media, techniques and processes - … · media, techniques and processes 1. ... purposely (e.g....

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

Greenwich Visual Arts Objectives Art Experience

High School

Media, Techniques and Processes 1. Uses varying degrees of pressure to create a broad range of line quality (*1a) 2. Uses a variety of types of drawing media purposely (e.g. pencil, marker, oil pastel and pen & ink) (*1a) 3. Uses India ink with a variety of techniques (e.g. contour, stippling, cross-hatching, wash) (*1a) 4. Paints a picture by blocking in the larger shapes first and then working towards the details (*1a) 5. Compares and contrasts the advantages and disadvantages of using different types of paints (*1a) 6. Paints with a variety of techniques (e.g. stippling, transparent overlapping, tinting, dry brush, wet-on-wet, scumbling) (*1a) 7. Follows a process for building up color slowly while painting (*1a) 8. Uses careful ink application and pressure techniques in a variety of printmaking methods using a range of tools (e.g. brayer, wooden spoon, brush) (*1a) 9. Discusses how to choose the most appropriate and effective art materials and techniques for his or her artwork (*1b) 10. Designs and creates a 3-D sculpture using careful construction methods with a variety of materials (e.g. cardboard, newspaper, oaktag, masking tape, found objects, papier- mâché, pastercraft) (*1a) 11. Understands how to use registration to print with more than one color (*1a) (full time only) 12. Uses tools safely in carving linoleum blocks (*1a) (full time only) 13. Designs and carves a linoleum block, with reduction, to use in making a series of prints, with attention to design principles (*1a, 2b) (full time only)


Greenwich Visual Arts Objectives

Art Experience High School

14. Designs and creates a montage or collage that communicates a personal message (e.g. about politics or social issues) that requires careful paper manipulation (e.g. cutting, tearing, folding, curling, torn edges, scoring) (*1b, 2b) (full time only) Elements and Principles 1. Draws from observation (e.g. landscape, still life, figurative) 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. Applies an understanding of varied viewpoints including bird’s-eye, worm’s-eye, close-up and far away when creating his or her drawings and paintings (*2b) 4. Identifies, discusses and uses color theory including the terms value, intensity, and hues (e.g., dull red versus primary red) (*2a, 2b) 5. Paints a picture from his or her imagination, with attention to the sophisticated use of media, color, space, composition and depth(*1a, 1b, 3b) 6. Uses positive and negative space to create different compositions using a variety of printmaking techniques (e.g. woodcuts, mono-prints, and rubber stamp) (*1a) 7. Analyzes given artworks from a variety of movements or 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. Designs and carves a linoleum block, with reduction, to use in making a series of prints, with attention to design principles (*1a, 2b) (full time only)



High School 11. Applies an understanding of shape and form using a variety of materials in a collage format to communicate a personal message (e.g. politics, social issues, and personal experience) (*1b, 2b) (full time only) 12. Uses value to depict depth while drawing from observation using various media (e.g. pencil, charcoal, chalk) (*1a, 2b) 13. Reviews 1-point perspective and introduces 2 point perspective (*1a) 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. Analyzes the development of the system of 1-point perspective in art during the Renaissance and its cultural implications by looking at artists from that period (e.g. Leonardo da Vinci’s The Last Supper, Masaccio’s The Holy Trinity, Pietro Perugino’s The Delivery of the Keys, Raphael’s ( Raffaello Sanzio) School of Athens (*4c, 4d, 5a, 5b, 6b, 6c) 3. Discusses the broad palette of color (e.g., many shades of blue) that the Impressionists used (e.g. Georges Seurat 1859-1891) (*4c)



High School 4. Analyzes how the impressionists used color to represent light in their paintings [e.g., Monet’s (1840-1926) Haystacks series painted at different times of the day] (*4a) 5. 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)], and contemporary drawings, [(e.g. American artist, Romare Bearden (1911-1988)] (*4a, 4b, 4c, 5a) 6. Analyzes the drawings and techniques of French artist Honore Daumier (1808-1926) and Dutch artist Vincent Van Gogh (1853-1890) and their use of stippling, cross- hatching and cross-contours (*4c) 7. Analyzes examples of 20th century sculptures showing the use of form, motion, positive and negative space and the historical context in the works of Louise Nevelson (1900-1988), Constantin Brancusi (1876-1957), Alexander Calder (1898- 1976), and Henry Moore (1898-1986) (*4c, 4d, 5a, 5b, 5c) 8. Discusses and considers Andy Warhol’s (1928-1987) use of multiple images in an historical and cultural context, including his printmaking techniques (*4a, 5a) (full time only) 9. 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) (full time only) 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, 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)



High School 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) (*5d) 8. Describes how specific art elements are used in his or own artwork and discusses their strengths and weaknesses (*5d) Connections 1. Uses written assessments to describe and evaluate the learning and conceptual thinking behind their projects (*6a, 6c) 2. Judges the effectiveness and influence of art in everyday life (e.g., advertisements, propaganda, media) (*6d) 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. Appreciates the works of artists from different historical and cultural contexts and how they reflect the ideas of their periods (*6b, 6c) 6. 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)



High School 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) 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 field (*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)

media, techniques and processes - … · media, techniques and processes 1. ... purposely (e.g....

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