GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Art IV
Subject: Visual Arts
Grade Level: 10, 11 or 12
Department/School: Visual Arts/ High School
Duration: Semester
Number of Credits: 2.5
Prerequisite: Art I, Art II, Art
Elective or Required: Elective
Author: Nancy Coon
Date Submitted: Summer 2005
Course Description
The Art IV course will extend the learning skills from the
Art I, Art II, and Art
GLEN RIDGE PUBLIC SCHOOLS
VISUAL ARTS
An education in the arts is an essential part of the
academic curriculum for the achievement of human, social, and economic
growth. An arts education enables
personal, intellectual, and social development for each individual and strives
to enhance the student’s sense of confidence and self-esteem. The visual arts are uniquely qualified to
cultivate a variety of multiple intelligences with powerful ways of
communicating ideas, thoughts and feelings.
A well-rounded program for intellectual growth must support the development
of spatial, kinesthetic, interpersonal and intrapersonal intelligences.
Creativity in solving art-related problems provides students with values that
will prepare them for leadership positions in future endeavors as well as an
enriched quality of life.
Visual Arts
STANDARD 1.1 (AESTHETICS)
STANDARD 1.2 (CREATION
STANDARD 1.3 (ELEMENTS
STANDARD 1.4 (CRITIQUE)
STANDARD 1.5 (HISTORY/CULTURE)
Curriculum Description
CCCS: 1.1A1, 1.1A2,
1.1A3, 1.3D1, 1.4A2, 1.4B1, 1.4B2
Objectives:
The student will:
1.
Understand the study of aesthetics as a
philosophical process which deals with questions about the nature and meaning
of art.
2.
Weigh conflicting ideas about art to achieve a
personal coherent viewpoint with the acknowledgment of past experiences related
to creativity.
3.
Apply informed judgments as well as a personal
opinion when responding to works of art.
4.
Develop an appreciation for artistic freedom
through an understanding of the diverse qualities of individual expressions.
5.
Describe the meanings of artworks by analyzing
how specific works are created and how they relate to historical and cultural
contexts.
6.
Reflect analytically on various interpretations
as a means for understanding and evaluating works of visual art.
Activities:
-
Become aware of divergent thinking, which
expands relationships, improvises fantasy, imagination and the creation of
forms and rearranges established concepts into new systems of order.
-
Acquire both divergent and convergent thinking
processes in a creative activity.
-
Practice creative approaches to problem-solving
activities.
-
Develop fluidity, flexibility and originality in
the expression of one’s ideas, thoughts or feelings.
-
Utilize new situations, insights, concepts and
skills acquired through previous learning experiences to reawaken and
constantly improve the creative process.
-
Develop an understanding and appreciation of the
diversity and idiosyncratic quality of individual artistic expressions.
Project:
I.
Caricatures
A.
Follow a packet of directions to develop skills
to create illustrations of caricatures.
B.
Interpret the exercises and discussions into a
caricature of a teacher.
Duration of Project: 2
weeks of class work and homework.
CCCS: 1.1.A1, 1.1A2,
1.2D1, 1.2D2, 1.2D3, 1.2D4, 1.3D1, 1.4A2, 1.4B1, 1.4B2, 1.5A2
Objectives:
The student will:
1.
Develop and refine designs through the use of
perceptual, intellectual and technological skills with the utilization of the
art elements and various media.
2.
Select, analyze and use a variety of tools,
equipment, media and processes which will promote a content that expresses a
communication and understanding of an idea, mood or feeling.
3.
Experience and create original art works of
varied media through the use of traditional and contemporary methods and
technologies.
4.
Demonstrate through the creative process an
understanding of the elements and principles of design and how they relate to
the impact of an expression of an idea, mood or feeling in two or three
dimensional art forms.
5.
Demonstrate an awareness of adherence to known
health and safety practices.
6.
Demonstrate the appropriate use of time in the
completion of an assignment.
7.
Use description, analysis, interpretation and
judgment about the visual relationships within a product during the process of
creation based upon aesthetic values to improve the art form.
8.
Cultivate an awareness of art-related careers.
9.
Participate in the presentation of art works to
exhibitions and competitions.
10.
Participate in the community annual art
festival.
Activities:
Design
The student will:
-
Understand direct and indirect visual
communication of ideas through the use of scale and proportion.
-
Be familiar with the art elements within all
designs.
-
Know the differentiation of lines, the diversity
and the nature of color, the kinds of shapes and forms, textural deviations,
and how the use space within the picture plane is predetermined.
-
Be able use the vocabulary of words and symbols
in the visual arts by understanding the principles of design.
-
Know the content within a work of art.
-
Become sensitive to the variety of devices used
to create the depth of space on a picture plane.
-
Be able to create variations on a theme that
will identify approaches that produce specific spatial relationships within a
visual composition.
-
Comprehend interpretations of visual statements
through the identification of forms in a relationship to spatial systems to
create the illusion of no depth, limited depth, or an unending depth of space.
-
Control the arrangements of forms to emphasize the
moods or ideas expressed in the illustration.
-
Use chiaroscuro and spatial devices to enhance
unusual spatial effects.
Project:
I.
Still life…exploring spatial relationships
A.
Create a still life and rearrange the
composition in four different drawings that illustrates the different uses of
the depth of space within the picture plane.
B.
Compare class results to the problem within a
discussion.
C.
Create a composition in a choice of media with
the best of the four drawings using at least three of the following devices:
size, hieratic scaling, overlapping, transparency, equivocal spacing, vertical
location, one to multi-point perspectives, amplified perspectives, aerial
perspectives, foreshortening, open or closed forms, or special puzzles.
Duration of Project: 2 weeks of class work and homework
Printmaking:
The student will:
-
Comprehend the process of serigraphy.
-
Develop a three-color print with the use of
registration marks.
-
Explore a combination of techniques that will
expand the design possibilities of a print.
-
Construct silk-screen frames with proper mesh
and squeegees for the execution of prints.
-
Identify serigraphic problems and seek remedies
to develop a successful print.
-
Select various surfaces on which to print that
enhance the final surface quality of the print.
-
Create a multimedia approach to the printing
process for unique prints.
-
Execute a final print to be exhibited.
Project:
I.
Serigraph
A.
Design a floral composition emphasizing simple
shapes.
B.
Identify which parts will be printed in two
colors and which parts will be the background color of the paper on which the
prints are made. Be sure to balance the
negative and positive areas of color.
C.
Using mask-ease or stencil paper cut two
different stencils for two of the colored shapes.
D.
Prepare the silk-screen board. Be sure the screen is taut and secured in
place onto the hinged back board.
E.
Using silk screen printing inks mix at least one
cup of each color and store in tightly closed jars.
F.
Select (and cut to size 9"x12") 20
sheets of different papers…construction paper, color-aid papers, printing
papers, etc. Include at least 3 sheets
of newsprint to use for test runs.
G.
Set up registration tabs on the backboard in
order to line up papers in the same place each time a print is made.
H.
Working in partners, begin to print. Work first
with the design that has the largest areas to print.
I.
Place the paper within the registration marks.
Pour large amounts of ink near the top of the screen and use the squeegee to
pull the ink to the bottom. Remove the
print and place on drying rack.
J.
Continue the process for all 20 pieces of paper.
K.
Clean the silk screen unit and print the second
color using registration marks to line up the correct placement of the color.
L.
Upon completion of the process, mount best print
that shows perfect line up of the registration of colors. Use the remaining prints to create a collage.
Duration of Project: 3
weeks of class work and homework
Drawing:
The student will:
-
Create a likeness of the model that illustrates
a figure in motion.
-
Apply techniques of contour, tonal values,
sighting, etc. to create an interpretive drawing of a full figure.
-
Employ distortion and exaggeration of the figure
in order to establish expressive qualities of the form.
-
Compare the works of fine and commercial artists
in their illustrations of the human figure.
-
Analyze the human figure with a graphic
interpretation using geometric shapes.
-
Understand the positioning of the parts of the
figure through a simplification of poses as a preliminary drawing technique.
-
Be able to know how and when to use a variety of
drawing tools for different effects.
-
Create an illusion of three-dimensional forms on
the picture plane through the use of chiaroscuro.
-
Control the surface values of a form from
highlights to the darkest grays when creating forms of depth and solidity.
-
Interpret an idea, emotion or feeling through
the selection of media and drawing technique that corresponds best to the
expressive qualities of the drawing.
Projects:
I. Drawing…full
figures
A. Using a photograph of a full figure,
discuss the proportions of the figure using head lengths.
B. Compare the proportions to a fashion
figure in a newspaper ad.
C. Draw a series of full-sized figures using
sighting techniques.
D. Draw a series of figures with exaggerated
lower or upper torso, exaggerated size of hands or feet, distorted torso for
head size, enlarged or extended limbs for body size.
E. Discuss expressive qualities of
exaggerated and distorted drawings in comparison to realistic proportions.
F. Create a full-sized expressive figure in
pastel.
G. Design a life-sized figure in silhouette
form.
H. Arrange a mural of full figure silhouettes
in relationship to each other to create an expression of communication between
them.
II. Drawing…geometric
interpretations
A. Symbolize the human form using the
following geometric shapes:
1)
rectangle for the torso
2)
ellipse for pelvic structure and thoracic
assembly
3)
triangle for arms and legs
4)
short lines as a unifying structure where it is
needed
5)
long and short arcs for opposing muscular systems
that move the limbs
B. Create 5 drawings of a classmate posed in
different directions.
1)
Select a photograph of a famous painting to
interpret through the use of geometric lines and shapes with a 9" x
12" space. Create a composition
that includes tonal and textural areas that balance within the total design.
2)
Select a square from the drawing and enlarge the
design to make a 9" x 12" design emphasizing tonal and textural
qualities of the geometric forms with paint media.
A. Follow an exercise sheet
that illustrates how a square, triangle, and circle become three dimensional
through the use of:
1)
hatching/shading with fine parallel lines.
2)
crosshatching/shading with two or more
intersecting sets of parallel lines.
3)
blending/shading with smooth, gradual
application of dark values.
4)
stippling/shading with dots.
B. Create a still life of forms (balls, books,
jars, boxes, etc.) Select one of the
above shading techniques and create as many values as possible with line.
IV. Drawing…an
expressive media
A. Select quotes stated by a famous artist and
translate the interpretation of the phrase in a drawing that is 5” wide and 10”
in height using line only.
B.
Refer to shading exercises in line to create
tonal values within the drawing.
Duration of Project: 3
weeks of class work and homework
Painting:
The student will:
-
Develop the skill of hard edge paintings.
-
Identify color discords and apply color schemes
appropriately to a painting.
-
Select symbolic color schemes for appropriate
forms that relate to selected cultural meaning.
-
Comprehend and appreciate the mental, conceptual
qualities of symbolic color references from different cultures.
-
Apply arbitrary colors into an acrylic
expressionistic painting.
Projects:
I.
Create a hard edge painting with the use of a
tangram (a Chinese puzzle) to initiate the design for the painting.
A.
Cut a 6" square into 7 pieces: 5 triangles,
1 square and 1 rhomboid. Transfer to oak
tag to use as a template.
B.
Cut the tangram pieces and number each to avoid
confusion.
C.
Expand the square’s shapes to fit within a
12"square space.
D.
Transfer the design onto a 12" canvas.
E.
Create hard edges with the use of tape and
acrylic medium.
F.
Add free forms, collage, etc. to the piece to
create a totally new form that does have some hard edges as part of the design.
II. Create a composition based upon a
famous painting and interpret the new design with three separate color sketches
using color discords, symbolic colors, or arbitrary colors. Select the best color scheme for the painting
and develop the exercise into a final painting 16" x 20".
Duration of Project: 3
weeks of class work and homework
Three-dimensional Form
The student will:
-
Become familiar with the possibilities of wire,
mesh, and sculptural metal in the development of a three-dimensional form.
-
Comprehend the many possibilities of developing
inventive forms through found materials.
-
Create with a contour line a linear
interpretation of a full-size human or animal figure in space.
-
Select materials and procedures to express a
figure in action.
-
Create a form to be viewed from at least a dozen
different viewpoints.
-
Apply the principles of design to the tactile
quality of found materials.
Project:
I.
Three-dimensional human or animal form in wire.
A.
Develop gesture drawings of an animal or human
figure in action that can be interpreted into actual space-in-the-round forms.
B.
Use the least amount of wire (no more than 6
feet) as a contour line in space to create the form.
C.
Develop the mass of the structure with wrapping
wires or mesh using pliers when needed.
D.
Create open work areas in the form to create an
element of surprise when seen at different angles.
E.
Use one or more media to express a relationship
of the materials and the form.
F.
Add finishing qualities to enhance the form.
G.
Select a stand or procedure to display the form.
Duration of Project: 2
weeks of class work and homework.
CCCS: 1.1A1, 1.1A2, 1.1A3, 1.1B2, 1.2D1, 1.2D2,
1.2D3, 1.3D1, 1.4A1, 1.4A2, 1.4A3, 1.4B2
Objectives:
The student will:
1.
Demonstrate knowledge of the process of
critique.
2.
Apply criteria for observing, analyzing, and
understanding visual expressions to decode in order to share the meanings of
art works through art criticism.
3.
Establish a set of evaluative criteria to assign
to personal artwork and the work of others.
4.
Articulate and support criticism based upon
aesthetic criteria.
Activities:
Assess the characteristics and merits of individual works
through the identification of the implications of various techniques utilized
in the communication of ideas, attitudes, views, and intentions in the artwork
with the use of art criticism operations.
|
DESCRIPTION |
ANALYSIS |
INTERPRETATION |
JUDGMENT |
|
What is in the
work discovered through
an inventory of the subject matter and/ or the elements of art found in the
work. |
How the work of
art is organized or put together; concern centers on how the principles of
art have been used to arrange the elements of art. |
Possible ideas, or
moods, or feelings communicated by the work of art. |
Facts relevant to
making a decision about the degree of artistic merit in the work of art. |
THEORIES OF
|
Literal Qualities The most important thing about a work of
art is the realistic presentation of subject matter. A work is successful if it looks like and
reminds us of what we see in the real world. |
Visual Qualities The most important thing about a work of
art is the effective organization of the elements of art through the use of
the principles. |
Expressive Qualities The most important thing about a work of
art is the vivid communication of moods, feelings and ideas to the viewer. |
-
Select 5 pieces of artwork from the portfolio
and assess your work relating to the criteria for critique.
a. Imitation theory.
b. Formalism theory.
c. Emotionalism
theory.
Project:
Compose a critique of an art experience using the vocabulary
associated with each goal within the art curriculum in a written or an oral
presentation.
CCCS: 1.1A1, 1.1A2, 1.1A3, 1.1B1, 1.1B2, 1.3D1, 1.3D2,
1.4A1, 1.4A2, 1.4A3, 1.4B1, 1.4B2, 1.5A1, 1.5A2, 1.5B1, 1.5B2
Objectives:
The student will:
1.
Identify and describe various visual art forms
from different historical and contemporary periods and cultures.
2.
Recognize various styles and trends in the history
of art through research.
3.
Recognize representative artists and their roles
in society.
4.
Develop an understanding of art history as a
reference tool for personal expression.
5.
Utilize a variety of sources which can be found
in museums, galleries, cultural institutions, and the community to identify the
different art forms used in business, industry and the professional fields.
6.
Recognize the different techniques used to
produce a work of art through an investigation of the works of various artists.
7.
Recognize the importance of preserving the
artistic heritage of various cultures as well as the art from American ethnic
backgrounds which illustrate variations in style.
8.
Develop an understanding of recurrent social and
cultural themes and the subject matter in different cultures.
9.
Develop a comprehension of how the visual arts
interrelate with other forms of creativity through comparisons of contemporary
dance, music, drama, and literature with contemporary visual arts.
10.
Develop an understanding of the relationship among
works of art, individuals, and the societies in which they were created.
11.
Identify the general style and period of major
works of art and relate to the social, political and economic factors that
influenced the works.
Activity
- Research the art of Pablo Picasso and Marisol. Develop a comparative analysis of their art forms in relationship to the cultural influences and the times in which the artists lived.
- Compare the themes and