Mifflin County School District Planned Instruction Title of Planned Instruction:
Survey of Drawing and Painting
Subject Area:
Arts and Humanities
Grade Level:
Grades 9-12
Prerequisites:
None
Course Description: This is an introduction and exposure to various types of painting and drawing techniques and art media. This course will provide beginning studio experiences in, but not limited to, portraits, still lifes, landscapes, and computer-generated art work. This will be a brief introduction to artists and movements of important historical impact.
Required Time:
90 hours
Course Credit:
.5
Major Text(s) and Resources: Art in America Art 21 Art reproductions Digital camera Art prints Photo manipulating programs
Names of District Subject Area Curriculum Writing Committee: Timothy L. Reeder Mike Demi Aimee M. Hubley Ellen N. Reddy Erin M. Bolger Date of Board Approval:
March 24, 2005
Strand: Standard: Grade:
Arts and Humanities 9.1 – Production/Exhibition of Visual Arts 9-12
Grade Level Objectives A. Know and use the elements and principles of each art form to create works.
Performance Indicators Expand upon color theory concepts, principles, and elements of design.
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B. Recognize, know, use, and demonstrate a variety of art elements and principles to produce art.
Draw and paint using various media and technology.
C. Integrate and apply advanced vocabulary to the art forms.
Demonstrate the use of vocabulary through performance.
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Assessments Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation
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Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation
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D. Demonstrate specific styles in combination through the production of a unique work of art.
Create a work based on a selected artist • chain, trash can paintings • furniture • mixed media
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Portfolios Teacher observation
F. Analyze works of art influenced by experiences of historical and cultural events through cultural events through production performance or exhibition.
Discuss student art displays at school and at MifflinJuniata Art Festival or community exhibits..
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Portfolios Teacher observation
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I. Distinguish among a • variety of regional arts events and resources and • analyze methods of selection and admission.
Strand: Standard: Grade:
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Portfolios Teacher observation
Critique in oral/written form. Research by reading, writing, watching videos, computer, and the library.
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Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
Discuss artists and events. • Use videos. • Play games. • Show prints.
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Use Internet for virtual museum tours. Visit local galleries and art festivals.
Arts and Humanities 9.2 Historical and Cultural Contexts 9-12
A. Explain the historical, cultural, and social context of an individual work in the arts.
B. Relate works in the arts chronologically to historical events.
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E. Analyze how historical • events/cultural impact, • forms, techniques, and • purposes of works in the arts.
Watch art videos. Read in class. Use computer/library.
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Discuss parallel ideas between the curriculums. View local arts. Invite a local artist to discuss his/her work.
G. Relate works in the arts to geographic regions.
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Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
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H. Identify, describe, and analyze the work of Pennsylvania artists.
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Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
A. Explain and apply the critical examination processes of works in the arts.
Compare and contrast, • analyze, interpret, form and • test hypotheses and evaluate judgments about works of • arts. •
Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
B. Determine and apply criteria to a person’s work and works of others in the arts.
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Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
Strand: Standard: Grade:
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Host an artist in residence. Use the computer. Read.
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Arts and Humanities 9.3 Critical Response 9-12
Class critiques Discussion of local art
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C. Apply systems of classification for interpreting works in arts and forming a critical response.
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Use vocabulary. Compare/contrast.
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E. Examine and evaluate various types of critical analysis of works in the arts and humanities (contextual, formal, and intuitive criticism).
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Compare/contrast. Form judgments about art. Use vocabulary.
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Teacher observation Student and teacher dialogue Verbal and written questioning Critiques Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
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F. Analyze the processes of criticism used to compare the meaning of a work in the arts in both its own and present time.
Strand: Standard: Grade:
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View art videos. Participate in class discussion.
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Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
Arts and Humanities 9.4 Aesthetic Response 9-12
A. Evaluate an individual’s Describe, discuss, and form • philosophical statement a personal opinion about the • on a work in the arts and arts. • its relationship to one’s own life based on knowledge and experience. B. Describe and analyze the effects of art on groups.
Discuss various art movements (How did Impressionism get started?) .
C. Compare/contrast the • attributes of various audiences, environments as they influence • individual aesthetic response. D. Analyze and interpret a philosophical position identified in works in the arts and humanities.
Describe, discuss, and form a personal opinion about the arts. Compare works in a museum vs. at an arts festival.
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Discussion Critique Verbal questioning
Critique Student/teacher dialogue
Discussion
Describe, discuss, and form • a personal opinion about the • arts through self-portraits (VanGogh through Frida Kahlo).
Discussion Critique
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District Recommended Instructional Approach For the Course To Drive Teacher’s Instructional Activities Reinforce character traits. Enhance spatial understanding through art production. Incorporate design and mathematical concepts into applications of elements of art and principles of design. Discuss aesthetic principles and their cultural and historic impacts. Discuss the impact of social and historical events on the creation of art. Display visual art. Emphasize safety and care of equipment. Learn of the lives and philosophies of established artists. Compose and create original visual art. Draw, paint, sculpt, mix media, and make pottery. Show videos, filmstrips, and do computer and library research. Visit online galleries and museums.
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