Course: STUDIO ART (40 weeks) Month September

October

Teacher: Kathy K. VanLoan

Content IMAGINATION TEST (Pre-Test) A. Fluency B. Flexibility C. Originality D. Elaboration E. Introduction to critique F. Genuine portfolio assessment

Skills A1. Generate as many responses as possible B1. Generate a variety of responses. C1. Experiment with unique responses D1. Apply additional details E1. Respond and participate in class critique E2. Reflect on possible changes and additions F1. Develop valid assessment rubric with teacher input F2. Discuss portfolio process

MONDRIAN A. Line B. Primary colors C. Secondary colors D. Geometric shapes E. Art/Technology tools F. Painting techniques G. Critique

A1. Describe what is observed in Mondrian’s painting Red, Blue, Yellow B1. Identify the primary colors C1. Identify the secondary colors D1. Identify geometric shapes D2. Identify horizontal, vertical E1. Confirm knowledge of use of tools, after teacher demonstration F1. Confirm knowledge of use of paint after teacher demonstration G1. Participate in critique of finished project G2. Make final revisions

ANCIENT EGYPT: RESEARCH A. Global Studies Vocabulary B. Gods, Goddesses, Kings, Queens C. Research

A1. Explain the meaning of vocabulary words B1. Discuss the different gods, goddesses, kings and queens after viewing powerpoint and DVD C1. Research one of the above for project

Standards

Assessment

ANCIENT EGYPT: Profile A. Stylized murals B. Stylized body proportion C. World cultures D. Critique

November

THE HANDS HAVE IT A. Draw from observation B. Texture and patterning C. Research: Textiles from world cultures D. Collage E. Critique

December NAME THAT TUNE A. Elements of Design B. Principles of Design C. Illustration using name D. Critique

MONA LISA SMILE A. Leonardo da Vinci B. Color values C. Monochromatic colors D. Face proportion E. Contemporary spaces

A1. Describe what they observe when looking at ancient Egyptian mural B1. Compare the body proportion and stance to realistic figures B2. Interpret one of the above in a painting C1. Compare the Egyptian art to art of other world cultures D1. Critique and analyze before final revisions A1. Draw hand from direct observation B1. Differentiate between texture and patterning C1. Research textiles from a variety of cultures C2. Create visual textures and patterns inspired by the research D1. Discuss collage techniques D2. Create collage with patterns, textures, and drawn hand E1. Critique and analyze before final revisions A1. Review the elements of design B1. Review principles of design using worksheet C1. Illustrate knowledge of 8 principles of design, as well as using elements D1. Critique and analyze before final revisions A1. Describe what they observe in da Vinci’s Mona Lisa B1. Describe what they observe regarding color values C1. Describe what they observe regarding color choices

F. Critique

THE BIG WHEEL: COLOR THEORY A. Primary colors B. Secondary colors C. Complementary colors D. Color Wheel E. Critique

January

2 FOLD PAINTING A. Warm colors B. Cool colors C. Use of tools (example: TSquare, triangle) D. Critique

D1. Describe what they observe about face proportion D1. Interpret the Mona Lisa in a drawing E1. Compare the environment of the Mona Lisa to contemporary spaces E2. Paint Mona Lisa in a new space F1. Critique and analyze before final revisions A1. Review the primary colors A2. Observe and discuss the colors used in Mondrian’s Broadway Boogie Woogie B2. Review the secondary colors B2. Observe and discuss the use of color in Van Gogh’s painting: Irises C3. Review the complimentary colors C3. Observe and discuss the use of color in Van Gogh’s painting: Paul Gauguin’s Armchair D1. Create a color wheel mixing all colors using only the primary colors E1. Critique and analyze before final revisions A1. Observe and discuss warm colors using Van Gogh’s Sunflowers B1. Observe and discuss cool colors using Monet’s Giverny on a Sunday Night C1. Review use of tools C2. Paint a cool color painting C3. Paint a warm color painting C4. Apply math and tool knowledge to divide the paintings into equal strips C5. Create a 2 fold painting with the

CLAY: African Masks A. Things Fall Apart B. Global Studies vocabulary C. Research: Mask making in Africa (style and purpose) D. Comparison of African masks with masks of other cultures (style and purpose) E. 3-Dimensional v/s 2Dimensional F. Design G. Slab construction H. Colors from earth pigments I. Critique

strips D1. A1. Read and discuss the African folk tale: Things Fall Apart B1. Review vocabulary related to art, using the Global Studies text C1. Research regions and masks of Africa, using worksheet C2. Discuss research and determine what the role of the mask is in the African culture C3. Compare the purpose of the mask in African culture, between different areas of Africa C4. Discuss the materials used in African masks D1. Compare the purpose of the mask in African culture to the purpose of mask in other cultures (theatre, Mardi Gras, Halloween, etc.) D2. Compare materials and style of African masks with other cultures E1. Discuss the difference between 2dimensional art and 3-dimensional art F1. Discuss the features of African masks (elongation, markings, etc.) F2. Discuss how body markings are used in other cultures and differences in intent (tattoo, piercing, etc.) F3. Design mask on paper F4. Participate in brief critique of drawings F5. Make final revisions to design F6. Cut out template G1. Create mask using drawing and template for reference

H1. Review materials and colors used in African masks and determine their source (nature, earth pigments) H2. After the masks are bisque fired, embellish and glaze being conscious of the colors and materials used in the African culture I1. Critique and analyze all masks I2. Make final revisions February

CHINESE NEW YEAR A. Chinese calendar B. Chinese culture C. Chinese folklore D. Printmaking process E. Contemporary Asian printmakers F. Numbering prints G. Critique

March

WELCOME TO MY CASTLE A. Medieval Construction techniques B. Global Studies vocabulary C. Perspective/Depth D. 2 Point perspective E. Shading F. Critique

A1. Discuss the Chinese zodiac A2. Identify their personal zodiac and compare characteristics to their own personalities B1. Discuss the Chinese New Year B2. Generate some of the images used in the Chinese culture (dragon, panda, Great Wall, pagoda, etc.) C1. Discuss Chinese folklore and how that relates to the project D1. Create a design using Chinese influences D2. Print at least 10 prints, using varied backgrounds E1. Analyze and discuss work of contemporary Asian printmakers F1. Number and sign each print in the style of contemporary printers G1. Critique and analyze prints G2. Make final adjustments A1. Discuss Medieval construction techniques based on DVD The Castle A3. Compare construction techniques to contemporary techniques B1. Review Global Studies vocabulary related to the project C1. Discuss ways to show depth (overlap, 1 point perspective, value,

placement, etc.) D1. Draw Medieval castle in 2 point perspective E1. Create depth and value through shading F1. Critique and analyze before final revisions

April

COLLAGE A. Romare Bearden B. Customs and rituals of 20th century Black America C. Design motif: bold colors, large bands of color, small areas of intricate patterns D. Line: Hard edged v/s soft edge (watercolor) E. Shape: Organic v/s geometric F. Patterns: pointillism, hatching, cross-hatching, horizontal and vertical lines G. Critique

A1. Discuss the elements and principles used in the collage by Romare Bearden B1. Discuss the customs and rituals of 20th century Black America C1. Generate design elements D1. Generate line quality E1. Generate shape quality F1. Generate patterns used F2. Use design elements, line, shape and patterns to create personal collage G1. Critique and analyze before final revisions

PASTELS A. Monet B. Pastel techniques C. Still life D. Focal point E. Light source F. Critique

A1. Discuss and analyze the work of Monet B1. Analyze the paintings to determine pastel techniques C1. Discuss the meaning of a still life and how it compares to other style of painting (landscape, portrait, etc.) D1. Determine the focal point and how to capture that with paste E1. Determine the light source and use value to create the effect of light on an object F1. Critique and analyze before final revisions

IT’S A JUNGLE OUT THERE A. Henri Rousseau B. Post Impressionism C. Illusion of space D. foreground, middle ground, background E. Critique

May

STARRY NIGHT A. Vincent Van Gogh B. Abstract art v/s Non-objective art C. Color theory/color planning D. Use of x-acto knife/ruler or paper cutter E. Weaving: warp and weft F. Critique

ART CRITISISM A. Johannes Vermeer: Genre painting B. Life in 17th century Europe C. Life of an artist

A1. Analyze and discuss Rousseau’s jungle paintings B1. Compare the work of Monet (Impressionism) with the work of Rousseau (Post-Impressionism) C1. Generate ways to show depth (overlapping, etc.) D1. Review how to show space in a landscape D2. Paint a jungle scene that shows depth E1. Critique and analyze before final revisions A1. Compare the work of Van Gogh to Rousseau (different styles, but both Post-Impressionists) B2. Compare paintings that are abstract with no-objective paintings C1. Create a watercolor landscape C2. Create an abstract watercolor D1. Review safe use of cutting tools E2. Discuss weaving and how to merge the two paintings F1. Critique and analyze before final revisions A1. After watching a movie about Vermeer (Girl with a Pearl Earring) compare the meaning of genre painting with previous styles of painting B1. Discuss life in 17th century Europe B2. Compare life for a similar person in the 21st century C1. Compare the life of Vermeer with contemporary artists

June

POP ART A. Roy Lichtenstein B. Grid System/Proportion C. Benday dot color system D. Optical mixing E. Measure, using proper tools F. Paint G. Critique

A1. Analyze the work of Lichtenstein and compare to other Pop artists (Ex: Andy Warhol) B1. Applying pencil grid to enlarge comic detail C1. Analyze early comics and determine the use of the Benday dot color system D1. Use Benday dots to experiment with optical mixing D2. Compare Benday dots to optical mixing used by Post-Impressionists (Seurat and Pointillism) E1. Demonstrate previously learned knowledge of the proper use of tools (rulers, t-square, triangle) F1. Paint using similar colors, dark outlines, etc. G1. Critique and analyze before final revisions

POST TEST A. Pre-test B. Draw C. Critique

A1. Review pre-test skills (Fluency, Flexibility, Originality, Elaboration) B1. Analyze the pre-test to determine ways to use the above skills B2. Draw, paint, collage a new work of art starting with their pretest B3. Incorporate any of the styles of art, techniques, principles, elements, etc. used during the school year C1. Critique and analyze before final revisions