greenwich visual arts objectives art and nature … · greenwich visual arts objectives art and...

*Connecticut Arts Curriculum Framework-Content Standards in Visual Arts Copyright© Greenwich Public Schools Policy Studies in Education

Greenwich Visual Arts Objectives

Art and Nature High School

Media, Techniques and Processes 1. Uses a variety of types of drawing media purposely (e.g. pencil, marker, charcoal, oil pastel and pen & ink) (*1a) 2. Uses India ink and sticks to create a variety of line textures (*1a) 3. Paints a picture by blocking in the larger shapes first and then working towards the details (*1a) 4. Compares and contrasts the advantages and disadvantages of using different types of paints (e.g. watercolor and tempera) (*1a) 5. Paints with a variety of techniques (e.g. stippling, transparent overlapping, tinting, dry brush, wet-on-wet, scumbling) (*1a) 6. Follows a process for building up color slowly while painting (*1a) 7. Uses ink application and pressure techniques in the relief printing method of nature printing through a range of textures (e.g., leaves, wood, moss, grasses, flowers) (*1a) 8. Discusses how to choose the most appropriate and effective art materials and techniques for his or her artwork (*1b) 9. Designs and creates a 3-D sculpture using construction methods with a variety of materials (e.g. cardboard, newspaper, oaktag, masking tape, found objects, papier- mâché, pastercraft) (*1a) 10. Designs and creates a montage or collage that breaks down a landscape into basic shapes requiring careful paper manipulation (e.g. cutting, tearing, folding, curling, torn edges, scoring) (*1b, 2b) 11. Uses charcoal and the technique of smudging and layering to create the illusion of depth and light while working from natural objects (*1a) 12. Selects the most appropriate (*1a, 1b, 1d, 2c, 2e)


Greenwich Visual Arts Objectives Art and Nature

High School Elements and Principles 1. Draws outside from observation (e.g. plants, hills, trees, pond) using a variety of contour lines with expressive line quality (*2a, 2e) 2. Organizes the elements and principles to create a balanced composition (including formal, informal and radial compositions) in a 2-d work of art (*2b, 2c) 3. Identifies, discusses and uses color theory including the terms value, intensity, and hues (e.g. dull red versus primary red) (*2a, 2b) 4. Paints a picture from his or her imagination, with attention to the sophisticated use of media, color, space, composition, perspective and depth (*1a,1b, 3b) 5. Uses positive and negative space to create different compositions in the relief printmaking technique (*1a) 6. Analyzes given artworks from a variety of movements using appropriate vocabulary while discussing the elements and principles of art (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) (*2a, 2b) 7. Analyzes given artworks from a variety of historical periods using appropriate art vocabulary while discussing the elements and principles of art (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) (*2a, 2b) 8. Translates a concept into a 3-dimensional form by the use of additive or subtractive sculpting techniques (*2a, 2c, 2e) 9. Discusses how to choose the most appropriate and effective art materials and techniques for his or her artwork (*1b) 10. Applies an understanding of shape and form using a variety of materials in a collage format to compose a landscape from a personal experience (*1a, 2b) 11. Uses value to depict depth while drawing from observation using various media (e.g., pencil, charcoal, chalk) (*2a) 12. Selects the most appropriate composition from thumbnail sketches specifically drawn for the assigned project (*1a, 1b, 1d, 2c, 2e)



High School Content 1. Applies his or her personal visual interpretation to a painting and /or drawing from observation (*1a, 1b) 2. Begins to develop a personal style by the continued production of his or her studio artwork (*1a, 1b) 3. Begins to develop a sense of personal preference and aesthetic through the continued analysis of their own artwork and that of others (*3d, 5c) 4. Describes their own personal experience through the direction of developmentally appropriate concepts in their art-making (e.g., opinions on social issues, places and events of significance in their lives, experiences with family and friends, and other issues specific to adolescents) (*1c) History and Cultures 1. Compares and contrasts the contour drawings of Joseph Albers and Henri Matisse and discusses how their use of observation informed their work. (*4c) 2. Discusses the broad palette of color (e.g., many shades of blue) that the Impressionists used (e.g. Georges Seurat 1859-1891) (*4c) 3. Analyzes how the impressionists used color to represent light in their paintings (e.g., ClaudeMonet’s (1840-1926) Haystacks series painted at different times of the day) (*4a) 4. Compares and contrasts the use of line from different artworks and different cultural and historical contexts [e.g. ancient Chinese landscape drawings, Renaissance drawings (German artist, Albrecht Durer (1471-1528)], Dutch artist Vincent Van Gogh (1853-1890), and contemporary drawings, [(e.g. American artist, Romare Bearden (1911-1988)] (*4a, 4b, 4c, 5a)




6. Analyzes the drawings and techniques of Dutch artist Vincent Van Gogh (1853-1890) and his use of stippling, cross-hatching and cross-contours (*4c) 7. Analyzes examples of contemporary nature sculptures by British artist Andy Goldsworthy (1956- ) showing their use of line, color, form, value, and positive and negative space (*4c, 4d, 5a, 5b, 5c) 8. Analyzes Henri Matisse’s (1869-1954) use of abstraction in form, shape, negative and positive space in the context of his work with the collage medium (*4d, 5a, 5d) Evaluation 1. Judges the quality of an artwork by describing and evaluating it on specific art elements and design principles (e.g., the artist’s use of color, shape, form, movement) (*5c) 2. Judges the degree to which a given work is truly representative of its period (*5a) 3. Discusses a well-known artwork, using appropriate art vocabulary (e.g., judging the success of various art elements used, discussing whether it achieved its purpose, comparing it to other works by the same artist) (*4d, 5a, 5b) 4. Evaluates the artwork of his or her classmates, based on rubrics supplied by the teacher, in a group critique (*5c) 5. Evaluates his or her own artwork over time, based on rubrics supplied by the teacher (*5d) 6. Discusses ways to improve his or her technique in drawing, painting, and sculpting (*5d) 7. Writes about his or her own artwork, using appropriate art vocabulary (e.g., explaining the purpose, describing the process of creating the work, judging the success of the techniques used) (*5d) 8. Describes how specific art elements are used in his or own artworks and discusses their strengths and weaknesses (*5d)




Connections 1. Uses written assessments to describe and evaluate the learning and conceptual thinking behind his or her project (*6a, 6c) 2. Uses measurement in determining the correct proportions, widths and lengths for cutting mats to display his or her artwork (*6c) 3. Uses measurement in determining the correct proportions, widths and lengths for cutting mats to display his or her artwork (*6c) 4. Uses mathematical principles of geometry as they relate to the artistic concepts of perspective, proportion, symmetry, and length, width, and depth (*6a, 6c) 5. Uses observational skills to understand the characteristics and structures of nature as they relate to the artistic concepts of perspective, proportion, symmetry, and length, width, and depth (*6a, 6c) 6. Appreciates the works of artists from different historical and cultural contexts and how they reflect the ideas of their periods. (*6, 6c) 7. Uses empirical observation to record the characteristics and structures of objects (*6a, 6c) Aesthetic Appreciation 1. Believes that it is important to give his or her best effort in order to create artwork (*5d) 2. Wants to improve his or her technical skill in the arts (*5d) 3. Enjoys experimenting with new art techniques (*5d) 4. Enjoys reading art criticism and art history (*5a) 5. Appreciates the influence that one artist can have on another (*6b)



High School

6. Appreciates the great range of works that are considered to be art and the incorporation of aesthetics into everyday life (*6a, 6c) 7. Values the creative process used by artists in many fields (*6b) 8. Appreciates that art is an integral part of the human experience for all peoples (*2a) 9. Appreciates the enrichment that art brings to his or her own life experience (*3b)

greenwich visual arts objectives art and nature … · greenwich visual arts objectives art and...

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