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GLEN RIDGE PUBLIC SCHOOLS

Curriculum Guide

Course Title: Art II

Subject: Visual Art

Grade Level: 9, 10, 11, 12

Department/School: Visual Art/ High School

Duration: Semester

Number of Credits: 2.5

Prerequisite: Art I

Elective or Required: Elective

Author: Anne P. Malone

Date Submitted: Summer 2005

Course Description

The Art II course is a continuation of developing and refining students’ abilities and sensitivities for the visual arts. This course is a precursor for art classes III, IV, Gifted and Talented, and Advanced Placement. Students will learn and apply a higher level of knowledge in using the art elements and principles of design in various 2-dimensional works, including drawing, painting, and printmaking. New media, methods and historical/cultural events will be introduced as well as further exploration of personal aesthetics to heighten students’ artistic convergent and divergent thinking. Art criticism will reflect their new attitudes and awareness of the Visual Arts as an intellectual form of thinking and a vital part of the world around us.

GLEN RIDGE PUBLIC SCHOOLS

VISUAL ARTS MISSION STATEMENT

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.

New Jersey Core Curriculum Content Standards

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 AND PERFORMANCE)

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 AND PRINCIPLES)

ALL STUDENTS WILL DEMONSTRATE AN UNDERSTANDING OF THE ELEMENTS AND PRINCIPLES OF DANCE, MUSIC, THEATER AND VISUAL ART.

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

UNIT 1: AESTHETICS AND CREATIVITY

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. Discover how to generate originality through unusual responses, organizing in uncommon ways and using novel approaches in the over-all development of an idea.

4. Discern the value of works of art based on historical significance, craftsmanship, cultural context, and originality using appropriate terminology.

5. 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.

- Utilize their own personal aesthetic preferences and required project goals to create a well developed final design.

Time: Intermittently throughout the class.

- Work individually or in a group to generate original ideas, images and approaches involving a Surreal design.

Time: 1 to 3 classes.

- Compare and contrast artists of different art periods/movements that reflect societal changes within their work and discern the importance of the work’s aesthetic message.

Time: 1 to 3 classes and/or 2 to 5 days at home.

- Understand and utilize the aesthetic terms, formalism, emotionalism, and imitationalism, within a class discussion to either agree or refute other students’ assessment of artwork presented.

Time: 2 to 4 classes.

UNIT II: CREATING AND PERFORMING

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 including printmaking, drawing, painting and/or others.

2. 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 a 2-dimensional art form.

3. Produce an original body of work in varied media that demonstrates mastery of methods and techniques.

4. Begin to formulate and incorporate their personal aesthetic style, formalism, emotionalism, and/or imitationalism, within their own work.

5. Demonstrate the appropriate use of time in the completion of an assignment.

6. 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.

- Use their creative ideas developed for the subject of Surrealism. Use the art elements of color and value, as well as the art principles of emphasis and contrast to compose an original design reflecting an idea, mood or feeling.

Time: 2 to 4 weeks.

- Determine their personal aesthetic view and how it may be incorporated into their designs.

Time: Throughout the course of the class.

- Create several final prints that show the exploration of various textures and lines in block carving, the use of the design principals of contrast and unity, and a myriad of printmaking approaches: single print, overlapping, painted surface, collage and/or other.

Time: 4 to 6 weeks.

- Design an original landscape that utilizes photos and magazine images that show a dramatic use of space: fore, middle and background, exaggerated by the use of lines and colors.

Time: 2 to 3 weeks.

- Compose a final personal design that is reflective of their aesthetic view, heightened awareness of the art elements and principles, and improved knowledge of excellent composition and craftsmanship.

Time: 2 to 4 weeks.

- 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.

UNIT 3: CRITIQUE

CCCS: 1.4.A.1, 1.4.A.2, 1.4.B.1, 1.4.B.2

Objectives:

The students will:

1. Establish the criteria by which they will 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.

- Through discussion and written work, utilize the art criticism terminology of description, analysis, interpretation and judgment when evaluating their own work and the work of others.

Time: Intermittently throughout the class and 1 week at home.

UNIT IV: HISTORY OF ART

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. 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 field.

6. Recognize the different techniques used to produce a work of art through an investigation of the works of various artists.

Activities:

The students will:

- Discover, analyze, and discuss/or write about a myriad of artists, artwork and art movements from different historical and contemporary periods and cultures through the use of prints, texts, and the Internet as well as museum visits.

Time: 3 to 7 classes.

- Investigate and research for a written report the artist Kathe Kollwitz and her wood block prints which are representational of the art style of “Expressionism”.

Time: 2 to 3 classes and 2 weeks at home.

- Discern, through written analysis in either group form or individually, how a medium, such as acrylic paint, can be applied and manipulated differently in various works of art.

Time: 2 to 4 classes and/or 2 to 4 days at home.

- Identify through the process of participating in the Arts Festival or other collaborative art display the myriad of art-related jobs, careers, and art forms that are involved in such endeavors.

Time: 2 to 3 classes.

Texts, Resources, and/or Literature

· Resources: prints, slides, and the Internet

· Literature: Art and Man magazine, Scholastic Art magazine, and others.