HACKETTSTOWN PUBLIC SCHOOLS

HACKETTSTOWN, NEW JERSEY

INTRODUCTION TO STUDIO ART

GRADES 9 - 12

CURRICULUM GUIDE

FINAL DRAFT

August 2012

Mr. David Mango, Superintendent

Mrs. Nadia Inskeep, Director for Curriculum & Instruction

Developed by:

Ms. Megan Houck

This curriculum may be modified through varying techniques,

strategies and materials, as per an individual student’s

Individualized Education Plan (IEP).

Approved by the Hackettstown Board of Education

At the regular meeting held on

And

Aligned with the New Jersey Core Curriculum Content Standards 2009

TABLE OF CONTENTS

Philosophy and Rationale3

New Jersey Core Curriculum Content Standards

For Visual and Performing Arts4 – 7

Course Proficiencies8 – 10

Student Proficiencies11

Methods of Evaluation12

Course Outline13 –52

Concepts and Organization 13 –20

Drawing21 –28

Painting29 –36

Sculpture37 –44

Graphic Design45 –52

Teacher Resources and Materials53 – 61

Resources53 – 56

Internet Resources57 - 59

Websites on Special Topics of Interest60

Reading List61

PHILOSOPHY/RATIONALE

Art is a universal language that encompasses all forms of communication to express a variety of viewpoints and ideas. Success in the age of information requires that students make informed choices to communicate ideas. Students sharpen their skills in observation and critical thinking, while cultivating visual literacy and developing a repertoire for self-expression.

The discipline of art requires the use of design, problem solving, and invention. The elements of art, principles of design, and sensory and expressive features are the building blocks that cohesively organize a work of art. All students should know and apply a variety of methods and strategies to solve visual art problems. Students increase their knowledge as they evaluate works of art and judge the effective use of these components.

The exploration and application of materials, techniques, and processes are essential to the visual arts. Student experiences with materials, techniques, and technology, in combination with concepts and ideas, result in works of art. The safe and responsible use of materials and tools is essential for environmental and personal safety.

Art is a powerful force in the everyday lives of people around the world. It is one of humankind's most notable contributions throughout history and within all cultures. When students examine works of art of other people, places, and times, they understand the influence of the visual arts in creating cultures and building civilizations. The exploration of art, history, and culture teaches students to understand their own expression in relation to the expressions of others.

The study of art develops citizens who make informed critical judgments. Through thoughtful observations, descriptions, and analysis, students gain knowledge about visual communications. Critical analysis and aesthetic inquiry teach students to define differences among works of art. Students learn to respect their own thinking, working and expression, and those of others.

NEW JERSEY CORE CURRICULUM CONTENT STANDARDS for

Visual and Performing Arts

Content Area / Visual and Performing Arts
Standard / 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
Strand / D. Visual Art
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
Common themes exist in artwork from a variety of cultures across time and are communicated through metaphor, symbolism, and allegory. / 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.
Stimuli for the creation of artworks can come from many places, including other arts disciplines. / 1.1.12.D.2 / Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for corresponding visual artworks.
Standard / 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures.
Strand / A. History of the Arts and Culture
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Cultural and historical events impact art-making as well as how audiences respond to works of art. / 1.2.12.A.1 / Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
Access to the arts has a positive influence on the quality of an individual’s lifelong learning, personal expression, and contributions to community and global citizenship. / 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.
Standard / 1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.
Strand / D. Visual Art
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, those students choosing VISUAL ART as their required area of specialization demonstrate PROFICIENCY in the following content knowledge and skills.
How individuals manipulate the elements of art and principles of design results in original portfolios that reflect choice and personal stylistic nuance. / 1.3.12.D.1 / Synthesize the elements of art and principles of design in an original portfolio of two- and three-dimensional artworks that reflects personal style and a high degree of technical proficiency and expressivity.
Culturally and historically diverse art media, art mediums, techniques, and styles impact originality and interpretation of the artistic statement. / 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.
The artist’s understanding of the relationships among art media, methodology, and visual statement allows the artist to use expressionism, abstractionism (nonobjective art), realism/naturalism, impressionism, and other genre styles to convey ideas to an audience. / 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.
Artists interpret/render themes using traditional art media and methodologies as well as new art media and methodologies. / 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.
Two- and three-dimensional artworks can be rendered culturally specific by using the tools, techniques, styles, materials, and methodologies that are germane to a particular cultural style. / 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.
Standard / 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
Strand / A. Aesthetic Responses
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded in artworks. / 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.
Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist’s concept. / 1.4.12.A.2 / Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.
Artistic styles, trends, movements, and historical responses to various genres of art evolve over time. / 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.
Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, discipline-specific arts terminology. / 1.4.12.A.4 / Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.
Standard / 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in dance, music, theatre, and visual art.
Strand / B. Critique Methodologies
By the end of grade12 / Content Statement / CPI# / Cumulative Progress Indicator (CPI)
NOTE: By the end of grade 12, all students demonstrate PROFICIENCY in the following content knowledge and skills for their required area of specialization in DANCE, MUSIC, THEATRE, or VISUAL ART.
Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art. / 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.
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist’s technical proficiency as well as by the manner and physical context in which it is performed or shown. / 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.
Art and art-making reflect and affect the role of technology in a global society. / 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.

COURSE PROFICIENCIES

By the end of the course this curriculum aims to instruct students on:

  1. How to gather materials and resources from other academic areas.
  2. Conducting independent internet research.
  3. Organizational and outline skills.
  4. High school art department guidelines for note-taking and information gathering procedures.
  5. How to write a self-critique and peer-critique.
  6. How to articulately speak about aesthetics and concepts in oral critique.
  7. How to write an artist statement
  8. Critical art vocabulary and methods/media.
  9. The application of the principles of design and composition.
  10. How to create a balanced symmetrical composition (small thumbnail sketch).
  11. How to create a balanced asymmetrical composition (small thumbnail sketch).
  12. Creating “balanced” compositions through the manipulation of color, size, form, etc.
  13. Multicultural artwork in multiple formats (poster, PowerPoint, etc.).
  14. The use and application of methods and materials.
  15. Processes to create preliminary sketches.
  16. Presentation methods of professional and museum quality.
  17. How elements of composition are utilized in quality presentations.
  18. Designing a portfolio/sketchbook/folder.
  19. Maintenance of folder contents.
  20. Review and practice proper essay format (introduction, body, conclusion).
  21. Introduction to basic art terms.
  22. The history and elements of the still life.
  23. How to create successful still life works.
  24. Critiquing successful still life works in terms of principles of art and design.
  25. Creating a still-life project from life with a specific light source.
  26. The use of negative space within a still life.
  27. The use of contour lines within a still life.
  28. Creating a contour drawing practice.
  29. Creating a negative space drawing practice.
  30. Creating a light-on-form shading practice.
  31. Creating a ten step value scale in charcoal and/or pencil.
  32. Discussion about master drawings.
  33. Analyzing the use of chiaroscuro techniques and linear perspective in master drawings.
  34. Navigating the internet to do research about drawing.
  35. How to create one and two point perspective.
  36. One and two point perspective practice using simples forms.
  37. One point perspective terminology (vanishing point, horizon line, orthogonal).
  38. Visuals of towns and streets taken/drawn in one/two point perspective.
  39. Perspective drawing techniques with the use of textbook examples and explanations.
  40. The elements and terms associated with a perspective drawing.
  41. How to create believable perspective for a street scene or interior room in one or two point perspective.
  42. How to utilize the graph method of drawing.
  43. How to utilize ratios to enlarge their original image.
  44. How drawing to scale can be valuable to enhance the product.
  45. The use of three-dimensional forms as drawing components.
  46. Shading and light sources on white forms.
  47. Commercial and graphic arts and their relationship to drawing skills.
  48. The art of illustration and its connection to popular culture.
  49. The color wheel through visuals and demonstrations.
  50. Color relationships (primary, secondary, and tertiary colors).
  51. Basic color terms: shade, hue, tint.
  52. How to create shades & tints of a color.
  53. The color value scale.
  54. How complimentary colors can be mixed to “gray” a hue.
  55. The use of complimentary colors to bring vitality to a painting.
  56. The use of an analogous color scheme for the creation of a subdued or static painting.
  57. The basic aspects of color harmony such as complimentary color, warm and cool, color contrast, and color interaction.
  58. The relationship of color and emotion.
  59. Basic color theory and practice as it has been used by various artist/art movements.
  60. The separation of color used to create Impressionist works (Van Gogh’s brush strokes, Cezanne’s “cubism,” Seurat’s pointillism).
  61. The correlation between mood and color in painting.
  62. Famous styles of painting through various aids and textbooks.
  63. The styles of paintings, especially in regard to color use.
  64. How to begin a student painting in a particular style (Impressionist, Expressionist, Fauvist, etc.).
  65. How to write research paper on a famous master painting.
  66. How to discuss works of art that has strong emotional qualities using art based lexicon.
  67. How to write about, analyze, and discuss famous paintings, student works and personal works.
  68. The use of aerial perspective in painting to give the illusion of depth.
  69. Clay methods using photographs or nature as inspiration.
  70. The hand building technique of slab construction.
  71. The hand building technique of coil construction.
  72. Tools and techniques used in ceramics.
  73. How to properly score & slip to attach partitions of clay.
  74. Multiple hand wedging techniques (pounding, ram’s head, spiral/cone)
  75. How to create varied textural surfaces.
  76. The use of space and design principles to create successful sculptures.
  77. Specific sculptural movements.
  78. Writing about sculpture.
  79. The movement associated with “found material” sculpture.
  80. Ways to recycle and up cycle to create art.
  81. Eco-friendly alternatives to art production.
  82. An introduction to conceptual sculpture.
  83. The use of adhesives, nailing, and other methods of attachment as demonstrated by the teacher.
  84. Surface preparation, such as paint and collage, as demonstrated by teacher.
  85. Observe and discuss famous relief sculptures from art history.
  86. How to properly research on relief sculpture.
  87. Small relief sculpture and its relationship to many cultures/societies throughout history.
  88. The use of type or lettering style in a comic strip.
  89. A variety of comics/cartoon characters.
  90. The qualities of a good comic strip.
  91. The use of onomatopoeia in cartoon strips.
  92. The use of a planning sheet for comic panels.
  93. Props and landscapes frequently used in comic strips.
  94. Various careers in graphic design.
  95. Reading and observing cartoon strips (sequential art).
  96. Developing a cartoon character or characters.
  97. Working in groups to “brainstorm” for the development of original cartoon characters.
  98. Mandela, tessellations, fabric design, and wallpaper design.
  99. Repeated design in printmaking.
  100. The proper format to paper on a famous architect and his/her style.
  101. The principles of design by analyzing a given graphic artwork.
  102. Creating a cartoon strip centered on a given theme.
  103. Using a computer program to select appropriate lettering for a comic.
  104. Creating a repeat design (Mandela, tessellation, fabric design, and wallpaper design).
  105. Observing/discussing visuals of multi-cultural Mandela.
  106. Observing/discussing visuals of geometric art drawn from both western and nonwestern cultures.
  107. The implementation of repeated/geometric design (i.e., mirror writing, design reflection or reversal).
  108. Creating a repeated design using a soft-block print.
  109. How to observe, analyze and write about a famous architect.
  110. Writing a page on a given artwork analyzing the elements of design applied in the given composition.
  111. Defining, understanding, analyzing, and applying the principles of design within a given composition

STUDENT PROFICIENCIES

Knowledge and skill proficiencies are indicated on the individual units found within this curriculum guide.

Students will be able to:

  1. Create a cross-curricular project by illustrating a particular period in history.
  2. Write a critique that employs both critical thinking and at least two elements of design.
  3. Take notes within art department guidelines.
  4. Incorporate a wide variety of sources/media to render a work of art.
  5. Take clear, organized notes during lectures, presentations, demonstrations and critiques.
  6. Develop and use the vocabulary of basic art elements and principles in discussion, analysis and critique.
  7. Develop a quality presentation that addresses the principles and elements of art and design.
  8. Maintain an organized folder for all two dimensional works, paper and notes.
  9. Write a reflective paper on the process and product of select works with both aesthetic qualities and personal meaning/insights in mind.
  10. Create a finished still life drawing applying proper use of value scale, contour drawing, and negative/positive space.
  11. Observe the works of specific masters and identify the use of specific drawing techniques.
  12. Render a one point and two point perspective drawing.
  13. Identify the use of perspective in various drawings.
  14. Create an enlargement, reduction or copy of a thumbnail sketch, photograph or master drawing, using the graph method of drawing.
  15. Identify and list the uses of drawing in the commercial and graphic arts.
  16. Render an illustration for a commercial arts project.
  17. Design and color a complete color wheel.
  18. Create a value scale of the three primary colors.
  19. Identify at least four major art movements.
  20. Mix paints to match colors from nature or printed materials.
  21. Paint a still-life, landscape or figure.
  22. Create a finished painting in a particular style from art history such as impressionism, expressionism, etc.
  23. Identify moods or feelings expressed in famous paintings.
  24. Critique famous works of art, the work of peers, and their own work using the elements and principles of art.
  25. Sculpt a small object or figure in a clay-like material and/or create a relief sculpture in clay or Mache material.
  26. Compare and contrast works of sculpture and painting within a given art movement.
  27. Identify several famous sculptors.
  28. Observe, analyze and critique a famous sculpture.
  29. Create a cartoon strip of three to six panels using an original character.
  30. List and define various careers in graphic design
  31. Identify and use lettering styles suited to a comic theme.
  32. Create a finished repeated design.
  33. Identify and describe the qualities of decorative design.

METHODS OF EVALUATION