GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title: Art
I
Subject: Visual Arts
Grade Level: 9, 10, 11, 12
Department/School: Visual Arts/High School
Duration: Semester
Number of Credits: 2.5
Prerequisite: N/A
Elective or Required: Elective
Author: Anne P. Malone
Date Submitted: Summer 2005
Course Description
The Art I class is an introductory course into the visual
arts program. This course is a precursor
for art classes II,
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)
ALL STUDENTS WILL USE AESTHETIC KNOWLEDGE IN THE CREATION OF
AND IN RESPONSE TO DANCE, MUSIC, THEATER, AND VISUAL ART.
STANDARD 1.2 (CREATION
ALL STUDENTS WILL UTILIZE THOSE SKILLS, MEDIA, METHODS, AND
TECHNOLOGIES, APPROPRIATE TO EACH ART FORM IN THE CREATION, PERFORMANCE, AND
PRESENTATION OF DANCE, MUSIC, THEATER AND VISUAL ART.
STANDARD 1.3 (ELEMENTS
STANDARD 1.4 (CRITIQUE)
ALL STUDENTS WILL DEVELOP, APPLY, AND REFLECT UPON KNOWLEDGE
OF THE PROCESS OF CRITIQUE.
STANDARD 1.5 (HISTORY/CULTURE)
ALL STUDENTS WILL UNDERSTAND AND ANALYZE THE ROLE,
DEVELOPMENT, AND CONTINUING INFLUENCE OF THE ARTS IN RELATION TO WORLD CULTURES,
HISTORY, AND SOCIETY.
Course Description
CCCS: 1.1.A.1,
1.1.A.2, 1.1.A.3
Objectives:
The students will:
1. Respond
to artwork and its aesthetic/creative qualities using domain specific
terminology.
2. Finalize
the composition utilizing convergent thinking skills.
3. Discern
the value of works of art based on historical significance, craftsmanship,
cultural context, and originality using appropriate terminology.
4. Appreciate
the various responses given by other students within creative endeavors.
Activities:
The students will:
- Discover and discuss a myriad of artists, artwork and art movements through the use of prints, texts, and the Internet as well as museum visits.
Time: 3 to 7 classes.
- Recognize how various students’ aesthetic responses are in direct relation to personal opinion, influences, culture, family and style, as well as appreciate these responses during a class discussion.
Time: 1 to 2 classes.
- Utilize their own personal aesthetic preferences and required project goals to create a well-developed final design.
Time: Intermittently throughout the class.
- Conclude, through written and/or oral responses, the importance and value of specific works of art.
Time: 2 to 4 classes.
CCCS: 1.2.D.1,
1.2.D.2, 1.2.D.3, 1.3.D.1
Objectives:
The students will:
1. Experience
and create original art works of varied media through the use of traditional
and contemporary methods and technologies.
2. Demonstrate
through the creative process an understanding of the elements and principles of
design.
3. Produce
an original body of work in varied media that demonstrates mastery of methods
and techniques.
4. Creatively
interpret themes using symbolism, allegory, or irony through the production of
2 or 3 dimensional art.
5. Show
within their own body of work a comparison or contrast of innovative
applications of the use of art elements and principles of design.
6. Demonstrate
the appropriate use of time in the completion of an assignment.
7. Contribute
and participate in developing an exhibit of their final designs.
Activities:
The students will:
-
Explore media and its properties through technical
development and experimentation. Time: 1 to 2 weeks.
- Keep a sketch book of designs that are preparations for their final projects in both 2 and 3 dimensional work.
Time: 3 to 6 weeks which will be worked on both in class and at home.
- Design a series of 6” by 9” drawings that represent their understanding and use of value, texture, shapes, lines, space, nature, balance: symmetrical and asymmetrical, movement, unity, pattern, emphasis, and contrast.
Time: 3 weeks, this will be worked on both in class and at home.
- Develop well crafted compositions that exhibit a heightened awareness of the art elements and principles in design.
Time: throughout the duration of the class.
- Experience a variety of art forms including drawing, collage, and papier mache in creating a completed, well formulated, and creative design.
Time: throughout the duration of the class.
-
Use symbolism in designing an image that conveys a
message relative to our time. Time: 3 to 4 weeks, this will be worked on
in class and at home.
- Create a 3-dimensional object that displays the understanding of a sculpture-in-the-round, design objectives, excellent craftsmanship and originality.
Time: 4 to 5 weeks, this will be
worked on in class and at home.
- Create an original body of work for a final presentation (gallery show, bulletin boards, Arts Festival, others) that is designed collectively by a team of students or individually to the specification of the exhibit.
Time: 2 to 3 days.
CCCS: 1.4.A.1,
1.4.A.2, 1.4.B.1, 1.4.B.2
Objectives:
The students will:
1. Explain
the criteria by which they evaluate the quality of their work and the work of
others.
2. Provide
constructive criticism in an evaluative format of their own work and the work
of others.
3. Show
modifications of an existing work or to a new work of art due to the process of
critique.
4. Evaluate
and interpret works of art orally and in writing, using appropriate
terminology: Description, Analysis, Interpretation, and Judgment.
Activities:
The students will:
-
Develop individual and group criteria based on
aesthetics, personal preferences, artistic endeavor, artistic expression, and
the use of art elements and principles. Time: 2 to 3 classes.
- Communicate constructive criticism based on these criteria in their own work and works of others through oral and written format.
Time: intermittently throughout the class.
- Alter their own work based on criticism provided during a critique to show improvement.
Time: Throughout the process of creation of an artwork.
- Evaluate and interpret their own work and works of others, including artists and artwork throughout history in an oral or written format.
Time: 3 to 5 days
CCCS: 1.5.A.1,
1.5.A.2, 1.5.B.1, 1.5.B.2
Objectives:
The students will:
1. Identify
and describe various visual art forms from different historical and
contemporary periods and cultures.
2. Understand
and reflect upon how contemporary art is directly influenced by various art
forms and cultures.
3. Recognize
the different techniques used to produce a work of art through an investigation
of the works of various artists.
4. Compare
and contrast the stylistic characteristics of a given historical period through
dance, music, theater and visual art.
Activities:
The students will:
- Discuss or write about the comparison and contrast of two modern artists of the late 19th/early 20th centuries.
Time: 2 to 3 classes and/or 2 to 4 weeks at home.
- Observe, read and discuss how contemporary art is in direct relation to political, social, economical and environmental influences.
Time: 2 to 4 classes and/or 2 to 4 days at home.
- Discern, through written analysis in either group form or individually, how a medium can be applied and manipulated differently in various works of art.
Time: 2 to 4 classes and/or 2 to 4 days at home.
- Recognize a genre of art by its specific qualities, style and subject matter in either a written format or a competitive game.
Time: 2 to 4 classes and/or 2 to 4 days at home.
Texts, Resources, and/or Literature
·
Text: Exploring Visual Design: Davis
Publications, third addition, Copyright 2000, ISBN: 87192-379-3
·
Resources: prints, slides, and the Internet
·
Literature: Art
and Man magazine, Scholastic Art magazine, and others.