply to the projects in progress.
Focus on using the principles of art (contrast, balance, movement, rhythm, pattern, emphasis, unity) in artwork. Each principle of art will be taught separately through art projects and PowerPoint presentations.
Review drawing tools ( HB,#2B, #4B,#6B pencils, erasers, blenders, and hand held pencil sharpeners) used for shading and creating texture in drawings.
Explore color theory through color pencil techniques, colored pens, oil pastels, watercolor painting, and acrylic painting.
Assemble 3 dimensional sculptures using clay, paper, or wire.
Compare and contrast a variety of art styles from different cultures and art periods in history using the vocabulary of art through class critiques and essays.
Create a theme and make a statement about a social issue by using words combined with illustrations.
Expressively use symbols or a style to create a mood in a self-portrait.
Show art work and compete in various art venues
Key Assignments:
· Graphite Drawing of Michelangelo’s “Birth of Adam” hands
· Graphite Drawing of hands holding an object
· Portrait Drawing in Pencil
· Portrait in color pencil or watercolor
· Picasso style portrait
· Figure drawing
· Fantasy animal drawing
· “Animachine” drawing
· Georgia O’Keefe oil pastel drawing
· Still-life Watercolor painting
· Color Pointillist portrait
· Four Seasons color landscape
· Acrylic Impressionist landscape painting
· Words as Art- Make a Statement
· Assemblage of found objects in Cornell Box
· Origami and Relief art
· Glass or tile Mosaics
· Clay, Wire, or Paper Sculpture
· Self-Portrait in a style learned
Evaluation Techniques:
Art work Rubrics-based on
Composition/Design, Creativity, Craftsmanship, Completion
Vocabulary Test, Oral and Written Questions
Daily Participation Points
Resources:
Classroom textbook: Exploring Visual Design, Gattoo, Porter, Selleck (Davis Publications)
Art Talk, Ragans (Glencoe Publications)
Exploring Art, Mittler and Ragans (Glencoe Publications)
Art in Focus, Mittler(Glencoe Publications)
The Great Courses video, From Monet to Van Gogh, Richard Brettell
Classroom library of art books, binders of photos, Scholastic art magazines
Elmo, overhead projector and screen
Paradise High School library books and computer lab
Paradise Public library display cases for student artwork
Paradise Dept. of Recreation and Parks art contests
Gold Nugget Museum student art exhibit competition
Silver Dollar Fair student art and school booth competition