introduction to the visual arts instructional …

INTRODUCTION TO THE VISUAL ARTS INSTRUCTIONAL COMPONENTS

Students will: ● Explain the rules and procedures of the art room ● Review concepts from eighth grade/Studio in Art curriculum ● Review Elements of Art and Principles of Design ● Recognize, define and use art vocabulary and phrases when discussing and describing art work ● Develop and use a sketchbook for concept building, writing exercises, and reflection ● Compare and contrast, why artists choose to work in either fine arts or crafts ● Discuss and research the variety of careers in art ● Clearly define rubrics, critiques, and assessments Students will begin a sketch

book/reflective journal as part of their

portfolio work. Students will produce

rudimentary sketches that reflect

knowledge of the Elements of Art and

Principles of Design. Students will include

writing that supports their concept building

and reflective process.

VOCABULARY

Croqui Proportion

Figure/gesture drawing Patent

Artistic license Artistic ownership

Critique Artist statement Assessments

Rubrics

Creative Crafts

ELA (9-12)

Math (Algebra I)

Math (Algebra II)

Math (Geometry)

NYS Next Generation Learning Standards

Art Talk, Chapter 14,

pgs. 388-409

ART HISTORY AND CULTURAL CONTRIBUTIONS

The historical significance of each art project will be an integral part of every lesson throughout the academic school year.

Students will be able to: ● Discuss historical significance of art in our lives ● Compare and contrast themes in artwork using historical and cultural context ● Research and discuss specific artists and how they have influenced culture and society ● Research and discuss specific careers associated with the visual arts, and specifically crafts (blacksmith, jeweler, garment worker, etc.) ● Apply research skills and strategies to create a biographical document on an artist or group of artists ● Demonstrate critiquing skills and strategies when looking at and talking about art ● Discuss diverse cultural traditions that have inspired art creation ● Compare and contrast diverse cultural groups and traditions that have inspired art creation Students will be able to recall and refer to at least 3 culturally significant aspects in art & crafts

from 3 art projects. Students will produce at least 1 artwork with a specific cultural reference at the

mastery level. Students will be able to complete 1 research-based project.

VOCABULARY

Indigenous art Folk art Cultural & Environmental contributions Purpose Community

TraditionForm vs. Function Craftsmen Craftsmanship Art criticism Timeline Aesthetic

Judgment Evaluate Analyze Describe

END OF YEAR EXPECTATIONS

• Incorporate, identify and discuss learned Elements and Principles in relation to subject

matter, themes, and art work

• Make decisions using Elements and Principles to effectively communicate their ideas

visually Use a variety of art materials and resources that are developmentally appropriate

• Select art materials that best achieve student’s artistic intent

• Create various art works based on conceptual imagery, social issues and current events

Think critically to solve problems independently during the creative process

• Describe, analyze, interpret and evaluate the art work of others

• Write reflections on their artistic process Write research-based essays that explore the life

of artists, art periods, movements, etc.

• Create work based on prior knowledge Reflect and analyze their own work and artistic

progress

• Observe, analyze, and evaluate art work in small and large groups

• Write reflections based on their own artistic process, progress, thoughts, concepts and

accomplishments

• Develop research-based essays that explore the life of artists, art periods, movements, etc.

• Reach mastery in art skills, application of art techniques, use of academic art vocabulary,

and concept building

Creative Crafts

ASSESSMENT AND PORTFOLIO REVIEW

Students will be able to: ● Complete all projects that may have been assigned ● Participate in a collaborative artistic display ● Explain and discuss how they created their artwork ● Relate and reference their artwork to art history ● Reflect on the meaning or their feelings about their work verbally and through writing ● Explain how their student portfolio was assessed Students should have produced at least 6 art pieces for their portfolio indicating mastery of all

curriculum components of Creative Crafts. Students will have completed and included their

sketchbooks/reflective journals as part of their portfolio. The portfolio should include evidence of

the techniques, concepts, cultural connections, art history, and thinking skills developed through

instruction over the year.

VOCABULARY

Portfolio

Collection

Reflection

Exhibition

Digital portfolio

Assessment

Rubric

Matting

Mounting

Craftsmanship

Studio in Art Creative Crafts

PRINTMAKING

Objectives

● Practice techniques that are unique to

printmaking

● Explore ways to use unconventional

materials to create a variety of prints using

traditional printmaking tools

● Observe, analyze, and discuss printmaking,

including etching, photo silkscreen,

monoprinting, Gelli printing

● Develop concepts based on the Elements

of Art and Principles of Design

● Apply printmaking techniques that will

produce an edition of 5 prints inspired by a

specific culture or cultural event

● Incorporate self-developed concepts in art

work

Outcomes

Students will produce at least 1 edition of 5 prints that interprets a specific culture at the

mastery level, indicating ability to effectively use Elements of Art and Principles at the end

of this unit.

Print Series

Editions

Carving

Etching

Pattern

Block

Linoleum

Wood blocks

Silkscreen

Stencil

Photo silkscreen

Gelli prints

Squeegee

Text - Experience Printmaking

(Anderson, Donna)

Artist

West African/Adinkra Cloth


PAPER MAKING, BOOK

ARTS & JOURNALS

Objectives

● Discuss historical and cultural significance of

papermaking and bookmaking

● Develop concepts based on diverse cultures using the

Elements of Art and Principles of Design

● Observe, analyze, and discuss papermaking and

bookmaking arts

● Use materials and practice techniques that are unique

to papermaking and bookmaking

● Identify and use a variety of book making materials

(book linen, waxed thread, binders, etc.)

● Identify and use a variety of tools used in bookmaking

arts (bone tool, awl, paper press, etc.)

● Examine various types of paper and books and

discuss how they are made

● Apply papermaking techniques and paper dyeing

techniques that will be incorporated into pages in a

handmade book

● Create a handmade book that utilizes binding and

sewing techniques

● Incorporate self-developed concepts in art work

Outcomes

Students will produce at least 1 papermaking product and 1 handmade book that includes independently created and/or dyed paper at the

mastery level, indicating an ability to effectively use Elements of Art and Principles at the end of this unit.

Book arts

Papermaking

Fibers

Deckle

Pulp

Couching

Signature

Binding

Bound

End sheets

Screens

Felts

Pigment

Bone folder

Marbling

Suminagashi

Decoupage

Adhesive

Construction

Beginning Sculpture,

Chapter 6, pgs. 137-141;

Chapter 6, pgs. 158-159

Artist:

Barbara Wildenboer


PLASTER AND

PLASTER GAUZE

Objectives ● Discuss historical and cultural significance of plaster, fresco, and papier maché ● Observe, analyze, evaluate, and discuss techniques and purposes of frescoes and other related art ● Develop concepts based on diverse cultures using the Elements of Art and Principles of Design ● Identify and use materials, tools, and techniques that are unique to either plaster, fresco or papier maché ● Apply plaster, fresco or papier maché techniques to create a product reflective of a particular culture or cultural event ● Incorporate self-developed concepts in art work

Outcomes

Students will produce at least 1 plaster, fresco, or papier maché product individually or in small group that

is reflective of a specific culture/cultural event at the mastery level, indicating an ability to effectively use

Elements of Art and Principles at the end of this unit.

Plaster Plaster gauze Papier maché Fresco Venetian plaster Murals Relief Base Proportion Additive Subtractive 3-D Sculpture Free standing Carving

Beginning Sculpture,

Chapter 4, pgs. 81-101;

Chapter 6, pgs. 136-139

Artist

George Segal


CLAY

Objectives

● Observe, analyze, evaluate, and

discuss how pottery and ceramics is

used throughout history and in various

cultures

● Develop concepts based on diverse

cultures using the Elements of Art and

Principles of Design

● Identify and use materials, tools, and

techniques that are unique to clay

● Create and produce an art product in

clay that is reflective of a particular

culture or cultural event

● Incorporate self-developed concepts in

art work

Outcomes

Students will produce at least 1 clay product that is reflective of a specific culture/cultural event at the mastery

level, indicating an ability to effectively use Elements of Art and Principles at the end of this unit.

Potter’s wheel

Kiln

Bisque

Raku

Greenware

Throw

Coil

Sgraffito

Intaglio

Slip

Glaze

Leather hard

Score

Underglaze

Slab

Hand build

Wedging

Experience Clay

(Mackey, Maureen)

Artist:

Chinese Emperor Qin Shi

Huang’s Terracotta Army


METAL, GLASS & WOOD

Objectives

● Observe, analyze, evaluate, and discuss

the historical and cultural significance of

art created with metals, glass, and wood

● Develop concepts based on diverse

cultures using the Elements of Art and

Principles of Design

● Identify and use materials, tools, and

techniques that are unique to metals,

glass and wood

● Create and produce an art product using

metals, glass and/or wood that is reflective

of a particular culture or cultural event


art work

Outcomes

Students will produce at least 1 art product using metals, glass and/or wood that is reflective of a specific

culture/cultural event at the mastery level, indicating an ability to effectively use Elements of Art and Principles at

the end of this unit.

Metals

Glassblowing

Carpentry

Wood carvings

Jewelry

Pattern

Motif

Symmetry

Asymmetry

Repoussé

Chasing

Appliqué

Mosaic

Stained glass

Coping saw

Enameling

Casting

Beginning Sculpture, Chapter 6,

pgs. 126-135

Artist

Tiffany Glass


FIBER ARTS

Objectives

● Observe, analyze, and discuss fiber

arts, including weaving, basketry, fashion

design, etc. found throughout various

cultures

● Practice techniques that are unique to

fiber arts

● Explore ways to use unconventional

materials to weave, sew, or embellish a

piece of art

● Develop concepts based on the

Elements of Art and Principles of Design

● Apply fiber arts techniques that will be

incorporated into a functional/wearable

product that interprets and is inspired by

a specific culture or environment


art work

Outcomes

Students will produce at least 1 functional fiber arts product inspired by a culture or environment at the mastery

level, indicating an ability to effectively use Elements of Art and Principles at the end of this unit.

Embellish

Weaving

Weft

Warp

Loom

Coiling

Stitchery

Shuttle

Overlap

Line

Garment

Patterns

Fibers

Fabrics

Embroidery

Batik

Dye

Shibor

Art Talk, Chapter 4, pgs.

86-87; Technique Tips,

pgs 436-440

Artist:

Navajo Weaving

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