GLEN RIDGE PUBLIC SCHOOLS
Curriculum Guide
Course Title:
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
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: 1.1.A1, 1.1A.2,
1.1A.3, 1.3D1, 1.4A2, 1.4B1, 1.4B2
Objectives:
The student will:
1.
Recognize that creative activity plays a vital
role in the development of a creative expression.
2.
Discover how to generate originality through
unusual responses, organizing in uncommon ways and using novel approaches in
the overall development of an idea.
3.
Experiment and explore solutions to specific
problems by using divergent thinking techniques.
4.
Organize and create a synthesis of findings
through convergent thinking methods.
5.
Apply flexibility, fluency and originality
skills to accomplish a final product.
Activities
-
Convey a visual message through the use of
positive and negative elements in a design created from a list of 100 things to do with an alligator.
-
Mount the projects on the bulletin board for all
students to see and discuss what messages the designs give and why.
-
Have students research how silhouettes are used
and discover their aesthetic qualities through the process of critiques: description, analysis, interpretation and
judgment.
-
Have students create a rubric for the final
evaluation of their project.
Projects:
I.
"100 Things To Do with an Alligator"
A.
Make a list on a theme about a natural or
mechanical object…emphasize fluency, flexibility and originality.
B.
Interpret one idea into silhouette form.
C.
Critique the use of the elements and principles
of design…emphasize negative/positive relationships.
D.
Redo project.
E.
Mount on bulletin board for evaluation.
II.
Creative Thinking
A.
Interpret phrases into silhouette designs.
Examples:
1)
The little boy is pulling with difficulty a
wagon with a huge dog in it.
2)
A hunched back man is selling flowers.
B.
Discuss why one is most unusual and the best
design.
C.
From the original list on a theme, create one
phrase to be interpreted into a silhouette design.
D. Evaluate with a rubric.
Duration of Project: 2
weeks for class work and homework.
CCCS: 1.1.A1, 1.1.A2, 1.2.D1, 1.2.D2, 1.2.D3, 1.2.D4,
1.3.D1, 1.4A2, 1.4B1, 1.4B2, 1.5.A2
Objectives:
The student will:
1.
Effectively select, analyze and use a variety of
tools, equipment, media, and processes, which will promote a content that
expresses a communication and an understanding of an idea, mood, or feeling.
2.
Experience and create original art works of
varied media using traditional and contemporary methods and technologies.
3.
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.
4.
Demonstrate an awareness of and adherence to
known health and safety practices.
5.
Demonstrate the appropriate use of time in the
completion of an assignment.
6.
Use the critique process to evaluate how to
improve the aesthetic values of an art form.
7.
Cultivate an awareness of art-related careers.
Activities:
Design
The student will:
-
Develop an awareness of the principles of design
and proportion related to graphic communication.
-
Become familiar with new art terms and concepts.
-
Be introduced to the dynamics of letterforms
with an analysis of letter interrelationships.
-
Develop an awareness of mechanical and freehand
techniques used in graphic design.
-
Understand the application of calligraphy or
typography in a solution to a graphic problem.
-
Develop symbolic messages in the type within the
spirit of the advertising concept.
-
Understand the psychological connotations in
lettering developed through color and tonal changes.
-
Experience thumbnail procedures which work in
the rough form that will develop into the final comprehensive design.
-
Create symbols that communicate a simple
abstraction of a realistic product used in advertising.
-
Incorporate typography, calligraphy, and an
illustration into a layout for an advertisement.
-
Communicate visually in a graphic design through
the use of symbols and the elements of art.
-
Explore various media to create type in layouts.
-
Comprehend the impact of pictographs as a means
of universal visual communication.
-
Comprehend the impact of logos which consist of
letters or words and sometimes pictographs.
-
Participate in the community art festival and
statewide competitions and exhibitions.
Projects:
I.
Symbols… a universal visual language
A.
Explore a letter’s style through the use of a
variety of shapes and an assortment of surface treatments with the use of
various media.
B.
Experiment with various exercises to become
aware of the structures of letters.
1)
Create a monochrome typeface montage using
1-inch squares that contain parts of a letter or letters from a magazine. Emphasize design qualities of the positive
and negative shapes in a space of 6 inches by 4 inches.
2)
Select a form of a realistic object (telephone,
lamp, etc.); simplify the shape using color-aid paper for a pictograph.
3)
Integrate the object with typography or
calligraphy to create a message as a symbol.
C.
Create logos related to a specific
problem-solving activity…example: Municipal Alliance Committee; ECTFCU; NAHS.
II.
Calligraphy…the art of hand lettering.
A. Explore lettering with a calligraphy pen on
practice sheets.
B. Create a design using a
calligraphy pen that emphasizes the calligraphic line and not the lettering
form.
A. Follow the
rules for creating a poster for AENJ
B. Use color-aid paper for the
design to be submitted for a statewide competition sponsored by the Art
Educators of New Jersey.
Duration of Project: 4
weeks for class work and homework
Painting:
The student will:
-
Comprehend the properties of complimentary
colors through the use of an intensity scale.
-
Interpret the principles of design into a
painting through a complimentary color scheme.
-
Become aware of the effect the properties of
different color schemes have on a composition through either of the following
color schemes: analogous, triadic and monochromatic.
-
Become aware of the painterly qualities of
acrylic paint.
-
Explore color harmonies that create tonalities
that communicate a specific mood in a painting.
-
Apply skills to a painting project to be
submitted to a competition for high school students.
Projects:
I.
Color Schemes…complementary, analogous, triadic
A. Create an intensity scale for a primary color using its
complement.
B. Create a chart that identifies:
analogous colors.
split complements
triad colors
complements
C. Create a landscape painting using one of
the above color schemes.
II.
Painting…Federal Junior Duck Stamp Art
Competition
A.
Apply painting skills to a project for a high
school competition.
B.
Prepare painting for submission abiding by the rules
set by the U. S. Department of the Interior.
C.
Complete project at home once the direction of
the painting is approved in class.
Duration of Project: 3
weeks for class work and homework
Drawing
The student will:
-
Develop an awareness of the properties of lines
and their effects on expressed actions or mood of a human form.
-
Create an illusion of a mood through the tonal value
of the medium.
-
Interpret the human face through various linear
techniques with an emphasis on tonal values.
-
Render the human face through tonal values only
eliminating all linear qualities.
-
Interpret a human mood or expression through the
drawing of a face using a combination of lines for tonal qualities.
-
Abstract the human face using distortion or
exaggeration to create a mood or expression.
-
Create drawings of faces and heads in proportion
to a likeness of a model.
-
Use distortion and exaggeration to create
powerful expressions (lengthen, enlarge, bend, warp, twist, deform).
-
Interpret personality traits or characteristics
within a live caricature to capture the essence of the character.
-
Emphasize through distortion a humorous attitude
of a character.
-
Develop an awareness of the properties of the
elements of art that express actions or moods of a human form.
-
Create an illusion of moods of the human face
through the use of tonal values, distortion or exaggeration.
-
Combine skills of drawing and painting using
watercolor and colored pencil to a face made up of shapes with a single theme…such
as a face of all fruits, all carpentry tools, all artists’ supplies, etc.
Projects:
I.
Faces…humor emphasized through distortion or
exaggeration.
A. Select a large photo of a headshot in a
magazine of a famous person and draw a grid on the photo.
B. On a white paper draw an area the same
shape and size of the headshot. Divide this shape into the same number of
spaces but different sizes and shapes as the grid drawn on the photo.
C.
Draw exactly what is in one of the squares on
the photo to fill the new shapes you have made.
Since the spaces are different the drawing will be distorted.
D.
Enlarge the distorted image on a large sheet of
paper and continue to be free with the interpretation using any media to create
a finished portrait of a “humorous” portrait.
II. One dunk
portrait.
A. Create moods within a human face using
tonal values, distortion and exaggeration.
B. Draw a portrait of a classmate by dunking
a brush into India ink only once and creating the portrait with variations of
shading and wet/dry brush techniques.
A. Combine skills using watercolor and colored
pencil to the drawing of a face.
B. Explore a limited theme for shapes to
recreate into a portrait: such as … fruit, fish, flowers, etc.
C. Refer to the works of Giuseppe Arcimboldo.
Duration of Project: 3
weeks for homework and class work.
Printmaking:
The student will:
-
Comprehend the skills and techniques involved in
collagraph printmaking.
-
Coordinate the principles of design and the
elements of art into a form created from found materials.
-
Be able to create a form from an inventive and
intuitive process of problem-solving.
-
Identify printing terms, techniques and
processes involved in creating a collagraph.
-
Become aware of the textural effect of various
media within a collagraph.
-
Become sensitive to positive/negative
relationships of forms, textures and lines within a print.
-
Explore the multi-media approach within the creation
of a printed form.
-
Be aware of printing problems and remedies.
-
Approach the collagraph with the flexibility of
multicolor applications.
-
Comprehend the essential qualities within the
successful collagraph process.
Project:
I.
Collagraphy
A.
Incorporate found materials in the making of a
print through the use of a wide range of media.
B.
Explore media to create textures and to adhere
to surfaces.
C.
Create impressions through resist measures.
D.
Control values and colors within a multi-print
application.
E.
Create an embossing from a clean plate.
F.
Create a variety of textures for balancing
inking values with reference to heights of surfaces on the plate.
G.
Register multi-color surfaces to work as a
whole.
Duration of Project: 3 weeks class work and homework
Three-dimensional Form
The student will:
-
Become aware of the qualities of soft materials
than can be developed into a non-functional art created with incongruous
materials.
-
Comprehend the methods of construction and
techniques possible with soft media.
-
Experience the relationship between an art and a
craft.
-
Integrate or eliminate the decorative qualities
of fabrics and stitches into the soft sculptural form with the primary emphasis
on the importance of the three-dimensional aspect of the form as the focal
point.
-
Interpret a face within a soft sculptural form
to express a caricature of a personality.
-
Experiment with different fabrics and thread to
create a sculptural form in relied.
Project:
I.
Soft Sculpture:
A.
Create a stuffed figure using a variety of
fabrics, fibers, threads, discards, ribbons, etc. for a particular character.
B.
Use cotton batting and stocking material to
create the basic form of a soft sculpture of a human character.
C.
Select stitches that will enhance the form.
D.
Select media for special surface treatments that
can add a new dimension to the materials.
E.
Develop an awareness of a variety of techniques
used to create a three-dimensional shape: braiding, folding, gathering, tying,
quilting, and stuffing.
Duration of Project: 3
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, 1.4B1, 1.4B2
Objectives:
The student will:
1.
Demonstrate a working knowledge of the elements
of art criticism.
2.
Apply criteria for observing, analyzing and
understanding visual expression to decode in order to share the meanings of art
works through art criticism.
3.
Establish a set of evaluative criteria to assess
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; con-cern
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
|
IMITATIONALISM |
FORMALISM |
EMOTIONALSIM |
|
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