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High School Curriculum Map Alexis Maurer Name Intro to Art Grade Level/Class

Art Standards

 A.12.3 Know and recognize styles of art from their own and other parts of the world
 A.12.6 Use art as a basic way of thinking and communicating about the world
 B.12.1 Demonstrate how artists and cultures throughout history have used art to communicate ideas and to develop functions, structures, and designs
 C.12.4 Use advanced design techniques to improve and/or change artwork
 C.12.2 Understand the procedures of developing quality design
 D.12.4 Use basic concepts in art, such as “form follows function,” “destruction of the box,” “less is more,” balance, symmetry, integrity, authenticity, and originality
 D.12.1 Know about the history, public art, and unique architecture of their cultural community
 H.12.2 Know how human eyes work to see subtle changes in light, color, textures, and surfaces
 C.12.1 Use the elements and principles of design in sophisticated ways

Art Essential Question & Criteria for Project

Standards “I can” Concepts Project Image with Title Description Media Used Assessment
C.12.1 I can create a Georges Seurat is chiefly Example of Watercolor Did the student create a
watercolor pointillism remembered as the pioneer of the Pointillism readable image?
painting based on Neo-Impressionist technique Evaluation sheet Can you see a sense of
Georges Seurat’s commonly known as Divisionism, or 12x18” (30.5 x 45.7 cm) foreground, middle
artwork. Pointillism, an approach associated white Drawing Paper ground and background?
I can learn about with a softly flickering surface of Watercolor Paint
pointillism and apply small dots or strokes of color. His Q-Tips
this new technique to innovations derived from new quasi- Copies of Georges
produce a piece of scientific theories about color and Seurat’s biography
artwork. expression, yet the graceful beauty of Example of Georges
I can re-visit/learn his work is explained by the Seurat’s artwork
color theory – primary influence of very different sources. Water cups
colors, secondary Initially, he believed that great Newspaper (to protect
colors, complementary modern art would show desks)
colors, and how to mix Pointy Animals contemporary life in ways similar to Drawing Pencils
and create colors. classical art, except that it would use Paper towels
I can strengthen my technologically informed techniques.
drawing skills. Later he grew more interested in
Gothic art and popular posters, and
the influence of these on his work
make it some of the first modern art
to make use of such unconventional
sources for expression.
C.12.2 I can show space. Your Drawing of an Paper Sketchbooks,
I can show multiple Airplane or Wad of Paper notebooks, or
values. Purpose: To strengthen your ability white Drawing Paper
to represent many values, edges, Drawing Pencils
shadows, and printed lines. Kneaded Rubber Erasers

Paper Airplanes

H.12.2 1st Day Do a To see what each student's level of Mat board Did you continue your
completed placement development is at this time. This Aluminum Foil patterns in the
sketch by the end of the project will help indicate imagination Found objects of texture background of your
period and start adding level as well as ability to handle White Glue or paper?
your textures chosen media and level of design black Glitter Glue for Did you create enough
2nd Day Finish your ability. raised outlines. depth in your aluminum
textures On a piece of matt board no wider Permanent Markers that your patterns are
3rd Day Add your than a sheet of aluminum foil, do a Black or brown shoe visible?
aluminum foil – Spray line drawing in pencil. It can start polish (optional)
Aluminum and Glue Texture
and apply outside since with an object or it can be a breaking Caulk for raised lines
the fumes are bad, up of space with different patterns. (provided)
especially for people Spray Mount
with asthma. Make sure Adhesive to attach the
the wind is blowing aluminum foil
away from you and do
all spraying in the grass
area and not even near
the concrete.
4th Day Color and
finalize your art.
D.12.1 The students will be Students will be introduced to the  Moist Clay Did the student
able to discuss the ceramic hand building technique of  Wire End Clay Tool Set successfully smooth the
history of faberge eggs. pinching. They will be introduced to Wooden Clay Modeling outside of their egg?
The students will create the history of faberge eggs through Tools Did the student combine
a combined pinch pot visuals and online resources to be  Fettling Knives both carving and
to create an egg form. inspired to create their own combined Slip attaching patterns to
The students will create pinch pot faberge egg.  Forks their egg?
interesting designs and  Boards
patterns through
 Garbage bags
carving, impressions
 Miscellaneous items for
and attaching.
The students will be
 Underglazes in a variety
able to properly apply
of colors
 Paint Brushes
 Kiln
 Rubric
 PowerPoint
Ceramic Faberge Eggs
B.12.1 I can create paper with Using recycled paper to make pulp in  Plant fiber, recycled Did the student use two
two tones a blender: Tear up Construction paper, or linter processed tones in their paper?
I can create a readable Paper , recycled mail envelopes, or into pulp Did the student use a
design in my paper other paper into 1" (2.5 cm) squares. A mould and deckle pattern in their image?
The better quality of the paper, the  A vat for each color or
better quality of the finished type of pulp
handmade paper. Soak the paper  Felt
pieces in a tub for at least an hour. To
 Sponges
make pulp, put a handful of wet  2 Towels
Paper Making paper pieces into the blender and fill
 A rolling pin
with water. Pulse for about 12 – 20
 Bucket
seconds. Be careful not to put too
 Paint
many paper pieces in your blender or
Strainer and Colander
you may burn it up. This will
macerate the paper into pulp. 

C.12.2 Objectives/Goals Students will be using values to  10" x 16" (25.4 x 40.6 Can you see the
Understanding of accentuate the points where different cm) White Drawing development of values?
 Values lines meet. Using their darkest value Paper (80 lb.)
 Repeated patterns at the point and fading out from  Drawing
 Grids and enlargement there. Pencils and/or Ebony
 Cubism Pencils
 Transparency grids
 Magazines

Using Values in Cubism

C.12.4  Students will Students will be introduced to the - Animal Books and Can you see the shift
understand and be able seven main color schemes and be magazines between the two hues?
to use gradients to shown examples to illustrate each - Drawing Pencils Is the image within the
define their animal and color scheme. The project will be - Canvas camouflage readable?
background. explained and the teacher will Panels or Stretched
 Students will learn the illustrate how you can select a color Canvas
seven major color scheme based on the type of animal - Rulers
schemes: they want to draw. - Acrylic Paint
Monochromatic, 1. - Acrylic Gloss Medium
Complementary, Split- - Water cups
Complementary, - Sable Brushes
Analogous, Triad, Camouflage Color Scheme Paintings
Warm, and Cool.
 Students will
understand a
fragmented grid.
 Students will be able to
draw a realistic animal
in a line drawing

A.12.6 Objectives/Goals: 2. Brainstorm ideas for subject – words 12" x 18" (30.5 x 46 Do all of the
 Use images and that are personally meaningful and cm) Drawing Paper (or images/shapes relate to
lettering style to interesting. Make a list of images that desired size), Newsprint the word?
communicate the can be associated with the chosen , Drawing Pencils Are all of the different
meaning of a specific word. , Kneaded Rubber images/shapes readable?
word chosen for the 3. Sketch rough draft in pencil. Design Erasers, Saral Transfer
composition. "font" to communicate aspect of Paper, Colored Pencils .
 Consider elements and word, too. Refine and enlarge for
principles in design. final composition.
 Colored pencil 4. Practice a tonal scale from light to
technique: create value Illustrated Word Drawings dark with choice of colored pencil –
by blending light and main color first, then mix with light
dark analogous colors analogous, dark analogous, and
and complement with complement. Review Color
main object color. Wheels relationships and colored
Make rich, smooth, pencil techniques for layering,
layered areas of color blending, and creating value.
using colored pencils. 5. Finish final composition by adding
color according to the
assigned/selected "scheme."
A.12.3  Students will become In this integrated unit of study, a Mask handouts Is there a noticeable face
aware of the purposes language arts teacher pairs with an (optional), 9 x12 (23 x on the mask?
of masks in many art teacher to introduce high school 30.5 cm) Newsprint Did the student base
culture, materials used - students to mask making around the , Drawing Pencils their mask off of a
form and function -- world. Students research various , Scissors , Moist specific culture?
will see how cultures cultures, make cultural and personal Clay (Air-Dry Clay may
use readily available masks, and compose poetry to reveal be used, too),
materials in the the meaning behind their masks. Newspapers, plastic
construction of masks. bags, Canvas
 Students will compare Rolls cloth, guide
and contrast masks sticks, Rolling Pins
from various cultures - , Slip dishes, Clay Clay
comparing medium Modeling Tools, Potters
used - form and Needles, Fettling Knives
function. Students will , texture gadgets/tools,
view contemporary wood/Masonite boards,
masks and contrast moist paper towels,
meaning to cultural plastic bags.
Ceramic Masks
masks. For finishing: Acrylic
 Students will design a Paint (brown, black and
mask using cultural assorted colors), Paint
examples for Markers , Sharpie Fine
inspiration - changing Point Markers , Brushes ,
the meaning - water dishes, Twisteez
conveying a special Wire for hanging
message about the (old Twisteez
times in which we live. Wire works
 Students will integrate great), jute, Yarn
planning - use draped Assortment , Beads
slab form of , Raffia , horsehair, boas,
construction along with other nature things...
other hand building moss, Feather
techniques. Assortment , etc - Be
 Students will exhibit creative! Tacky Glue,
craftsmanship in hot Glue Gun , Hot Glue
forming and finishing Sticks .
their work of art
D.12.4 I can use bright colors Students will be creating a design out Newsprint (18 x 24 (46 Did the student use neon
I can create an of black crayon. They will then use x 61 cm) - or whatever colors?
interesting design neon paints to add color to their size you wish) Is the pattern visually
I can create an design. HB Drawing appealing?
interesting boarder Pencils - Graphite Did the student include a
Sticks (or Saral Transfer boarder?
Paper ) Thick
felt Colored Markers
Good Drawing
Paper 80# (18" x 24" (46
x 61 cm)
Set of Crayons , 24
Black Tempera Paint -
Soft Sable Brushes #5 or
Crayon Resist Illumination