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DUMONT PUBLIC SCHOOLS

High School Fine Arts Grades 9-12 Drawing & Painting Prerequisite: Art Survey

ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

Prepared by:

Colleen Makowsky

July 2017

Director of Curriculum, Instruction and Supervision Dr. Maria Poidomani

Superintendent of Schools Emanuele Triggiano

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Table of Contents Philosophy ........................................................................................................ 1

Program Goals ................................................................................................. 2

Time Allotment ................................................................................................. 4

Assessment ...................................................................................................... 5

Objectives ........................................................................................................ 6

Marking Period 1 .............................................................................................. 7

Marking Period 2 .............................................................................................. 15

Marking Period 3 .............................................................................................. 20

Marking Period 4 .............................................................................................. 31

Glossary ........................................................................................................... 37

Philosophy “Art Education expands the mind. It sensitizes the child to new

intellectual potentials. Perhaps the teaching of art, more than any other educational experience is concerned with growth of the human potential.”

-Nelson Rockefeller

Art education expands the mind. It provides an opportunity to help students build meaningful connections among the various fields of learning though genuine experiences. The arts provide a means to develop each student’s potential by building self-esteem and confidence, through problem solving, critical thinking, and the use of materials. Since art accommodates different learning styles while still requiring self-discipline, the role of art is significant in reaching the alienated and disadvantaged student. Art is a universal language providing a way to express feelings and ideas that words cannot convey. It offers a way of understanding oneself and it enables connections between art and our own culture and the cultures of diverse people. That is why art should be a central strand of the curriculum.

Art is open to everyone.

Art provides an opportunity for self-expression.

Art sharpens awareness of the visual world.

Art adjust to the individual’s capabilities.

Art allows for understanding of our cultural heritage.

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Program Goals The goals of our education program are to promote the growth of every student in the following areas:

1. Perceptual and Intellectual Growth

a. To develop perception and increase visual acuity. b. To expand and enrich visual imagery and fantasy. c. To develop creative thinking abilities. d. To apply problem solving and decision making techniques in carrying out an art assignment. e. To be able to relate some concepts of mathematics, science, history, and other disciplines to

art.

2. Aesthetic Growth

a. To develop individuals’ sensitivity to, and awareness of, the environment. b. To develop aesthetic judgment and critical faculties through discussion, criticism and

comparison of artworks.

3. Social Growth

a. To develop respect for one’s own work as well as for the work of others. b. To develop respect for materials and their use. c. To develop ability to work together with others, share materials and learn group problem

solving. d. To develop ability to share perceptions verbally and discuss artworks. To develop ability to

communicate knowledge, ideas and feelings through art. e. To develop artistic skills for creative use of leisure time. f. To overcome stereotyped images of the roles of men and women in the arts.

4. Emotional Growth

a. To develop every individual’s self-confidence and increase one’s feeling of self-worth and esteem.

b. To use the visual arts as a way of getting in touch with one’s feelings and needs. c. To offer all individuals another avenue for self-expression. d. To increase an individual’s flexibility of thought and action.

5. Manipulative and Technical Growth

a. To increase and develop large muscle, small muscle, eye-hand coordination and manipulative skills.

b. To explore the potentials and the limitations of various media. c. To explore the sequential process involved in various techniques.

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Time Allotment For a dynamic, creative art education program to be successful, sufficient time should be allocated

in the school day and it should be under the direction of a certified art specialist.

Time allotments will be based on school, teacher, student and grade level interests. It is

understood, however, that the students will experience all of the suggested areas. A minimum of

one period, under the direction of an art specialist, per week is recommended.

A period of 45 to 60 minutes is most desirable. Less than 45 minutes will not allow for studio type

activities. Since art classes are predominately activity centered, they require adequate time to

provide for; presenting and understanding historical eras and diverse cultures, working and

creating individual art works, developing proper skills for using tools and materials, organizing

classroom clean up, and reviewing concepts covered.

Assessment Art specialist will evaluate students in grades nine through twelve using the following criteria:

⎪ Participation

Teacher will make an assessment as to how well the student is prepared for class each day, attentiveness and energy to projects being created. Class participation follows through to project participation. Each student is expected to work to the best of their individual ability.

⎪ Project Performance

Students are expected to complete all projects assigned. Teacher will make an assessment as to students work based on their individual ability, following of directions, craftsmanship* and meeting the objectives of the given assignment.

⎪ Care, Use and Maintenance of Materials

Students will be evaluated on their use of tools and materials in the art room. Care and safety will be followed at all times. Students are expected to mirror the demonstrated application of tools and materials for expected outcome

* The ability to demonstrate pride and neatness in ones own work.

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Objectives

The objectives listed in each unit are repeated several times during a school year, giving the

students of Dumont the ability to approach the objectives at various maturity levels.

The four areas of study are: 1) Art History and Culture, 2) Creation and Performance, 3) Aesthetic

Application, 4) Critique and Responses, and these are incorporated into each unit. This gives the

art specialist the ability to focus and enhance areas of needed concentration. In addition, it allows

for the ability to bring in a discipline based art program that exposes the students to historical eras,

and cultural diversity.

When possible, the art curriculum may relate to other content disciplines. It is important however

to maintain the integrity of the units when designing these interdisciplinary lessons. By effectively

incorporating the art curriculum into other subject matter, students gain a deeper understanding of

the importance of the arts in our everyday lives.

This Drawing & Painting class, an advanced course, aims to give students the opportunity to

express themselves visually as fine artists.

Unit: Ellipse Perspective Grade Level: 10-‐-‐-‐12 Pacing Guide: 2 weeks Enduring Understanding:

Drawing & Painting Marking Period: 1

-‐-‐-‐art tools aid in the development of fine and gross motor skills -‐-‐-‐art tools allow for individual expression/style -‐-‐-‐art skills are a necessary part of life -‐-‐-‐art enables completed works exhibited inside and outside of the classroom -‐-‐-‐art creation develops critical thinking -‐-‐-‐art techniques are present in daily life -‐-‐-‐art allows for understanding of cultures -‐-‐-‐art can be assessed through discussion and critique -‐-‐-‐art can cause an intellectual and emotional reaction

Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Ellipse, contour, foreshortening, arc, viewpoint, eye level, horizon

Objectives: Students will be able to visually describe 4 viewpoints of a cylindrical object: eye level, above eye level, below eye level, and ground view.

Essential Questions: How do I visually communicate various viewpoints of a cylindrical object in a drawing? How can knowledge of ellipse perspective improve my drawings? Do artists always follow accurate perspective in their artworks?

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Standards: 1.1, 1.1.12.D.2 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3 1.4, 1.4.12.B.1, 1.4.12.B.2

Suggested Materials: Paper, ebony pencil, eraser, cylindrical objects (reference)

Suggested Activities: Preliminary brainstorming, collection of reference materials Practice techniques through rough sketches Critique of rough draft Powerpoint slides of related artwork, artists, historical art periods Complete final project, self-‐evaluation.

Resources: Dependent upon unit the following resources will be used: internet sites, various artists from the past and present, books/magazines, teacher examples, student examples, visuals/posters, digital images, laptop cart, iPads/Apps, SMART board, SMART notebook files.

Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments Extra time if needed Provide students with notes and study guides Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents Give positive reinforcement Visual Demonstration

Suggested strategies for ESL students: Allow student to use dictionary Verbal testing Extended time Repeat/rephrase directions and concepts for understanding Visual Demonstration

*Interdisciplinary connections: Perspective is a powerful tool that can assist artists in visually communicating a wide variety of ideas/feelings/views to an audience.

**Inclusion of 21st Century themes/skills: Critical thinking and problem solving Digital literacy through research and finding reference materials on the internet Innovating creative solutions to assignments Communication and interpretation through individual and group critique Personal management through organization, and completing assignment steps Social/global connections to today Awareness of the various careers in art

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Unit: Viewpoint Environment Drawing Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks

Enduring Understanding:



Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Ellipse, contour, foreshortening, arc, viewpoint, eye level, horizon, perspective manipulation.

Objectives: Students will be able to create an imaginary drawing of an environment that incorporates a cylindrical object in 4 viewpoints: above eye level, eye level, below eye level, and ground view.

Essential Questions: How do I visually communicate various viewpoints of a cylindrical object in a drawing of an environment? How can knowledge of ellipse perspective improve my drawings? Do artists always follow accurate perspective in their artworks?

How have artists of the past used perspective in their artworks? How have artists of the past used perspective manipulation to visually express themselves?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.4, 1.3.12.D.5 1.4, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2

Suggested Materials: Paper, ebony pencil, eraser, cylindrical objects (reference), environment reference photos.

Suggested Activities: Preliminary brainstorming, collection of reference materials Practice techniques through rough sketches Critique of rough draft Powerpoint slides of related artwork, artists, historical art periods Complete final project, evaluate/critique results


Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments Extra time if needed Provide students with notes and study guides Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents Give positive reinforcement

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Visual Demonstration


*Interdisciplinary connections: Perspective is a powerful tool that can assist artists in visually communicating a wide variety of ideas/feelings/views to an audience.


Unit: Contour Gesture Drawing from Life Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks




Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Ellipse, contour, foreshortening, viewpoint. Composition, personal expression/creativity

Objectives: Students will be able to draw various gestures (hands or other available live reference) from life using contour lines, arrange them in a dynamic composition, and add a creative element to the design.

Students will be able to demonstrate understanding of foreshortening in their drawings.

Essential Questions: How do I represent various gestures in a drawing using contour lines?

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What creative elements can add personality and originality to my drawing? How can foreshortening create the illusion of 3D on a flat paper. How do I arrange my gesture designs for an interesting composition? How have artists used gesture to communicate ideas/feelings/views to an audience?

Standards: 1.1, 1.2, 1.3, 1.4 A&B

Suggested Materials: Paper, ebony pencil, eraser, live reference (ex. hands)





*Interdisciplinary connections: The ability to visually represent a gesture is a powerful tool that can assist artists in visually communicating ideas/feelings/views to an audience. Interpreting an idea/feeling/view from a simple gesture improves ones ability to understand/communicate with others in all aspects of life. Gestures are present in all visual communication/art.


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Unit: Self-‐-‐-‐Portrait Grade Level: 10-‐-‐-‐12 Pacing Guide: 2 weeks



-‐-‐-‐Art tools aid in the development of fine and gross motor skills -‐-‐-‐Art tools allow for individual expression/style -‐-‐-‐Art skills are a necessary part of life -‐-‐-‐Art enables completed works exhibited inside and outside of the classroom -‐-‐-‐Art creation develops critical thinking -‐-‐-‐Art techniques are present in daily life -‐-‐-‐Art allows for understanding of cultures -‐-‐-‐Art can be assessed through discussion and critique -‐-‐-‐Art can cause an intellectual and emotional reaction

Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, and form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Facial measurements, contour, proportion, ¾ view, portrait

Objectives: Students will be able to draw themselves from life and achieve a likeness through paying attention to details and proportion.

Essential Questions: How can I achieve a likeness of my face in a drawing? How can I draw my features to look 3-‐-‐-‐dimensional on a flat drawing paper? How can line quality be used to express personality in a self-‐-‐-‐portrait? How have other artists represented themselves in drawing?

What can I learn about myself from drawing a self-‐-‐-‐portrait?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.3 1.4, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.2

Suggested Materials: Paper, ebony pencil, eraser, mirror

Suggested Activities: Preliminary knowledge of facial measurements Practice techniques through rough sketches Critique of rough draft PowerPoint slides of related artwork, artists, historical art periods complete final project, self-‐evaluation form



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*Interdisciplinary connections: The ability to visually represent ones self is a powerful tool that can assist artists in visually communicating ideas/feelings/views to an audience. Interpreting an idea/feeling/view from a self-‐-‐-‐portrait improves ones ability to understand/communicate with others in all aspects of life. Artists have created self-‐-‐-‐portraits to express ideas/feelings/view about a wide variety of life events.


Unit: Interpretive Self Portrait Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks




Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Facial measurements, contour, proportion, drawing manipulation, concept, portrait, abstract

Objectives: Students will be able to create an interpretive self-‐-‐-‐portrait from a variety of objective reference.

Essential Questions: How do I invent a concept for a self-‐-‐-‐portrait made using reference of objects? How do I manipulate drawings of objects to create a portrait showing 3 dimensions? What ways have artists represented themselves visually in the past? How do I use contour lines to effectively show volume in my drawing?

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What does my self-‐-‐-‐portrait and self-‐-‐-‐portrait with objects express about me? Is everything a self-‐-‐-‐portrait?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.4, 1.3.12.D.5 1.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2

Suggested Materials: Paper, ebony pencil, eraser, reference materials



Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments Extra time if needed Provide students with notes and study guides Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents Give positive reinforcement



*Interdisciplinary connections: Students will use reference material from a wide variety of subjects/events. For example, portraits have been created through visual reference of seasons, oceanography, cultures, objects (books, diamonds, automobile parts) etc. Students relate their understanding/connection to these concepts in their artwork.


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Unit: Shade and Tone Still Life Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks


Drawing & Painting Marking period: 2


Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Hue, intensity, value, shade, tint, light source, half tone, cast shadow, shadow core, reflect, highlight, chiaroscuro

Objectives: Students will be able to render a still life arrangement using shade and tone techniques.

Essential Questions: How do I use shade and tone to show 3 dimensions on a 2 dimensional paper? How does a light source help create depth in a drawing? How can knowledge of shade and tone improve my artwork?

How do I use a variety of weighted graphite pencils and eraser to show a 3 dimensional still life setup on a 2 dimensional paper? How have artists rendered still life arrangements in the past?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.5 1.4, 1.4.12.B.1, 1.4.12.B.2

Suggested Materials: 10 weighted graphite drawing pencils, eraser, paper, still life arrangement with spotlights, pencil sharpener



Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments Extra time if needed Provide students with notes and study guides Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents

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Give positive reinforcement Visual Demonstration


*Interdisciplinary connections: Students will develop shade and tone skills to improve visual communication about a wide variety of topics/situations.


Unit: Prompt: Personal Response Drawing Grade Level: 10-‐-‐-‐12 Pacing Guide: 4 weeks




Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Define the prompt. Brainstorm all the connections to the prompt and define if necessary.

Objectives: Students will create an artwork from a prompt to display at Dumont High School or in the community.

Essential Questions: Based on the prompt: Balance What does the word balance mean? What are the different types of balance? Ex. art concepts, ways of living, financial, nature, gymnastics? Do you feel your life is balanced? What is balanced, what is not balanced? What in the world is balanced, not balanced?

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Do you need balance to be happy?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.3, 1.3.12.D.4, 1.3.12.D.5 1.4, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3

Suggested Materials: Watercolor, colored pencil, pencil, paper.





*Interdisciplinary connections: Students will connect the prompt to their personal lives, past history, current events, or other.


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Unit: Trompe l oeil Painting Grade Level: 10-‐-‐-‐12 Pacing Guide: 4 weeks




Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Highlight, shadow, color mixing, warm colors, cool colors, dark, light, stylization, primary colors, secondary colors, intermediate colors, neutrals, color wheel

Objectives: Students will create and render a collage using Trompe l oeil acrylic paint techniques.

Essential Questions: How do I use Trompe l oeil acrylic paint techniques to show 3 dimensions on a 2 dimensional board? How do I use shadows and highlights to visually communicate volume? How do I use knowledge of warm, cool, light, and dark in painting to improve my color mixing skills?

How have artists use paint to render still life arrangements in the past? What are Vanitas? Why were Vanitas created? What do the objects/symbols in Vanita paintings represent? What objects would I place in my own personal Vanita?

Standards: 1.1 all 1.2 all 1.3 all 1.4 all

Suggested Materials: Clayboard, acrylic paint, brushes, palette, reference objects, glue

Suggested Activities: Preliminary brainstorming, collection of reference materials Create a collage Transfer collage to clayboard Render objects using concepts of light, dark, warm, and cool for color mixing Evaluate color mixing and painting technique, repaint/improve if needed Powerpoint slides of related artwork, artists, historical art periods Complete final project evaluation, self evaluation fom


Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments Extra time if needed Provide students with notes and study guides

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Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents Give positive reinforcement Visual Demonstration


*Interdisciplinary connections: Students will gain skills to accurately represent objects using Trompe l oeil techniques which will improve their ability to visually communicate about a variety of topics/situations. Students will understand the concept of a Vanita, how it relates to what was going on in history during that time period, and what modern artists are using to create Vanitas today. Students will brainstorm materials they would incorporate into a personal Vanita.


Unit: Group Paintings: Abstract, Non-‐-‐-‐Objective Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks



-‐-‐-‐Art tools aid in the development of fine and gross motor skills -‐-‐-‐Art tools allow for individual expression/style -‐-‐-‐Art skills are a necessary part of life -‐-‐-‐Art enables completed works exhibited inside and outside of the classroom -‐-‐-‐Art creation develops critical thinking -‐-‐-‐Art techniques are present in daily life -‐-‐-‐Art allows for understanding of cultures -‐-‐-‐Art can be assessed through discussion and critique -‐-‐-‐Art can cause an intellectual and emotional reaction

Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, and form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Impasto, transparent application, dry brush application, pointillism, hard-‐-‐-‐edge painting, mixed media, collage, knife painting, positive shape, negative shape, contour

Objectives: As a group, students will be able to use painting techniques to represent a concept in both an abstract (recognizable but not realistic), and non-‐-‐-‐objective (not able to recognize any identifiable objects) style.

Essential Questions: How do I use acrylic paint to represent a concept in an abstract and a non-‐-‐-‐objective style? Why do artists paint in abstract and non-‐-‐-‐objective styles?

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How have artists of the past painted in abstract and non-‐-‐-‐objective styles? What art styles interest me?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.4, 1.3.12.D.5 1.4, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3

Suggested Materials: Canvas, acrylic paint, mixed media, brushes, palette, reference material

Suggested Activities: Preliminary brainstorming, collection of reference materials Practice techniques through rough sketches Critique of rough draft PowerPoint slides of related artwork, artists, historical art periods complete final project, and evaluate/critique results

Resources: Dependent upon unit the following resources will be used: internet sites, various artists from the past and present, books/magazines, teacher examples, student examples, visuals/posters, digital images, laptop cart, iPods/Apps, SMART board, SMART notebook files.

Suggested strategies for Special Education Students: Modified tests/quizzes Simplified or alternative assignments extra time if needed Provide students with notes and study guides Reminders Repeat/rephrase directions and concepts for understanding Communicate with parents Give positive reinforcement



*Interdisciplinary connections: Students will gain painting skills, which will improve their ability to visually communicate about a variety of topics/situations. Students will improve their ability to interpret works of art and understand messages artists are communicating about a variety of topics/situations (ex. non-‐-‐-‐objective art was in part influenced by feelings resulting from WWII)

**Inclusion of 21sty Century themes/skills: Critical thinking and problem solving Digital literacy through research and finding reference materials on the internet Innovating creative solutions to assignments Communication and interpretation through individual and group critique Personal management through organization, and completing assignment steps Social/global connections to today Awareness of the various careers in art

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Unit: Surrealism Grade Level: 10-‐-‐-‐12 Pacing Guide: 3 weeks




Application of Formal and Informal Properties: Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Surrealism, size distortion, levitation, impossible juxtapositions, transparency, transformation, mystery, realism

Objectives: Students will be able to use surrealistic techniques to create an original painting.

Essential Questions: What techniques did the surrealist artists use? How do I use the surrealism techniques to create a painting? Why did the art movement Surrealism happen? What images will I use to create my surrealistic painting?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.4, 1.3.12.D.5 1.4, 1.4.12.A.1, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.A.4, 1.4.12.B.1, 1.4.12.B.2, 1.4.12.B.3

Suggested Materials: Canvas, acrylic paint, brushes, palette, reference material




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*Interdisciplinary connections: Students will understand the historical events that led to the evolution of surrealism.



Unit: Career Poster/Verbal Presentation Grade Level: 10-‐-‐-‐12 Pacing Guide: 2 weeks

Enduring Understanding: -‐-‐-‐art tools aid in the development of fine and gross motor skills -‐-‐-‐art tools allow for individual expression/style -‐-‐-‐art skills are a necessary part of life -‐-‐-‐art enables completed works exhibited inside and outside of the classroom -‐-‐-‐art creation develops critical thinking -‐-‐-‐art techniques are present in daily life

-‐-‐-‐art allows for understanding of cultures -‐-‐-‐art can be assessed through discussion and critique -‐-‐-‐art can cause an intellectual and emotional reaction

Application of Formal and Informal Properties: for poster design Elements: line, shape, texture, space, value, color, form Principles: balance, movement, pattern, emphasis, contrast, unity, rhythm Unit vocabulary: Career, careers in the following categories: advertising, fine art, design, education, fashion, crafts, drawing, community, living space, theater, art history

Objectives: Students will research an artistic career, create a poster to advertise the career, and give an oral presentation to the class. Students will learn about a variety of artistic careers available today.

Essential Questions: How can I use my creativity in a career? How have others used their creativity in careers? Where do I find information on careers I’m interested in? Why is it important to begin thinking about a career? How do I choose the right career for me? How can I prepare to make an interesting oral presentation?

Standards: 1.1, 1.1.12.D.1, 1.1.12.D.2 1.2, 1.2.12.A.1, 1.2.12.A.2 1.3, 1.3.12.D.1, 1.3.12.D.2, 1.3.12.D.3, 1.3.12.D.3, 1.3.12.D.4 1.4, 1.4.12.A.2, 1.4.12.A.3, 1.4.12.B.3

Suggested Materials: Posterboard, markers, glue, research websites

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Suggested Activities: Research career Rough sketch of poster design Critique of rough draft Complete final poster Create notecards of information for public speaking Rehearse oral report to peers




*Interdisciplinary connections:

Students will connect the assignment to careers available to them today. Careers relate to various areas: ex. medical illustration involves science


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Glossary Design Elements

1. Line ⎪ A line is a distinct mark made by pen, pencil, chalk or tool having length but little

breadth. ⎪ The basic element in creating a good design is line for it is line that delineates

shapes, encloses space, adds texture and value. Lines have values from light to dark and qualities such as thick, thin, jagged, wavy, etc.

⎪ Line also has the power to convey emotion by combining qualities, value, and placement in the composition. For example, horizontal lines are considered to be restful, vertical lines inspirational, and diagonal lines dynamic.

⎪ Line is often used in a larger sense when describing the essence of a work with an implication of rhythm, unity and balance. For example, one may speak of the lines of a building, the flowing lines of a dress, or the lines of a sculpture.

2. Shape ⎪ Shape is an enclosed area defined two dimensionally by boundaries. Shape can

be geometric or organic, positive or negative, simple or complex. 3. Form

⎪ Form is the existence of matter or objects in three-dimensional space. The draftsman and painter can create the illusion of mass, while the sculptor, architect, industrial designed and craftsman work directly with mass. Artists must consider the relationship of height, width, and depth relative to the media with which they work.

4. Space ⎪ Space, the intervening expanse or interval between areas or masses, exists in its

two dimensional or three dimensional aspects, flowing through and around mass, form and shape. On a flat picture plane, illusion of space and depth are created by placement of positive and negative shapes, by overlapping and by varying the size of shapes, by using value and color contrast, and by creating linear perspective. When working with three-dimensional forms, space and mass are interdependent, each delineating the other. Study of space as a design element can also deal with problems of open and congested space, deep and shallow space, personal space and space used to express subjective fantasy and optical illusion.

5. Value ⎪ Value is gradation of light. It enhances the quality as well as reveals the pattern

or design in a work of art. It helps to create the mood and expression of the subject.

6. Color ⎪ Color is the visual property dependent upon response to light, including the

attributes of hue, brightness and saturation. Colors, as sensations are the results of a sequence of processes including: the production of light by some source and the modification of the light by the illuminated object, the optics and physiology of the eye, and the physiology and psychology of the central nervous system.

⎪ Color Mixing of primary, secondary, tertiary colors using The Prang color wheel (Red Yellow and Blue).

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⎪ There are two ways of forming color: the additive process with light and the subtractive process with pigment.

7. Texture ⎪ Texture is the surface quality, real or implied, which helps to identify or describe

something. ⎪ Texture is known actually through touch and visibly through sight. ⎪ Textures can be soothing, pleasant and draw us to them. Others can be

abrasive, unpleasant and repelling. Pronounced textures attract attention. Subtle and smooth textures are quieter and more reserved.

⎪ The artist creates texture by the manipulation of lights and darks, choice of media and use of lines and colors. It is used to convey the characteristic surfaces of the subject matter and to create interest by variety, contrast and accent.

⎪ The artist incorporates the many possibilities for achieving different textural qualities with materials to clarify and enhance a visual statement.

Design Principles 1. Unity

⎪ Unity is the arrangement of individual parts or segments into a whole or complete design, which achieves and effect of wholeness or completeness.

2. Contrast ⎪ Contrast is the way in which things differ. It is used so that the effect of the total

project is heightened. Contrast may be natural or man-made; it is present in materials, in space and balance, time and motion, light and dark.

3. Balance ⎪ Balance is equalizing the weight, number, or position of shape or forms in two-

dimensional or three-dimensional composition. ⎪ The balanced arrangement and placement of the visual elements of a work of art

establishes a harmonious relationship of these elements within a given space. The three types of balance used in creative works of art are: formal or symmetrical balance, informal or asymmetrical balance and radial balance.

4. Pattern ⎪ Pattern is the repetition of design elements in a planned or random format.

5. Movement ⎪ Movement is created by organizing the elements in a way that directs the

viewer’s eye to the focal point. It is the path our eyes follow when we look at a work of art.

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6. Rhythm ⎪ It is continuous yet is not monotonous. It is carried through the composition in a

series of steps by means of lines, forms, values, hues, and intensities. ⎪ Rhythm can be regular or irregular in a work of art.

7. Emphasis ⎪ Emphasis is the forcefulness of expression that gives special importance to

certain aspects of objects, ideas or situations. ⎪ In art, emphasis is achieved by accentuating the various art elements in

combination or alone.

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