Art Curriculum Bilingual Schools Las Arenas

download Art Curriculum Bilingual Schools Las Arenas

of 39

Transcript of Art Curriculum Bilingual Schools Las Arenas

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    1/39

    Art Standards/Objective/Contents

    Year 7/8

    STANDARD 1: Responding to Art History

    Students understand the historical contributions and cultural dimensions of the visual arts. Students analyse the role and development of the visualarts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

    STANDARD 1.1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental,technological, and economic issues.

    STANDARD 1.2: Students recognize the significant works of Western and non-Western art and understand the chronological development of artmovements.

    ContentsObjectives

    Concepts Skills 1.1 Students understand the significance of visual art in

    relation to historical, social, political, spiritual,environmental, technological and economic issues.

    The students will be able to:1.1.1 Analyse the relationship between a work of art

    and the history, geography, and technology of the culture, and identify what, when, where, and

    by whom the work was made.

    1.1.2 Identify the icons in contemporary works and

    analyse how icons reflect the culture.

    1.2 Students recognize the significant works of Western andnon-Western art and understand the chronologicaldevelopment of art movements.

    The students will be able to:1.2.1 Identify and be familiar with a range of works of

    art from major periods identifying artist, culture,style, and aspects from the historical context of the work.

    1.2.2 Identify distinguishing characteristics of style inthe work of individual artists and art

    ENDURING UNDERSTANDING:Students will understand that: responding to arthistory connects them with different cultures andtimes periods.ESSENTIAL QUESTION:1. How has the relationship between technology,history, geography, and economy been reflectedin the art and iconography of a culture?

    The line:o Art Nouveauo Impressionismo OP-Arto Bauhaus

    The dot:o Impressionismo Pointillism o Pop-Arto OP-Art

    Texture:o Artificial / Naturalo Visual / Tactile o Photorealismo Synthetic Cubismo Dadaismo Grattage

    Can describe how space is representedin different art movements/cultures.

    Can describe how lines are used indifferent art movements.

    Can describe how dots are used indifferent art movements.

    Can describe how texture is used indifferent art movements.

    Can identify a range of works of art.

    Can describe the aesthetics of different artistic, realistic andabstract styles.

    Can describe how a theme has beentreated in art over a period of time.

    Can distinguish characteristics of style

    in the work of individual artists andart movements.

    Can distinguish features of artworks

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    2/39

    Art Standards/Objective/Contentsmovements.

    1.2.3 Identify and compare works of art and artifactsfrom major periods on a chronological time line.

    1.2.4 Compare selected works of art from a cultureand describe how they have changed or notchanged in theme and content over a period of time

    o Frottage

    Space:o Relationship between planeso Distortiono Overlpappingo Change in Sizeo Transparencyo Intersectiono Light- Shadow-Volumeo Value

    The line:o Art Nouveauo Impressionismo OP-Art

    Montage:o Papier Collso Dadaismo Cubismo Photomontage

    that locate them in a particular time, place or culture.

    Can analyse the characteristics and

    role of art in different culturalcontexts.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    3/39

    Art Standards/Objective/Contents

    Year 7/8

    STANDARD 2: Responding to Art: ARTISTIC PERCEPTION

    Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive andrespond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

    STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts .

    ContentsObjectivesConcepts Skills

    2.1 Students describe, analyse, and interpret works of art andartifacts.

    The students will be able to:2.1.1 Analyse the artists use of sensory, formal,

    technical, and expressive properties in a work of art for meaning.

    2.1.2 Construct meaning and support well-developedinterpretations of works of art with evidence fromthe work, personal response, and research.

    2.1.3 Use appropriate art vocabulary.

    2.1.4 Describe personal observations about the contentand structure of art works.

    2.1.5 Describe how the organisation of art workscommunicates ideas and feelings.

    2.1.6 Identify and describe all the elements of art foundin selected works of art (e.g., color, shape/form,line, texture, space, value).

    2.1.7 Discuss works of art as to theme, genre, style,idea, and differences in media.

    2.1.8 Describe how artists can show the same theme byusing different media and styles.

    2.1.9 Analyse the use of Art Elements and Principles of

    ENDURING UNDERSTANDING:Students will understand that: responding to artcriticism fosters skills of informed judgement.

    ESSENTIAL QUESTIONS:1. How do the sensory, formal, technical, andexpressive properties in a work of art help a

    person to analyse artworks and sometimes hinder the pursuit of its meaning?2. How does one construct a personal response toa work of art based solely on subject matter,media, and expression?

    Shapes:o Open / Enclosedo Popsitive / Negativeo Regular / Irregular

    Types of Images:o Representative / Abstracto Visual /artistico Symbolic

    The line:o Tension lineso Expressive qualityo Shadingo Decorative elements

    The dot:o Composing elemento Shading o Expressive quality

    Can understand and analyse therelationship of proximity and distance

    between flat shapes.

    Can understand and analyse light andshade relationships between shapesand objects.

    Can identify visual elements thatmake up images in our daily visualenvironment and in works of art.

    Can identify texture as a predominantconstructing element.

    Can value the aesthetic qualities of images in our visual environment andshow interest in understanding themessages they transmit.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    4/39

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    5/39

    Art Standards/Objective/Contents

    Year 7/8

    STANDARD 3: Responding to Art: AESTHETIC VALUING

    Students respond to, analyse, and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,including their own, according to the elements of art, the principles of design, and aesthetic qualities.

    STANDARD 3.1: Students identify and apply criteria to make informed judgements about art. ContentsObjectives

    Concepts Skills 3.1 Students identify and apply criteria to make informed

    judgements about art.

    The students will be able to:3.1.1 Identify a variety of criteria used to judge works

    of art across cultures.

    3.1.2 Understand that personal preference is one of many criteria used in determining excellence inworks of art.

    3.1.3 Construct and describe plausible interpretationsof what they perceive in works of art.

    3.1.4 Identify and describe ways in which their culture

    is being reflected in current works of art.

    3.1.5 Interprete the plastic value of visual and tactiletexturas.

    3.1.6 Identify and describe ways in which their cultureis being reflected in current works of art.

    3.1.7 Develop specific criteria as individuals or ingroups to assess and critique works of art.

    ENDURING UNDERSTANDING:Students will understand that: responding to artcriticism fosters skills of

    informed judgement.ESSENTIAL QUESTIONS :1) How can one value an artwork one does notlike?2) What criteria can one use to value art?

    Study of the graphic expressive effects of forms and images.

    Interpretation of the plastic value of naturaland artificial textures.

    Interpreting images:o Visual Analysiso Objective Analysiso Subjective Analysis

    o Catalogue figures,shapes and objects.

    o Describe characteristcsand functions of components

    Conceptual Principles of Design/ Elements of Art Texture as an expressive element that

    structures forms and images The expressiveness of the visual elements of

    an image.

    Can give a plausible interpretation of what they perceive in a work of art.

    Can identify a variety of criteria usedto judge works of art.

    Can describe how the use of the principles of design and elements of art affects the interpretation of anartwork.

    Can analyse the expressive values of the lines and textures of image s.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    6/39

    Art Standards/Objective/ContentsYear 7/8

    STANDARD 4: CREATING ARTStudents apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

    STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.STANDARD 4.3: Students develop and apply skills using a variety of two dimensional and three-dimensional media, tools, and processes to

    create works that communicate personal meaning.STANDARD 4.4: Students reflect on, revise, and refine work using problem solving and critical thinking skills.

    ContentsObjectives

    Concepts Skills 4.1 Students observe, select, and utilize a range of subject

    matter, symbols, and ideas in their work.

    The students will be able to:4.1.1 Demonstrate the ability to utilize personal

    interests, current events, media or techniques assources for expanding their artwork.

    4.1.2 Discriminate and select from a variety of symbols, subject matter, and ideas to clearlycommunicate ideas.

    4.1.3 Demonstrate the ability to experiment withideas in making and presenting art works.

    4.2 Students understand and apply elements and principles of design effectively in their work.

    The students will be able to:4.2.1 Apply elements (line, shape, form, texture,

    color, value, and space) and principles(repetition, variety, rhythm, proportion,movement, balance, emphasis, and unity) inwork that effectively communicates their ideas.

    4.2.2 Identify and discriminate between types of shape (geometric and organic), colors (primary,secondary, intermediates, neutrals, tints,

    ENDURING UNDERSTANDING:Students will understand that: creating artinvolves a variety of strategies that will be usedto communicate personal meaning and self-expression.

    ESSENTIAL QUESTIONS:1. What are the elements and principles of art andhow do they guide and establish personalexpression when creating art?2. What is the importance of symbols, icons,ideas, and subject matter increating a personal statement in art?3. What roles do critical thinking and problemsolving skills play in thecreation and refinement of ones own work?

    Medias:o Drawingo Papiers collso Collageo Paintingo Printingo Sculptingo Grattageo Frottageo Illustration

    Experiments with different materialsto obtain specific textures.

    Expresses oneself using theexpressive characteristics of thevisual elements of an image.

    Differentiates between the variety of natural and artificial textures of surfaces and to produce textures byrubbings/frottages of diversematerials.

    Uses the rubbing and sgraffitotechnique to express oneself usingvisual language elements.

    Experiments with the possible usesand graphic effects of differentsurfaces.

    Applies types of points, lines, planesand textures in personal images andrecognise their use in other compositions.

    Experiments with the expressive possibilities of line and texture,

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    7/39

    Art Standards/Objective/Contentstones, shades, and values), line (characteristics,quality), textures (tactile and visual), and space(background, middle ground, foreground,

    placement, perspective, overlap, negative,

    converging lines positive, size, color), balance(symmetrical, asymmetrical, radial) and the useof proportion, rhythm, variety, repetition, and

    movement in their work and works of others.

    4.2.3 Develop skill in using mixed media whileguided by a selected principle of design.

    4.3 Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and

    processes to create works that communicate personalmeaning.

    The students will be able to:4.3.1 Utilize the visual characteristics and expressive

    features of a given medium to enhance meaningin their work.

    4.3.2 Demonstrate appropriate use of different media,techniques, and processes to communicatethemes and ideas in their work including:drawing, painting, printmaking, ceramics,sculpture/ architecture/jewelry, fibers, mixedmedia and new media.

    4.3.3 Produce art that demonstrates refinedobservational skills in drawing from life.

    4.3.4 Select specific media and processes to expressmoods, feelings, themes, or ideas.

    4.3.5 Use various observational drawing skills todepict a variety of subject matter.

    4.3.6 Apply the rules of two-point perspective increating a thematic work of art.

    4.3.7 Create a drawing, using varying tints, shades,

    Photomontage techniques. Combining and manipulating images. The expressive possibilities of line and

    texture. The dot and line as structuring elements of

    space, shadow and the colour of shapes andimages.

    Representation of space and volume on twodimensional supports.

    Shapes:o Open / Enclosedo Popsitive / Negativeo Regular / Irregular

    The line:o Tension lineso Expressive qualityo Shadingo Decorative elements

    The dot:o Composing elemento Shading o Expressive quality

    Texture:o Artificial / Naturalo Visual / Tactile

    Space:o Relationship between planeso

    Distortiono Overlpappingo Change in Sizeo Transparencyo Intersectiono Light- Shadow-Volumeo Valueo Proximity/Distance between

    Shapes.

    procedures and techniques.

    Represents space and volumeartistically on two dimensional

    supports.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    8/39

    Art Standards/Objective/Contentsand intensities.

    4.3.8 Demonstrate safe and proper use, care, andstorage of media, materials, and equipment.

    4.3.9 Develop increasing skill in the use of at leastthree different media.

    4.3.10 Use different forms of perspective to show theillusion of depth on a two-dimensional surface.

    4.3.11 Develop skill in mixing paints and showingcolor relationships.

    4.4 Students reflect on, revise, and refine work using problemsolving and critical thinking skills.

    The students will be able to:4.4.1. Demonstrate evidence of reflection,

    thoughtfulness, and care in selecting ideas andcompleting work.

    4.4.2. Identify and apply criteria for assessment in their work, in peer critiques, and in self-assessment.

    4.4.3 Combining and manipulating images to create acomposition with its own meaning.

    4.4.4 Create increasingly complex original works of art reflecting personal choices and increasedtechnical skill.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    9/39

    Art Standards/Objective/Contents

    Year 7/8STANDARD 5: INDIVIDUALITY AND ORIGINALITYStudents exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

    STANDARD 5.1: Students create original works of art.STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

    ContentsObjectives

    Concepts Skills 5.1. Students create original works of art.

    Students will be able to:5.1.1 Students exhibit individuality in the

    selection of subject and media in order to communicate meaning and intent inoriginal works of art.

    5.1.2 Students exhibit individuality in theapplication of media.

    5.2. Students exhibit individuality in the interpretation andappreciation of images.

    Students will be able to:5.2.1 Exhibit individuality in the

    interpretation and appreciation of

    images.

    ENDURING UNDERSTANDING:Students will understand that : In order to getoriginal works, one must take decisions and andshow individuality.

    ESSENTIAL QUESTIONS:1.What does one want to show?2. How could one achieve it?3. What effects does one like?

    Can choose subject and mediaaccording to intented meaning/presentation of the artwork.

    Can apply media in a individual way. Can exhibit individuality in the

    interprestation and appreciation of images.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    10/39

    Art Standards/Objective/ContentsYear 9

    STANDARD 1: RESPONDING TO ART HISTORYStudents understand the historical contributions and cultural dimensions of the visual arts.

    Students analyse the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates tothe visual arts and artists.

    STANDARD 1.1 : Students understand the significance of visual art in relation to the historical, social, political, spiritual, environmental,technological, and economic issues of the time.

    STANDARD 1.2 : Students recognize significant works of Western and non-Western art and understand the chronological development of artmovements.

    ContentsObjectives

    Concepts Skills 1.1 Students understand the significance of visual art in

    relation to historical, social, political, spiritual,environmental, technological and economic issues.

    The students will be able to:1.1.1 Analyse the relationship between a work of art

    and the history, geography, and technology of the culture, and identify what, when, where, and

    by whom the work was made.

    1.1.2 Identify the icons in contemporary works and

    analyse how icons reflect the culture.

    1.1.3 Research and compare works of art to identifysimilarities and differences in function and

    purpose.

    1.1.4 Identify, compare, and contrast themes,symbols, and ideas that represent variouscultural groups.

    1.1.5 Compare and contrast works of art from various periods, styles, and cultures and explain howthose works reflect the society in which they

    1.1.6 Research and describe how art reflects cultural

    ENDURING UNDERSTANDING:Students will understand that: responding to arthistory allows students to make connections todifferent cultures and time periods.

    ESSENTIAL QUESTIONS:1. How do history, politics, and technology affectthe creation of a work of art and why it wasmade?2. What is the importance of symbols, icons,ideas, and subject matter in creating a personal

    statement in art?3. What is the function of art in different cultures?4. How do a cultures beliefs and customs affectthe art that is produced?

    Colour in art and artistic movements.

    Observing and analysing colour in worksof art.

    Appreciating the cultural function of artistic images throughout history

    The line:o Art Nouveau

    Can describe how space is represented indifferent art movements/cultures.

    Can describe how lines are used indifferent art movements.

    Can describe how colour is used indifferent art movements.

    Can describe how texture is used indifferent art movements.

    Can identify a range of works of art.

    Can describe the aesthetics of differentartistic, realistic and abstract styles.

    Can describe how a theme has beentreated in art over a period of time.

    Can distinguish characteristics of style inthe work of individual artists and artmovements.

    Can distinguish features of artworks thatlocate them in a particular time, place or culture.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    11/39

    Art Standards/Objective/Contentsvalues in various traditions throughout theworld.

    1.2 Students recognize the significant works of Western and

    non-Western art and understand the chronologicaldevelopment of art movements.

    The students will be able to:1.2.1 Identify and be familiar with a range of works

    from major time periods of Western artidentifying artist, culture, style, and aspectsfrom the historical context of the work.

    1.2.2 Demonstrate an understanding of the ways inwhich art works are made in particular cultural

    and historical contexts.

    1.2.3 Distinguish features of art works that locatethem in a particular time, place or culture.

    1.2.4 Research and identify how changes in beliefs,customs, and technology affect artists styles of work.

    o Impressionismo OP-Arto Bauhaus

    The dot:o Impressionismo Pointillism o Pop-Arto OP-Art

    Texture:o Artificial / Naturalo Visual / Tactile o Photorealismo Synthetic Cubismo Dadaismo Grattageo Frottage

    Space:o Cubismo Renaissanceo One/Two-point perspectiveo Distortiono Overlpappingo Change in Sizeo Transparencyo Light- Shadow-Volumeo Value Intersectiono

    The line:o Art Nouveauo Impressionismo OP-Art

    Montage:o Papier Collso Dadaismo Cubismo Photomontage

    Can analyse the characteristics and roleof art in different cultural contexts.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    12/39

    Art Standards/Objective/ContentsYear 9

    STANDARD 2: Responding to Art: ARTISTIC PERCEPTION

    Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive andrespond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

    STANDARD 2.1: Students describe, analyse, and interpret works of art and artifacts.

    ContentsObjectives

    Concepts Skills 2.1 Students describe, research, and interpret works of art and

    artifacts.

    The students will be able to:2.1.1 Analyse the artists use of sensory, formal,

    technical, and expressive properties in a work of art.

    2.1.2 Construct meaning and support well-developedinterpretations of the work with personalresponse, research, and properties in the work.

    2.1.3 Describe the environment and selected works of art, using the elements of art and the principlesof design.

    2.1.4 Identify and describe the ways in which artistsconvey the illusion of space (e.g., placement,overlapping, relative size, atmospheric

    perspective, and linear perspective).

    2.1.5 Analyse and describe how the elements of artand the principles of design contribute to theexpressive qualities of their own works of art.

    2.1.6 Explain the intent of a personal work of art anddraw possible parallels between it and the work of a recognized artist.

    2.1.7 Analyse the form (how a work of art looks) and

    ENDURING UNDERSTANDING:Students will understand that: responding to artfosters skills of informed judgement

    ESSENTIAL QUESTIONS:1. How do the sensory, formal, technical, andexpressive properties in a work of art help one toanalyse artworks?2. How does one construct meaning whenexamining artwork based solely upon propertiesfound in the work such as subject matter, media,expression, and style and defend those choices?3. What is the role of the art critic?

    Colour:o Element of visual language o Creating colour.o Coloured light.o Coloured Pigments. o Primary and secondary lights o Primary and secondary

    pigments o Colour as a means of

    expression. o The perception of colour.

    Altering the attributed colour.

    o Colour contrasts o Colour triangle and colour harmony

    o Emotional quality of colour.

    Can describe how the organisation of artwork communicates ideas andfeelings.

    Can identify and describe scale(proportion) as applied to two-dimensional and three-dimensionalworks of art.

    Can describe personal observationsabout the content and structure of artworks.

    Understands and uses linear perspectiveas a way to represents objects.

    Recognises the similarities betweenlinear perspective and the human eye.

    Recognises the importance of geometricdrawings for constructing andconfiguring more complex figures.

    Understands the origin of colour andhow objects reflect or absorb white light.

    Understands the physics and chemistryof colour in order to comprehend its

    optical nature. Recognises and differentiates between

    coloured lights and colour pigments.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    13/39

    Art Standards/Objective/Contentscontent (what a work of art communicates) of works of art.

    Art elements, principles and concepts Space

    o Representation of space andobjects.

    o The distortion technique:obliqueness, figure size, figurecolour and spaces.

    o The overlapping principle.o Types of linear perspective.o Placement of basic elements in

    linear perspective.o Cubism and its use of

    perspectiveo Measurement relationships

    The line:o

    Art Nouveauo Impressionismo OP-Arto Bauhaus

    Develop Perceptual Skills and Visual ArtsVocabulary

    Identifies the primary and secondarylights and explore how they influencethe appearance of objects.

    Recognises and uses representation processes for spaces and objects as away to create visual art compositions.

    Knows the fundamental theories of linear perspective.

    Observes and analyses colour in worksof art.

    Makes connections between the colours

    of an art work and its emotional quality.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    14/39

    Art Standards/Objective/Contents

    Year 9STANDARD 3: Responding to Art: AESTHETIC VALUING

    Students respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,including their own, according to the elements of art, the principles of design, and aesthetic qualities.

    STANDARD 3.1: Students identify and apply criteria to make informed judgements about art.

    ContentsObjectives

    Concepts Skills 3.1 Students identify and apply criteria to make informed

    judgements about art.

    The students will be able to:3.1.1 Expand on and use appropriate art vocabulary.

    3.1.2 Identify and define the role of the art critic.

    3.1.3 Apply criteria in making informed judgementsabout works of art and defend those judgments

    3.1.4 Analyse the artists use of sensory, formal,technical, and expressive properties in a work of art.

    3.1.5 Construct meaning and support well-developedinterpretations of the work with personalresponse, research, and properties in the work.

    3.1.6 Take an active part in a small-group discussionabout the artistic value of specific works of art,with a wide range of the viewpoints of peers

    being considered.

    3.1.7 Develop and apply specific and appropriatecriteria individually or in groups to assess andcritique works of art.

    3.1.8 Identify what was done when a personal work of art was reworked and explain how those

    ENDURING UNDERSTANDING:Students will understand that: responding toaesthetics affects their

    personal lives in reference to the significance,value, and preference in art.ESSENTIAL QUESTIONS:1. How does learning about aesthetics allow oneto refine personal responses to artworks and toform hypotheses about their purpose?2. What is the nature of art, and what value does ithave for society?3. How does one learn to value art that he/shedoesnt like?

    The purpose and function of images. Graphic design in publicity. The language of comics. Still image media and moving image media. Factors leading to visual communication. The purpose and function of images. Visual perception: the relationship between

    forms and their surroundings. Narrative art. Layout of book covers. Narrating stories through comics.

    Recognises and uses additive mixturesto analyse the effects light has ondifferent objects and spaces.

    Can communicate to others the differentvisual sensations perceived as effects of colour.

    Can interpret still images and understandtheir messages.

    Can interpret action images and applythem to stories told through the languageof comics.

    Uses the language of comics to analyseimages.

    Recognises media that transmitmessages through still or movingimages.

    Is familiar with narrative art Understands the purpose and function of

    images. Can transfer a narrative into an image. Can analyse book covers. Can interpret messages transmitted by

    different visual images and classifyingthem according to their purpose.

    Values the aesthetic, plastic andcommunicative qualities of images.

    Shows individuality in the interpretationand appreciation of images.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    15/39

    Art Standards/Objective/Contentschanges improved the work.

    3.1.9 Review, modify and evaluate their work,reflecting critically on its quality as it

    progresses.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    16/39

    Art Standards/Objective/Contents

    Year 9

    STANDARD 4: Creating Art Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

    STANDARD 4.1: Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.STANDARD 4.3: Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to create works that

    communicate personal meaning.STANDARD 4.4: Students reflect on, revise, and refine their work using problem solving and critical thinking skills.

    ContentsObjectives

    Concepts Skills 4.1 Students observe, select, and utilize a range of subject

    matter,symbols, and ideas in their work.

    The students will be able to:4.1.1 Demonstrate refined observation skills in

    drawing from life which present accuratelyrendered subject matter.

    4.1.2 Demonstrate ability to utilize personal interests,current events,experiences, imagery, media, or methods as sources for expanding their artwork.

    4.1.3 Discriminate and select from a variety of symbols, subject matter, and ideas to clearlycommunicate personal statements.

    4.2 Students understand and apply elements and principles of design effectively in their work.

    The students will be able to:4.2.1 Apply elements (line, shape, form, texture,

    color, value, and space) and principles(repetition, variety, rhythm, proportion,movement, balance, emphasis, and unity) inwork that effectively communicates their ideas.

    4.2.2 Identify and discriminate between types of shape (geometric and organic), colors (primary,secondary, warm, cool, complementary,

    ENDURING UNDERSTANDING:Students will understand that: creating artinvolves a variety of strategies that will be used tocommunicate personal meaning and self-expression.ESSENTIAL QUESTIONS:1. How do the elements and principles of artguide and establish personal expression whencreating art?2. What is the importance of symbols, icons,ideas, and subject matter in the creating a

    personal statement with art?3. How do different media, processes, andtechniques work to enable students to beexpressive?

    Experimenting with additive and subtractivemixtures.

    Preparing specific colour formulas, makingcolour schemes and tables.

    Can use the diverse elements thatcreate linear perspective to solve

    problems.

    Can represent simple solids in on point linear perspective artistically.

    Can use atmospheric perspective inthe artistic representation of spaces.

    Can mix colors to create a chosenvalue, hue and intensity.

    Values accuracy, organisation andneatness while creating visual artcompositions.

    Experiments with primary andsecondary pigments and mix them for analysing and creating differentimages.

    Can explore the expressive effects of different materials and techniques.

    Experiments with the application of art elements, principles and concepts

    Chooses colours that are appropriate

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    17/39

    Art Standards/Objective/Contentsintermediate, neutrals, tints, tones, shades, andvalues), line (characteristics, quality), textures(tactile and visual), and space (background,middle ground, foreground, placement, one and

    two point perspective, overlap, negative,converging lines positive, size, and color), balance (symmetrical, asymmetrical, radial),and the use of proportion, rhythm, variety,repetition, and movement in their work and thework of others.

    4.3 Students develop and apply skills using a variety of twodimensionaland three-dimensional media, tools, and

    processesto create works that communicate personalmeaning.

    The students will be able to:4.3.1 Select and utilize the visual characteristics andexpressive features of a given medium toenhance meaning in their work.

    4.3.2 Demonstrate appropriate use of different media,techniques, and processes to communicatethemes and ideas in their work including:drawing, painting, printmaking, ceramics,sculpture/ architecture/, mixed media, and newmedia.

    4.3.3 Demonstrate safe and proper use, care, andstorage of media, materials, and equipment.

    4.4 Students reflect on, revise, and refine their work using problemsolving and critical thinking skills.

    The students will be able to:4.4.1 Revise and refine work through reflection,

    analysis, synthesis, peer critique, and self-evaluation.

    4.4.2 Identify connections between their work andsimilar works of art for the sole purpose of identifying criteria and revising of their work.

    for specific artistic effects

    Applies simple colour theory tospecific tasks: still-life, landscapes,

    figures and abstract compositions.

    Can resolve problems in drawingsimple shapes in one-point and two-

    point linear perspective.

    Can recognise and apply other ways torepresent space and objects besideslinear perspective.

    Uses light as an essential element for creating perspective in graphic- plastic

    representations.

    Uses the principles of distortion andoverlapping to represent spaces andobjects.

    Uses the diverse elements that createlinear perspective to solve problems.

    Represents simple solids in onpointlinear perspective artistically.

    Uses atmospheric perspective in theartistic representation of spaces.

    Applies light in spaces and objects togenerate perspective.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    18/39

    Art Standards/Objective/Contents

    Year 9

    STANDARD 5: INDIVIDUALITY AND ORIGINALITYStudents exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

    STANDARD 5.1: Students create original works of art.STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

    ContentsObjectives

    Concepts Skills 5.1. Students create original works of art.

    Students will be able to:5.1.1 Students exhibit individuality in the

    selection of subject and media in order to communicate meaning and intent inoriginal works of art.

    5.1.2 Students exhibit individuality in theapplication of media.

    5.2. Students exhibit individuality in the interpretation andappreciation of images.

    Students will be able to:

    5.2.1 Exhibit individuality in theinterpretation and appreciation of images.

    ENDURING UNDERSTANDING:Students will understand that : In order to get

    original works, one must take decisions and andshow individuality.

    ESSENTIAL QUESTIONS:1.What does one want to show?2. How could one achieve it?3. What effects does one like?

    Can choose subject and mediaaccording to intented meaning

    /presentation of the artwork.

    Can apply media in a individual way.

    Can exhibit individuality in theinterprestation and appreciation of images.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    19/39

    Art Standards/Objective/ContentsYear 10

    STANDARD 1: Responding to Art HistoryUnderstanding the Historical Contributions and Cultural Dimensions of the Visual Arts

    Students analyse the role and development of the visual arts in past and present cultures throughout the world, noting human diversity as it relates to the visualarts and artists.STANDARD 1.1: Students understand the significance of visual art in relation to the historical, social, political, spiritual, environmental, technological,and economic issues,STANDARD 1.2: Students recognize significant works of Western and non- Western art and understand the chronological development of art movements.

    ContentsObjectives

    Concepts Skills 1 .1 Students understand the significance of visual art in

    relation to historical, social, political, spiritual,environmental, technological and economic issues.

    The students will be able to:1.1.1 Analyse the relationship between a work of art

    and the history, geography, and technology of the culture, and identify what, when, where, and

    by whom the work was made.

    1.1.2 Identify the icons in contemporary works andanalyse how icons reflect the culture.

    1.1.3 Research and compare works of art to identifysimilarities and differences in function and

    purpose.

    1.1.4 Identify, compare, and contrast themes,symbols, and ideas that represent variouscultural groups.

    1.1.5 Compare and contrast works of art from various periods, styles, and cultures and explain howthose works reflect the society in which they

    1.1.6 Research and describe how art reflects cultural

    values in various traditions throughout theworld.

    ENDURING UNDERSTANDING:Students will understand that: responding to arthistory allows students to

    make connections to different cultures and time periods.ESSENTIAL QUESTIONS:1. What is the relationship of art to the historical,environmental,technological, and political contexts of the culturein which it was created?2. How has the function of art changed in societyover time?3. What is style, and what are the commonstylistic features of different time

    Cubism and its use of perspective The concept of mixed-colour mixing and

    its use in Pop Art. Colourmixing by overlapping as used by

    Abstract Expressionists. Colourmixing by juxtaposition as used

    by Impressionists and Fauvists.

    Can define the cubists use of perspective.

    Can define the cubists use of

    colour. Can develop an understanding of

    Cubism and it's impact on the artof the twentieth century.

    Show understanding of theconcept of mixing colours by

    juxtaposition and can recognise itsuse in Impressionist and Fauvistart.

    Show understanding of theconcept of mixing colours byoverlapping and can recognise its

    use in Abstract Expressionist art. Show understanding of the

    concept of mixed-colour mixingand can recognise its use in PopArt.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    20/39

    Art Standards/Objective/Contents1.1.7 Analyse how the function of art in our society

    has changed over time.

    1.1.8 Identify ways in which artists from culturally

    diverse backgrounds have used personaliconography and life experiences in their artwork.

    1.2 Students recognize the significant works of Western andnon-Western art and understand the chronologicaldevelopment of art movements.

    The students will be able to:1.2.1 Identify and be familiar with a range of works

    from major time periods of Western artidentifying artist, culture, style, and aspectsfrom the historical context of the work.

    1.2.2 Demonstrate an understanding of the ways inwhich art works are made in particular culturaland historical contexts.

    1.2.3 Identify common stylistic feature from art of one culture or time period.

    1.2.4 Understand the relationship of chronology to thedevelopment of styles throughout art history andmatch works to approximate timeperiods or events in history.

    1.2.5 Distinguish features of art works that locate themin a particular time, place or culture.

    1.2.6 Research and identify how changes in beliefs,customs, and technology affect artists styles of work.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    21/39

    Art Standards/Objective/Contents

    Year 10

    STANDARD 2: Responding to Art: ARTISTIC PERCEPTION

    Students process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive andrespond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

    STANDARD 2.1 : Students describe, analyse, and interpret works of art and artifacts. Contents

    ObjectivesConcepts Skills

    2.1 Students describe, research, and interpret works of art andartifacts.

    The students will be able to:2.1.1 Analyse the artists use of sensory, formal,

    technical, and expressive properties in a work of art.

    2.1.2 Construct meaning and support well-developedinterpretations of the work with personalresponse, research, and properties in the work.

    2.1.3 Describe the environment and selected works of art, using the elements of art and the principlesof design.

    2.1.4 Identify and describe the ways in which artistsconvey the illusion of space (e.g., placement,overlapping, relative size, atmospheric

    perspective, and linear perspective).

    2.1.5 Analyse and describe how the elements of artand the principles of design contribute to theexpressive qualities of their own works of art.

    2.1.6 Explain the intent of a personal work of art anddraw possible parallels between it and the work of a recognized artist.

    2.1.7 Analyse the form (how a work of art looks) and

    ENDURING UNDERSTANDING:Students will understand that: responding to artcriticism fosters skills of informed judgment.

    ESSENTIAL QUESTIONS:1. How do the sensory, formal, technical, andexpressive properties in a work of art help one to analyse artworks and sometimeshinder the pursuit of itsmeaning?2. How does one construct meaning,interpretation, personal response whenexamining artwork solely based upon propertiesfound in the work?3. What is the role of the art critic?

    Representation of space and objects. The distortion technique: obliqueness,figure size, figure colour and spaces.

    The overlapping principle. Types of linear perspective. Placement of basic elements in linear

    perspective. Observing and analysing colour in works

    of art. Colour as an expressive element that

    allows us to transmit different emotionsand moods.

    Recognizes the importance of geometric drawings for constructing and configuring more

    complex figures. Can show the principles of

    distortion and overlapping in therepresentations of objects andspaces.

    Can identify the different types of line that make up the images in our daily visual environment and inworks of art.

    Can classify different types of lineand texture and recognise their usein both personal images and other

    compositions. Shows appreciation for the

    chromatic values in our environment and the colour qualities apparent in works of art.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    22/39

    Art Standards/Objective/Contentscontent (what a work of art communicates) of works of art.

    2.1.8 Use artistic terms when describing the intent and

    content of works of art.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    23/39

    Art Standards/Objective/Contents

    Year 10STANDARD 3: Responding to Art: AESTHETIC VALUING

    Students respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,including their own, according to the elements of art, the principles of design, and aesthetic qualities.

    STANDARD 3.1 : Students reflect upon and discuss art theories and aesthetic issues concerning the meaning and significance of art.STANDARD 3.2 : Students theorize about art and make informed judgements.

    ContentsObjectives

    Concepts Skills 3.1 Students reflect upon and discuss art theories and

    aesthetic issues concerning the meaning and significanceof art.

    The students will be able to:

    3.1.1 Refine personal responses to works of art,identify problems or puzzles, and formhypotheses or well-supported viewpoints.

    3.1.2 Identify conflicting viewpoints in discussions onthe nature of art and try to resolve theseconflicts through logical reasoning.

    3.1.3 Analyse and defend positions on the nature of art and aesthetic issues such as forgery,censorship, beauty, and definitions of art.

    3.2 Students theorize about art and make informed judgements.

    The students will be able to:3.2.1 Understand that artist have different

    philosophies when creating art, and identify anddiscriminate between works made fromdifferent philosophies (imitationalism,formalism, emotionalism,instrumentalism,institutionalism).

    3.2.2 Review, modify and evaluate their work,

    reflecting critically on its quality as it progresses

    3.2.3 Present logical defense of personal viewpointsor preferences in art.

    ENDURING UNDERSTANDING:Students will understand that: responding toaesthetics affects their personal lives in referenceto the significance, value, and preference in art.

    ESSENTIAL QUESTIONS:1. How does learning about aesthetics allow oneto refine personal, logicalresponses to artworks and to form hypothesesabout their purpose?2. What is the nature of art, and what value does ithave for society?3. How does one learn to value art that he/shedoesnt like?

    Can articulate their responses toartworks.

    Can recognise media that transmitsmessages through still images: film,

    video, television and computer graphics.

    Can recognise media that transmitsmessages through still or movingimages: Press, photography, design,

    painting, sculpture, architecture,comic-strips.

    Can value technical and creativeaspects of visual communicationmedia.

    Can interpret the various functionsimages have in visual communication:

    informative, expressive, aesthetic andexhortative.

    Can understand and use visuallanguage as a meaningful tool tocommunicate with people.

    Show appreciation for works of art andcan analyse the visual languageelements used.

    Observe and analyse lines in our environment and in works of art.

    Can analyse the different functions of aline.

    Can investigate the graphic andexpressive possibilities of thematerials, instruments and supports of a drawing.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    24/39

    Art Standards/Objective/Contents

    3.2.4 Develop and apply a set of criteria as individualsor in groups to assess and critique works of art.

    3.2.5 Present a reasoned argument about the artisticvalue of a work of art and respond to thearguments put forward by others within aclassroom setting.

    3.2.6 Select a grouping of their own works of art thatreflects growth over time and describe the

    progression.

    Can interpret the use of the line toexpress and transmit different emotionsor moods through pressure, speed andstrokes.

    Show interest in discovering theexpressive values of texture and itsimportance in different artisticmovements.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    25/39

    Art Standards/Objective/Contents

    Year 10STANDARD 4: Creating Art Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

    STANDARD 4.1 : Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.STANDARD 4.2: Students understand and apply elements and principles of design effectively in their work.STANDARD 4.3 : Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to create works thatcommunicate personal meaning.STANDARD 4.4 : Students reflect on, revise, and refine their work using problem solving and critical thinking skills.

    ContentsObjectives

    Concepts Skills 4.1 Students observe, select, and utilize a range of subject

    matter,symbols, and ideas in their work.

    The students will be able to:4.1.1 Demonstrate refined observation skills in

    drawing from life which present accuratelyrendered subject matter.

    4.1.2 Demonstrate ability to utilize personal interests,current events, experiences, imagery, media, or methods as sources for expanding their artwork.

    4.1.3 Discriminate and select from a variety of symbols, subject matter, and ideas to clearlycommunicate personal statements.

    4.1.4 Create works of art based on sensitiveobservation from real life and personalexperience.

    4.1.5 Utilize themes and symbols that demonstrateknowledge of contexts, values, and aesthetics tocommunicate intended meaning in their work.

    4.1.6 Make and present art works which explorethemes, issues and ideas.

    4.2.7 Structure and present art works appropriate to

    chosen styles and forms.

    4.2 Students understand and apply elements and principles of design effectively in their work.

    ENDURING UNDERSTANDING:Students will understand that: creating artinvolves a variety of strategies that will be used to

    communicate personal meaning and self-expression.ESSENTIAL QUESTIONS:1. How do the elements and principles of artguide and establish personal expression whencreating art?2. What is the importance of symbols, icons,ideas, and subject matter in the creating a

    personal statement with art?3. How do different media, processes, andtechniques work to enable students to beexpressive?

    4.What role does problem-solving and criticalthinking skills play in not only the creation andrefinement of ones own work?

    The line as an expressive element,graphic style and outline.

    Texture: expressive qualities. Optical textures: organic and geometric. Colours and lines to create textures. Introduction to the use of drawing

    materials, instruments and supports. Introduction to water-based painting

    techniques: dripping, grattage, washesand stencilling. Using textures to represent forms and

    images.

    Can recognise and userepresentation processes for spacesand objects as a way to create

    visual art compositions. Can explain the fundamental

    theories of linear perspective. Can recognise and apply other

    ways to represent space andobjects besides linear perspective.

    Can use light as an essentialelement for creating perspective ingraphic- plastic representations.

    Can differentiate and usesubtractive mixtures to analyseand create forms and images.

    Can name the attributes of colour in order to manipulate colour mixes and create images thatexpress different feelings.

    Can mix colors correctly to createa chosen value, hue and intensity.

    Can apply colour mixtures andcolour schemes correctly to

    personal compositions. Can apply colour mixtures

    correctly by overlapping. Understands the elements of a

    colour (pigment andagglutinate/binder) and uses themcorrectly to make their owncolour.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    26/39

    Art Standards/Objective/Contents

    The students will be able to:4.2.1 Apply elements (line, shape, form, texture,

    color, value, and space) and principles(repetition, variety, rhythm, proportion,movement, balance, emphasis, and unity) inwork that effectively communicates their ideas.

    4.2.2 Identify and discriminate between types of shape (geometric and organic), colors (primary,secondary, warm, cool, complementary,intermediate, neutrals, tints, tones, shades, andvalues), line (characteristics, quality), textures(tactile and visual), and space (background,middle ground, foreground, placement, one andtwo point perspective, overlap, negative,converging lines positive, size, and color),

    balance (symmetrical, asymmetrical, radial),and the use of proportion, rhythm, variety,repetition, and movement in their work and thework of others.

    4.2.3 Select and utilize the visual characteristics andexpressive features of a given medium toenhance meaning in their work

    4.3 Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and

    processesto create works that communicate personalmeaning.

    The students will be able to:4.3.1 Select and utilize the visual characteristics and

    expressive features of a given medium toenhance meaning in their work.

    4.3.2 Demonstrate appropriate use of different media,techniques, and processes to communicatethemes and ideas in their work including:drawing, painting, printmaking, ceramics,sculpture/ architecture/, mixed media, and newmedia.

    4.3.3 Demonstrate safe and proper use, care, andstorage of media, materials, and equipment.

    Experimenting with organic andgeometric textures.

    Creating textures in images with paint. Colourmixing by juxtaposition as used

    by Impressionists and Fauvists. Preparing specific colour formulas. Mixing complementary colours. Colourmixing by overlapping as used by

    Abstract Expressionists. The elements of colour. The concept of mixed-colour mixing and

    its use in Pop Art. Making ones own colour out of

    pigments and agglutinate. Experimenting with different

    colourmixing techniques.

    Can apply light in spaces andobjects to generate perspective.

    Can use other representationmethods to create new visions of space and objects.

    Can make a cubist arrangement. Can define the cubists use of

    perspective and to apply it to anartwork

    Can define the cubists use of colour and to apply it to anartwork

    Shows the development of acritical sense for choosing coloursand creating chromatic formulas.

    Shows interest in exploring the plastic and aesthetic possibilitiesof colour materials and techniquesthat express and transmit differentmessages.

    Can create images and expressoneself using and experimentingwith the expressive characteristicsof line and texture.

    Shows respect for the ideas of other group members, strive for individuality and look for personalsolutions to individual projects.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    27/39

    Art Standards/Objective/Contents

    4.3.4 Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes.

    4.4 Students reflect on, revise, and refine their work using problemsolving and critical thinking skills.

    The students will be able to:4.4.1 Examine and establish criteria for judging

    excellence in work and revise and refine work through reflection, analysis, synthesis, peer critique, and self-evaluation utilizing establishedcriteria.

    4.4.2 Identify connections between their work andsimilar works of art for the sole purpose of identifying criteria and revising of their work.

    4.4.3 Demonstrate evidence of reflection,thoughtfulness, and care in the completion of work.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    28/39

    Art Standards/Objective/Contents

    Year 10STANDARD 5: INDIVIDUALITY AND ORIGINALITYStudents exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

    STANDARD 5.1: Students create original works of art.STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

    ContentsObjectives

    Concepts Skills 5.1. Students create original works of art.

    Students will be able to:5.1.1 Students exhibit individuality in the

    selection of subject and media in order to communicate meaning and intent inoriginal works of art.

    5.1.2 Students exhibit individuality in theapplication of media.

    5.2. Students exhibit individuality in the interpretation andappreciation of images.

    Students will be able to:5.2.1 Exhibit individuality in the

    interpretation and appreciation of images.

    ENDURING UNDERSTANDING:Students will understand that : In order to getoriginal works, one must take decisions and andshow individuality.

    ESSENTIAL QUESTIONS:1.What does one want to show?2. How could one achieve it?3. What effects does one like?

    Can choose subject and mediaaccording to intented meaning/presentation of the artwork.

    Can apply media in a individual way.

    Can exhibit individuality in theinterprestation and appreciation of images.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    29/39

    Art Standards/Objective/ContentsYear 11

    STANDARD 1: Responding to Art HistoryStudents understand the historical contributions and cultural dimensions of the visual arts. Students analyse the role and development of the visualarts in past and present cultures throughout the world, noting human diversity as it relates to the visual arts and artists.

    STANDARD 1.1: Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental,technological, and economic issues.

    STANDARD 1.2: Students recognize the significant works of Western and non-Western art and understands the chronological development of artmovements.

    ContentsObjectives

    Concepts Skills 1 .1 Students understand the significance of visual art in

    relation to historical, social, political, spiritual,environmental, technological and economic issues.

    The students will be able to:1.1.1 Analyse the relationship between a work of art

    and the history, geography, and technology of the culture, and identify what, when, where, and

    by whom the work was made.

    1.1.2 Identify the icons in contemporary works andanalyse how icons reflect the culture.

    1.1.3 Research and compare works of art to identifysimilarities and differences in function and

    purpose.

    1.1.4 Identify, compare, and contrast themes,symbols, and ideas that represent variouscultural groups.

    1.1.5 Compare and contrast works of art from various periods, styles, and cultures and explain howthose works reflect the society in which they

    1.1.6 Research and describe how art reflects culturalvalues in various traditions throughout the

    ENDURING UNDERSTANDING:Students will understand that: responding to arthistory allows students tomake connections to different cultures and time

    periods.ESSENTIAL QUESTIONS:1. What is the relationship of art to the historical,environmental, technological, and politicalcontexts of the culture in which it was created?2. How has the function of art changed in societyover time?3. What is style, and what are the commonstylistic features of different times?

    Sculpture:o The structure of forms. Natural

    and organic forms. Contour and silhouette.

    o Figurative and abstractsculptures

    o Space, volume and thesurrounding. Exempt volume.Relief sculpture.

    o Sculpture. Materials andvolumetric techniques (positiveand negative techniques)

    o Auguste Rodino Christianna Hunnicuto Barbara Hepworth

    Observes representative and symbolicimages to identify their socio-culturalfunctions.

    Recognizes the different form ossculptural art.

    Can relate given sculptural art to their art movement.

    Can explain the golden section andrecognizes its application and purposein various artworks.

    Can explain the human canon andrecognizes its application and purposein various artworks.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    30/39

    Art Standards/Objective/Contentsworld.

    1.1.7 Analyse how the function of art in our societyhas changed over time.

    1.1.8 Identify ways in which artists from culturallydiverse backgrounds have used personaliconography and life experiences in their

    artwork.

    1.1.9 Examine and describe or report on the role of awork of art created to make a social comment or

    protest social conditions.

    1.1.10 Identify major works of art created by womenand describe the impact of those works onsociety at that time.

    1.1.11 Articulate how personal beliefs, culturaltraditions, and current social, economic, and

    political contexts influence the interpretation of the meaning or message in a work of art.

    1.2 Students recognize the significant works of Western andnon-Western art and understand the chronologicaldevelopment of art movements.

    The students will be able to:

    1.2.1 Identify and be familiar with a range of works

    o Andy Goldsworthyo Constantin Brancusio Alberto Gioacomettio Fernando Boteroo Niki de Saint-Phalleo Richard longo Claes Oldenburg

    Scale and Measurement:o Proportion: equality, similarity

    and symmetry.o Canon of human body and

    face.o Fibionaccio Leonardo da Vincio Golden Meano Golden Pointo Brunelleschi

    Signs of and conventional symbols in visuallanguages.

    Collage, Photomontage Drawing. Ornaments and textures Illustration Painting Techniques

    o Impressionismo Expressionism

    Observes representative and symbolicimages to identify their socio-culturalfunctions.

    Recognizes the different form ossculptural art.

    Can relate given sculptural art to their art movement.

    Can explain the golden section andrecognizes its application and purposein various artworks.

    Can explain the human canon andrecognizes its application and purposein various artworks.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    31/39

    Art Standards/Objective/Contentsfrom major time periods of Western artidentifying artist, culture, style, and aspectsfrom the historical context of the work.

    1.2.2 Demonstrate an understanding of the ways inwhich art works are made in particular culturaland historical contexts.

    1.2.3 Identify common stylistic feature from art of one culture or time period.

    1.2.4 Understand the relationship of chronology to thedevelopment of styles throughout art history andmatch works to approximate timeperiods or events in history.

    1.2.5 Distinguish features of art works that locatethem in a particular time, place or culture.

    1.2.6 Research and identify how changes in beliefs,customs, and technology affect artists styles of work.

    1.2.7 Compare the ways in which the meaning of aspecific work of art has been affected over time

    because of changes in interpretation andcontext.

    o Pop-Arto Photorealism

    Graphic Design Photography, Film Interaction between different languages:

    visual, musical, oral and gestural. Visual communication. The representation of forms. Abstract and

    technical representation.Chiaroscuro

    Observes representative and symbolicimages to identify their socio-culturalfunctions.

    Recognizes the different form ossculptural art.

    Can relate given sculptural art to their art movement.

    Can explain the golden section andrecognizes its application and purposein various artworks.

    Can explain the human canon andrecognizes its application and purposein various artworks.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    32/39

    Art Standards/Objective/Contents

    Year 11

    STANDARD 2: Responding to Art: ARTISTIC PERCEPTIONStudents process, analyse, and respond to sensory information through the language and skills unique to the visual arts. Students perceive andrespond to works of art, objects in nature, events, and the environment. They also use the vocabulary of the visual arts to express their observations.

    STANDARD 2.1 : Students describe, analyse, and interpret works of art and artifacts.STANDARD 2.2 : Identify and use the principles of design to discuss, analyse, and write about visual aspects in the environment and in works of

    art, including their own.STANDARD 2.3 : Analyse the impact of media choice on the meaning and effect of an artwork.

    ContentsObjectives

    Concepts Skills

    2.1 Students describe, research, and interpret works of art andartifacts.

    The students will be able to:2.1.1 Analyse the artists use of sensory, formal,

    technical, and expressive properties in a work of art.

    2.1.2 Construct meaning and support well-developedinterpretations of the work with personalresponse, research, and properties in the work.

    2.1.3 Research and analyse the work of an artist andwrite about the artist's distinctive style and itscontribution to the meaning of the work.

    2.1.4 Identify and describe the ways in which artistsconvey the illusion of space (e.g., placement,overlapping, relative size, atmospheric

    perspective, and linear perspective).

    2.1.5 Analyse and describe how the elements of artand the principles of design contribute to theexpressive qualities of their own works of art.

    2.1.6 Explain the intent of a personal work of art anddraw possible parallels between it and the work

    ENDURING UNDERSTANDING:Students will understand that: responding to artcriticism fosters skills of informed judgment.ESSENTIAL QUESTIONS:1. How do the sensory, formal, technical, andexpressive properties in a work of art help one toanalyse artworks and sometimes hinder the

    pursuit of its meaning?2. How does one construct meaning,interpretation, personal response whenexamining artwork solely based upon propertiesfound in the work?

    Can look at a three-dimensional formand observe its defining structuralvalues and how changes in lightingaffects it.

    Can analyse objects according to their surroundings and different view

    points.

    Can identify the techniques and processes used in sculpture.

    Can decide between form and contentin experiments with perception,creation and visual communication.

    Can articulate their responses toartworks.

    Can value technical and creativeaspects of visual communication media.

    Can understand and use visual languageas a meaningful tool to communicate

    with people. Shows appreciation for works of art and

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    33/39

    Art Standards/Objective/Contentsof a recognized artist.

    2.1.7 Analyse the form (how a work of art looks) andcontent (what a work of art communicates) of

    works of art.

    2.1.8 Use artistic terms when describing the intent andcontent of works of art.

    2.2 Identify and use the principles of design to discuss,analyse, and write about visual aspects in the environmentand in works of art, including their own.

    The students will be able to:2.2.1 Describe the principles of design as used in

    works of art, focusing on dominance and

    subordination.

    2.2.2 Analyse the use of the elements of art and the principles of design as they relate to meaning invideo, film, or electronic media.

    2.2.3 Analyse and describe how the composition of awork of art is affected by the use of a particular

    principle of design.

    2.3. Analyse the impact of media choice on the meaning andeffect of an artwork.

    The students will be able to:2.3.1 Analyse the material used by a given artist and

    describe how its use influences the meaning of the work.

    2.3.2 Compare and contrast similar styles of works of art done in electronic media with those donewith materials traditionally used in the visualarts.

    can analyse the visual languageelements used.

    Can investigate the graphic andexpressive possibilities of the materials,instruments and supports of a drawing.

    Shows interest in discovering theexpressive values of texture and itsimportance in different artisticmovements.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    34/39

    Art Standards/Objective/Contents

    Year 11

    STANDARD 3: Responding to Art: AESTHETIC VALUINGStudents respond to, analyse and make judgements about works in the visual arts. Students analyse, assess, and derive meaning from works of art,including their own, according to the elements of art, the principles of design, and aesthetic qualities.

    STANDARD 3.1 : Students reflect upon and discuss art theories and aesthetic issues concerning the meaning and significance of art.STANDARD 3.2 : Students theorize about art and make informed judgements.

    ContentsObjectives

    Concepts Skills 3.1 Students reflect upon and discuss art theories and

    aesthetic issues concerning the meaning and significanceof art.The students will be able to:

    3.1.1 Refine personal responses to works of art,identify problems or puzzles, and formhypotheses or well-supported viewpoints.

    3.1.2 Identify conflicting viewpoints in discussions onthe nature of art and try to resolve theseconflicts through logical reasoning.

    3.1.3 Analyse and defend positions on the nature of art and aesthetic issues such as forgery,censorship, beauty, and definitions of art.

    3.2 Students theorize about art and make informed judgements.

    The students will be able to:3.2.1 Understand that artist have different

    philosophies when creating art, and identify anddiscriminate between works made fromdifferent philosophies (imitationalism,formalism, emotionalism,instrumentalism,institutionalism).

    3.2.2 Review, modify and evaluate their work,reflecting critically on its quality as it

    ENDURING UNDERSTANDING:

    Students will understand that: responding toaesthetics affects their personal lives in referenceto the significance, value, and preference in art.ESSENTIAL QUESTIONS:1. How does learning about aesthetics allow oneto refine personal, logicalresponses to artworks and to form hypothesesabout their purpose?2. What is the nature of art, and what value does ithave for society?3. How does one learn to value art that he/shedoesnt like? Signs of and conventional symbols in visual

    languages. Reading images, Formal structure: form and

    content. Reading sculptures, formal structure. The images as a means of expression and

    communication and as a source of knowledge.

    Can articulate their responses to

    artworks. Values the artistic qualities of three-

    dimensional artistic forms.

    Can aprciate and respect the differentopinions and artistic representations of classmates.

    Can value technical and creativeaspects of visual communication media.

    Can interpret the use of the line toexpress and transmit different emotionsor moods through pressure, speed andstrokes.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    35/39

    Art Standards/Objective/Contents progresses.

    3.2.2.1 Articulate the process and rationale for refining and reworking one of their ownworks of art.

    3.2.3 Present logical defense of personal viewpointsor preferences in art.

    3.2.4 Develop and apply a set of criteria as individualsor in groups to assess and critique works of art.

    3.2.5 Formulate and support a position regarding theaesthetic value of a specific work of art andchange or defend that position after consideringthe views of others.

    3.2.6 Select a grouping of their own works of art thatreflects growth over time and describe the

    progression.

    3.2.7 Employ the conventions of art criticism inwriting and speaking about works of art.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    36/39

    Art Standards/Objective/Contents

    Year 11

    STANDARD 4: Creating Art Students apply artistic processes and skills, using a variety of media to communicate meaning and intent in original works of art.

    STANDARD 4.1 : Students observe, select, and utilize a range of subject matter, symbols, and ideas in their work.STANDARD 4.2 : Students understand and apply elements and principles of design effectively in their work.STANDARD 4.3 : Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and processes to createworks that communicate personal meaning.STANDARD 4.4 : Students reflect on, revise, and refine their work using problem solving and critical thinking skills.

    ContentsObjectives

    Concepts Skills

    4.1 Students observe, select, and utilize a range of subjectmatter,symbols, and ideas in their work.

    The students will be able to:4.1.1 Demonstrate refined observation skills in

    drawing from life which present accuratelyrendered subject matter.

    4.1.2 Demonstrate ability to utilize personal interests,current events, experiences, imagery, media, or methods as sources for expanding their artwork.

    4.1.3 Discriminate and select from a variety of symbols, subject matter, and ideas to clearly

    communicate personal statements.

    4.1.4 Create works of art based on sensitiveobservation from real life and personalexperience.

    4.1.5 Utilize themes and symbols that demonstrateknowledge of contexts, values, and aesthetics tocommunicate intended meaning in their work.

    4.1.6 Make and present art works which explorethemes, issues and ideas.

    4.2.7 Structure and present art works appropriate tochosen styles and forms.

    4.2 Students understand and apply elements and principles of

    ENDURING UNDERSTANDING:Students will understand that: creating art

    involves a variety of strategies that will be used tocommunicate personal meaning and self-expression.ESSENTIAL QUESTIONS:1. How do the elements and principles of artguide and establish personal expression whencreating art?2. What is the importance of symbols, icons,ideas, and subject matter in the creation of a

    personal statement with art?3. How do different media, processes, andtechniques work to enable students to be

    expressive? Sculpture:

    o The structure of forms. Naturaland organic forms. Contour and silhouette.

    o Figurative and abstracsculptures

    o Space, volume and thesurrounding. Exempt volume.Relief sculpture.

    o Sculpture. Materials andvolumetric techniques (positiveand negative techniques)

    Scale and Measurement:

    Can experiment with differenttechniques.

    Can practise self-assessment. Can manipulate materials and processes and analyse outcomes.

    Can choose and evaluate a range of subject matter, symbols, and ideas tocommunicate meaning

    Can select and record from first-handobservation.

    To train eye-hand coordination Can understand the concept of the line

    and use it to obtain expressiveness inindividual artistic representations.

    Can rearrange objects to give anartwork a meaning.

    Can combine materials in a creativeand original way.

    Can understand colours ability tomodify the message of an image

    Can work in differentsculpting.techniques, choosing thematerials and tools necessary.

    Can represent objects using basictechnical norms and conventions.

    Can draw sketches and outlinesketches.

    Can explain the phases of projects.. Can use a transparent pictorial

    procedure to create colour changes

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    37/39

    Art Standards/Objective/Contentsdesign effectively in their work.

    The students will be able to:4.2.1 Apply elements (line, shape, form, texture,

    color, value, and space) and principles(repetition, variety, rhythm, proportion,movement, balance, emphasis, and unity) inwork that effectively communicates their ideas.

    4.2.2 Identify and discriminate between types of shape (geometric and organic), colors (primary,secondary, warm, cool, complementary,intermediate, neutrals, tints, tones, shades, andvalues), line (characteristics, quality), textures(tactile and visual), and space (background,middle ground, foreground, placement, one andtwo point perspective, overlap, negative,converging lines positive, size, and color),

    balance (symmetrical, asymmetrical, radial),and the use of proportion, rhythm, variety,repetition, and movement in their work and thework of others.

    4.2.3 Select and utilize the visual characteristics andexpressive features of a given medium toenhance meaning in their work

    4.3 Students develop and apply skills using a variety of twodimensional and three-dimensional media, tools, and

    processesto create works that communicate personalmeaning.

    The students will be able to:4.3.1 Select and utilize the visual characteristics and

    expressive features of a given medium toenhance meaning in their work.

    4.3.2 Demonstrate appropriate use of different media,techniques, and processes to communicatethemes and ideas in their work including:drawing, painting, printmaking, ceramics,sculpture/ architecture/, mixed media, and new

    media.

    4.3.3 Demonstrate safe and proper use, care, and

    o Proportion: equality, similarityand symmetry.

    o Scales: natural, reduction andextension.

    o Measurement relations.o The concept of boxing and

    structure lineso Different measurement tools

    when drawing the human bodyand its foreshortenings.

    o The canon of facial feature proportions and use it whendrawing.

    o The canon of human body proportions.

    Signs of and conventional symbols in visuallanguages.

    Collage, Photomontage Drawing. Ornaments and textures Illustration Painting techniques Graphic Design Photography, Film Interaction between different languages:

    visual, musical, oral and gestural. Visual communication. The representation of forms. Abstract and

    technical representation. The concept of chiaroscuro. The creation process of a piece of work. Self-assessment

    that alter an images meaning. Can recognise and differentiate

    different types of textures and applythem to personal visual compositions.

    Can use lined networks and stencilscorrectly to create textures

    Can use modular units correctly tocreate rhythmic combination

    Can explain the use of rhythm increating ornaments.

    Can recognise and apply the law of balance/compensation.

    Can use size, colour and texturecorrectly to manipulate the visualweight of composing elements.

    Can recognize and apply the conceptsof golden points and golden

    proportion. Can use the abilities form and colour

    have in balancing a compositionthrough the counterweights used inthe law of compensation.

    Can work independently. Can organise their own work

    processes. Show interest and respect for the

    artistic compositions of others and canaccept positive criticism.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    38/39

    Art Standards/Objective/Contentsstorage of media, materials, and equipment.

    4.3.4 Demonstrate an increased knowledge of technical skills in using more complex two-dimensional art media and processes.

    4.3.5 Design and create maquettes for three-dimensional sculptures.

    4.3.6 Design and create an expressive figurativesculpture.

    4.3.7 Select a medium to use to communicate a themein a series of works of art.

    4.3.8 Design and create both additive and subtractivesculptures.

    4.3.9 Design a work of public art appropriate to andreflecting a location.

    4.4 Students reflect on, revise, and refine their work using problemsolving and critical thinking skills.

    The students will be able to:4.4.1 Examine and establish criteria for judging

    excellence in work and revise and refine work through reflection, analysis, synthesis, peer critique, and self-evaluation utilizing establishedcriteria.

    4.4.2 Identify connections between their work andsimilar works of art for the sole purpose of identifying criteria and revising of their work.

    4.4.3 Demonstrate evidence of reflection,thoughtfulness, and care in the completion of work.

  • 8/14/2019 Art Curriculum Bilingual Schools Las Arenas

    39/39

    Art Standards/Objective/Contents

    Year 11STANDARD 5: INDIVIDUALITY AND ORIGINALITYStudents exhibit individuality in artistic processes as well as in the interpretation and appreciation of images.

    STANDARD 5.1: Students create original works of art.STANDARD 5.2: Students exhibit individuality in the interpretation and appreciation of images.

    ContentsObjectives

    Concepts Skills 5.1. Students create original works of art.

    Students will be able to:5.1.1 Students exhibit individuality in the

    selection of subject and media in order to communicate meaning and intent inoriginal works of art.

    5.1.2 Students exhibit individuality in theapplication of media.

    5.2. Students exhibit individuality in the interpretation andappreciation of images.

    Students will be able to:5.2.1 Exhibit individuality in the

    interpretation and appreciation of

    images.

    ENDURING UNDERSTANDING:Students will understand that : In order to getoriginal works, one must take decisions and andshow individuality.

    ESSENTIAL QUESTIONS:1.What does one want to show?2. How could one achieve it?3. What effects does one like?

    Can choose subject and mediaaccording to intented meaning/presentation of the artwork.

    Can apply media in a individual way.

    Can exhibit individuality in theinterprestation and appreciation of images.