DISCOVERING ART HISTORY...visual arts and its role in and impact on society. Students will analyze...
Transcript of DISCOVERING ART HISTORY...visual arts and its role in and impact on society. Students will analyze...
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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
DISCOVERING ART HISTORY
Revision Date: 7/20/2018
Submitted by: Allie Guarini
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Table of Contents: Course Overview
Page 3
Pacing Chart
Page 4
Unit #1 Overview At-a-Glance
Page 5
Unit #1 Targeted Instructional Planning to Address Central Unit Standards
Page 7
Unit #2 Overview At-a-Glance
Page 9
Unit #2 Targeted Instructional Planning to Address Central Unit Standards
Page 11
Unit #3 Overview At-a-Glance
Page 13
Unit #3 Targeted Instructional Planning to Address Central Unit Standards
Page 15
Unit #4 Overview At-a-Glance
Page 19
Unit #4 Targeted Instructional Planning to Address Central Unit Standards
Page 22
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Course Overview In this course, students will be immersed in various artistic styles and artistic time periods across the world. Students will explore the
history of visual art from a global perspective and build understanding of the place of the arts within broader historical, cultural,
religious, and political frameworks. Through oral, written, collaborative and hands-on assignments, students will analyze artworks
based on the time and place that each work comes from.
The New Jersey Student Learning Standards provide a consistent, clear understanding of what students are expected to learn, so
teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real
world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students
fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
The curriculum guide has been generated to not only help students achieve the New Jersey Student Learning Standards, but to
ensure that students will be prepared for college and career opportunities following high school graduation.
Primary Resource(s)
Textbooks
Title: Discovering Art History, Fourth Edition
Publisher: Gerald F. Brommer, Davis Publications, Inc. Copyright: 2007
Title: Exploring Visual Design: The Elements and Principles
Publisher: Wyatt Wade, Davis Publications, Inc. Copyright: 2000
Supplemental Materials (including various level of texts at each grade level)
http://www.getty.edu/education/teachers/classroom_resources/curricula/
http://arthistoryteachingresources.org
https://www.archaeological.org/education/lessons/simulateddigs
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Pacing Chart
Unit # & Title Pacing
(must equal 165 days for full-year or 83 days for
half-year course)
UNIT 1: The World and Work of the Artist
Weeks 1- 6, 30 days
UNIT 2: Non-Western Art
Weeks 7 - 10, 20 days
UNIT 3: Western Art
Weeks 11 – 21, 55 days
UNIT 4: Modern Art and the “Isms”
Weeks 22 – 33, 60 days
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Unit 1 Overview At-a-Glance Unit #1 – The World and Work of the Artist
Unit Description:
In this unit students will explore why people create art, how art is evaluated, and how art is discovered and preserved. Students will learn
the art of visual communication focusing on artistic subject matters, various art media, and the elements and principles of art.
Essential Skills:
Students will develop informed personal responses to an assortment of artworks using historical significance, craftsmanship,
cultural context, and originality as criteria for assigning value to the works.
Students will identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-
dimensional artworks and emulate those styles by creating an original body of work.
Students will distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse
cultural perspectives and identify specific cross-cultural themes.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
1.4.12.A.3
1.3.12.D.5
1.4.12.D.1
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL1, NJSLSA.SL2, NJSLSA.L1, NJSLSA.L2,
NJSLSA.W6, NJSLSA.W2, NJSLSA.W9
Unit Details
Modifications for Special Education Students, English Language
Learners, Students at Risk of Failure, and Gifted Students- Modify
instructional approach and/or assignments and evaluations as needed
based for students with IEPs, 504s, ELLs and gifted and talented students
including but not limited to:
Alternate Responses (drawings with captions, spoken responses,
Integration of 21st century skills through NJSLS 9
and Career Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global
awareness.
Research career opportunities in the United States
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etc.)
Translated worksheets
Interactive questioning strategies
Visual aids – English word next to images
Write key vocabulary on the board when present new information
Emphasize key words and phrases (repetition)
Use a variety of materials: oral, visual, graphic, etc.
Advance/guided notes
Extended time
Teacher Modeling (non-verbal teacher communication in addition
to spoken instructions)
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Independent study options
Alternate learning activities/alternate resources of higher grade
level
Allow student leadership role as a mentor to lower level learners
Provide enrichment activities
and abroad that require knowledge of world
languages and diverse cultures.
Lessons integrate a focus on civic literacy so that
students can better understand the rights and
obligations of citizenship.
Lessons explore the history and evolution of the
visual arts and its role in and impact on society.
Students will analyze how the application of
visual arts elements and principles of design
communicate and express ideas.
Students will analyze and create two and
three‐dimensional visual art forms using various
media.
Students must be able to use technology as a tool
in order to research, organize, evaluate, and
communicate information.
Assessments- including benchmarks, formative, summative, and
alternative assessments
Entrance/exit tickets
End of unit quizzes
Student self-reflection
Teacher feedback
Project Rubric
Pair-share
Gallery walk
Class critique
Research projects
Questioning
Class discussions
Suggested Interdisciplinary Activities for this Unit
Career Education: Research various art careers
including fine artists, Museum educators, art preservation
and archaeologists.
English Language Arts/Literacy: Write an art critique
of a specific artwork in history.
Science: Simulated archeological dig (types of soil,
carbon-dating)
Social Studies: Explore how findings from archeological
digs have led to the understanding of various cultures.
World Languages: Investigate how visual images have
been used in communication throughout different
geographical areas.
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Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
Internet research
Various art magazines
Supplemental articles as needed
Integration of the Technology Standard
8.1.12.D.1: Demonstrate appropriate application of
copyright, fair use and/or Creative Commons to an original
work.
8.2.12.B.4: Research the impact of technology on the arts
Unit #1 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.4.12.A.3 Develop informed
personal responses to an
assortment of artworks using
historical significance,
craftsmanship, cultural
context, and originality as
criteria for assigning value to
the works.
- Teach various reasons for the
creation of visual arts
- Introduce how artists
throughout history from
various backgrounds and
cultures have used visual
images to communicate
- Introduce various cultural
and geographical influences in
art
-Model a simulated
archaeological dig
- Collaborative note- taking
and think/pair/share evaluation
- Guided reading of chapter 1
- Written response in
sketchbooks to different
categories of art including
Religion, politics and
aesthetics
- Collaborate with classmates
to complete simulated
archeological dig
- Guided notes
- Sketchbook entries
- Exit ticket
- Completed archaeological
dig worksheet/packet
- Group evaluation form
- Group project rubric
- Questioning
- Class discussions
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1.3.12.D.5 Identify the styles
and artistic processes used in
the creation of culturally and
historically diverse two- and
three-dimensional artworks
and emulate those styles by
creating an original body of
work.
- Introduce various artistic
subject matter with visual
examples
- Model how various art media
are used through
demonstration
- Define various art
vocabulary through written
and visual examples found in
magazines and internet
research
- Hands-on exploration of
various art media in through
art stations (completed in
sketchbooks)
- Visual vocabulary
-Sketchbook entries
- Exit tickets
- End of chapter quiz
- Questioning
- Class discussions
1.4.12.D.1 Distinguish
innovative applications of the
elements of art and principles
of design in visual artworks
from diverse cultural
perspectives and identify
specific cross-cultural themes.
- Teach the elements and
principles of art
- Model how to find visual
examples of elements and
principles in an artwork
- Introduce the four parts of an
art critique
- Complete written and visual
vocabulary for elements and
principles of art
- View video and written
examples of professional art
criticisms
- Complete group critique of a
specific artwork and
contribute to class discussion
- Select an artwork from
textbook and complete an
independent and developed
written art critique
- Sketchbook entries (notes
and visual vocabulary)
- Rubric/checklist for
completed critique
- Entrance/exit tickets
- Questioning
- Class discussions
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Unit 2 Overview At-a-Glance Unit #2 – Non-Western Art
Unit Description:
In this unit, students will explore the artwork of the Non-Western World and how the visual arts developed in various geographical
areas. Teaching will focus on visual arts in India, China, Japan, Southeast Asia, Oceania/Highland Asia, Islam, Africa, Pre-Columbia
and Native America.
Essential Skills:
Students will evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses
to artwork.
Students will determine how dance, music, theatre, and visual art have influenced world cultures throughout history.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
1.4.12.A.4
1.2.12.A.1
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL1, NJSLSA.SL2, NJSLSA.L1, NJSLSA.L2,
NJSLSA.W6, NJSLSA.W2, NJSLSA.W9
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students:
Modify instructional approach and/or assignments and evaluations
as needed based for students with IEPs, 504s, ELLs and gifted and
talented students including but not limited to:
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global awareness.
Research career opportunities in the United States and
abroad that require knowledge of world languages and
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Alternate Responses (drawings with captions, spoken
responses, etc.)
Translated worksheets
Interactive questioning strategies
Visual aids – English word next to images
Write key vocabulary on the board when present new
information
Emphasize key words and phrases (repetition)
Use a variety of materials: oral, visual, graphic, etc.
Advance/guided notes
Extended time
Teacher Modeling (non-verbal teacher communication in
addition to spoken instructions)
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Independent study options
Alternate learning activities/alternate resources of higher
grade level
Allow student leadership role as a mentor to lower level
learners
Provide enrichment activities
diverse cultures.
Lessons integrate a focus on civic literacy so that students
can better understand the rights and obligations of
citizenship.
Lessons explore the history and evolution of the visual arts
and its role in and impact on society.
Students will analyze how the application of visual arts
elements and principles of design communicate and express
ideas.
Students will analyze and create two and three‐dimensional
visual art forms using various media.
Students must be able to use technology as a tool in order
to research, organize, evaluate, and communicate
information.
Assessments- including benchmarks, formative, summative,
and alternative assessments
Entrance/exit tickets
End of unit quizzes
Student self-reflection
Teacher feedback
Project Rubric
Pair-share
Gallery walk
Class critique
Research projects
Suggested Interdisciplinary Activities for this Unit
Social Studies: Research geographical influences on the artwork
created in specific countries.
Technical Subjects: Create a virtual video or presentation focused
on an assigned Non-Western location.
World Languages: Research spoken language of different areas of
the Non-Western world and their influence on the arts
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Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
Internet research
Various art magazines
Media center resources
Classroom Library – various art history books
Integration of the Technology Standard
8.1.12.D.1: Demonstrate appropriate application of
copyright, fair use and/or Creative Commons to an original
work.
8.2.12.B.4: Research the impact of technology on the arts
Unit #2 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.4.12.A.4 Evaluate how
exposure to various cultures
influences individual,
emotional, intellectual, and
kinesthetic responses to
artwork.
- Teacher will introduce art of
the non-western world and the
most common religious
themes and symbols in the art
- Provide visual examples of
Non-Western artworks
- Model how to properly
identify the differences in
artworks inspired by various
religions including Hindu,
Buddhism and Islam
- Students will collaborate to
identify which religion a set of
artworks/relics was inspired
by
- Guided reading chapter 4
- Students will respond in
sketchbooks with visual and
written notes
- Homework
- Sketchbooks entries
- Exit ticket
- Guided reading
- Questioning
- Class discussions
1.2.12.A.1 Determine how
dance, music, theatre, and
- Teacher will review the areas
of the world included in Non-
- Students will work in groups
to create a presentation of an
- Presentation Rubric
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visual art have influenced
world cultures throughout
history.
Western Art
- Teacher will demonstrate
how to create a visual
presentation through
technology or hands on
display
assigned are of the Non-
western world
- Students will complete
internet and media center
research on the geography,
cultural influences and
architecture in their location
-Students will present
information with oral and
visual presentation
-Students will select a specific
artwork from their Non-
Western location to replicate
- Homework
- Visual replica of artwork
- Group reflection
- Self-reflection
- Sketchbook entries
- Questioning
- Class discussions
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Unit 3 Overview At-a-Glance Unit #3 – Western Art
Unit Description:
In this unit, Students will explore the art of the Western World including that of Egypt, Mesopotamia, Greece, Rome, Christian,
Byzantine, Romanesque and Gothic. Students will also discover the art of the Renaissance and the “Master Artists” of that time.
Essential Skills:
Students will distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse
cultural perspectives and identify specific cross-cultural themes.
Students will identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-
dimensional artworks, and emulate those styles by creating an original body of work.
Students will justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of
mind in various historical eras.
Students will produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy,
methods, techniques, and cultural understanding.
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
1.1.12.D.1
1.3.12.D.5
1.2.12.A.2
1.3.12.D.2
1.4.12.A.3
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL1, NJSLSA.SL2, NJSLSA.L1, NJSLSA.L2,
NJSLSA.W6, NJSLSA.W2, NJSLSA.W9
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Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Alternate responses (drawings with captions, spoken
responses, etc.)
Translated worksheets
Interactive questioning strategies
Visual aids – English word next to images
Write key vocabulary on the board when present new
information
Emphasize key words and phrases (repetition)
Use a variety of materials: oral, visual, graphic, etc.
Advance/guided notes
Extended time
Teacher modeling (non-verbal teacher communication in
addition to spoken instructions)
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Independent study options
Alternate learning activities/alternate resources of higher
grade level
Allow student leadership role as a mentor to lower level
learners
Provide enrichment activities
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global awareness.
Research career opportunities in the United States and
abroad that require knowledge of world languages and
diverse cultures.
Lessons integrate a focus on civic literacy so that students
can better understand the rights and obligations of
citizenship.
Lessons explore the history and evolution of the visual arts
and its role in and impact on society.
Students will analyze how the application of visual arts
elements and principles of design communicate and express
ideas.
Students will analyze and create two and three‐dimensional
visual art forms using various media.
Students must be able to use technology as a tool in order
to research, organize, evaluate, and communicate
information.
Assessments- including benchmarks, formative, summative,
and alternative assessments
Entrance/exit tickets
End of unit quizzes
Suggested Interdisciplinary Activities for this Unit
Health/PE: Students will research and created study sketches of
the human anatomy in reference to figure drawing.
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Student self-reflection
Teacher feedback
Project rubric
Pair-share
Gallery walk
Class critique
Research projects
Questioning
Class discussions
English Language Arts/Literacy: Essay exploring the influence
of religion on Western Art.
Math: Utilize 2-point linear perspective in the creation of Greek
orders/Architecture.
Technical Subjects: Study technological advances used in the
creation of architecture and compare to those used in Greek/Roman
Architecture.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
Internet research
Classroom library
Various media center resources
Integration of the Technology Standard
8.1.12.D.1: Demonstrate appropriate application of
copyright, fair use and/or Creative Commons to an original
work.
8.2.12.B.4: Research the impact of technology on the arts
Unit #3 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.1.12.D.1 Distinguish
innovative applications of the
elements of art and principles
of design in visual artworks
- Teacher will explain the
beginning of Western Art
- Teacher will compare and
- Students will view a video
on the history of Mesopotamia
- Students will research
- Project rubric
- Completed interactive
notebook/class work
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from diverse cultural
perspectives and identify
specific cross-cultural themes.
contrast the culture of Egypt
with that of Burlington City
- Teacher will compare and
contrast the art of Egypt and
Mesopotamia
Burlington City history and
record their findings.
- Students will create a “tomb”
for Burlington City
- Students will identify the
styles and artistic processes
used in the creation of
Egyptian Art and create
artwork emulating that
assignments
- Sketchbook assignments
- Final project
- Quiz
- Questioning
- Class discussions
1.3.12.D.5 Identify the styles
and artistic processes used in
the creation of culturally and
historically diverse two- and
Three-dimensional artworks,
and emulate those styles by
creating an original body of
work
-Teacher will introduce Greek
and Roman Artworks
-Teacher will provide visual
examples and video on Greek
and Roman art/Architecture
- Teacher will model how to
identify the differences in
Greek and Roman Art
- Teacher will model how to
use linear perspective in the
creation of Greek Columns
- Students will identify the
styles and artistic processes
used in the creation of Greek
and Roman art in their
sketchbooks
- Students will create a visual
replica of the 3 types of Greek
order utilizing linear
perspective.
- Students will record relevant
art vocabulary in sketchbooks
- Project
- Exit Ticket
- sketchbook assignments
- Project rubric
- Questioning
- Class discussions
1.2.12.A.2 Justify the impact
of innovations in the arts (e.g.,
the availability of music
online) on societal norms and
habits of mind in various
historical eras.
- Teacher will introduce
religious influences in
Western Art
- Teacher will invoke class
discussion on the importance
of text in religious art
- Students will translate
religions by using them as
stimulus/inspiration for an
illuminated manuscript
- Students will utilize pen and
ink techniques to compare and
contrast cultural/technological
- Final project rubric
- Sketchbook/writing
assignments
- Pair-share
- Gallery walk
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- Teacher will provide visual
images of illuminated
manuscripts
- Teacher will demonstrate
how to use pen and ink to
create calligraphy
advances in writing styles
- Students will create an
illuminated manuscript
inspired by their initials
- Exit/Entrance tickets
- Questioning
- Class discussions
1.3.12.D.2 Produce an original
body of artwork in one or more
art mediums that demonstrates
mastery of visual literacy,
methods, techniques, and
cultural understanding.
- Teacher will compare and
contrast gothic and
Romanesque artworks
- Teacher will provide visual
examples of Gothic and
Romanesque Architecture
- Teacher will introduce
stained glass and its relevance
in Gothic Art
- Teacher will demonstrate
how to create a small-scale
stained-glass window
- Read informational text and
complete guided worksheet on
differences in Gothic
Romanesque Artwork
- Complete visual and written
notes in sketchbooks
- Complete a personally
symbolic stained-glass
window
- Final Project
- Guided worksheet
- Sketchbook notes
- Project rubric
- Quiz
- Exit/Entrance tickets
- Questioning
- Class discussions
1.4.12.A.3 Develop informed
personal responses to an
assortment of artworks across
the four arts disciplines (dance,
music, theatre, and visual art),
using historical significance,
craftsmanship, cultural
context, and originality as
criteria for assigning value to
- Teacher will discuss the
Renaissance and the cultural
influences of the Renaissance
focusing on Italy
Teacher will introduce he
artwork of Da Vinci focusing
on portraits and figure
drawing
- Students will analyze and
critique the innovations in
figure drawing and portraiture
during the Italian Renaissance
- Students will complete
guided notes of chapter 9
- Students will practice
- Final Project
- Exit/Entrance tickets
- Sketchbook
assignments/notes
- Homework
18
the works.
- Teacher will demonstrate
how to accurately draw
portraits utilizing proportion
- Teacher will introduce the
artists of Rembrandt,
Caravaggio and Gentileschi
and the eras of Baroque and
Rococo
- Teacher will demonstrate
various painting techniques
drawing in portraits in
proportion by pairing up and
posing as models for a
classmate
- Students will complete a
final portrait of a family
member utilizing the
techniques of Da Vinci
- Students will explore various
painting techniques in
sketchbooks
- Students will use the
techniques of Baroque and
Rococo paintings to add color
to their portraits
- Pair-Share
- Quiz
- Questioning
- Class discussions
19
Unit 4 Overview At-a-Glance Unit #4 – Modern Art and the “Isms”
Unit Description:
In this unit, students will be introduced to Modern art and the “Isms.” Students will explore the styles of Romanticism, Realism,
Impressionism, Expressionism, Abstract art, Surrealism, Pop Art, Color Field Abstraction and Photorealism.
Essential Skills:
Students will distinguish innovative applications of the elements of art and principles of design in visual artworks from diverse
cultural perspectives and identify specific cross-cultural themes.
Students will identify the styles and artistic processes used in the creation of culturally and historically diverse two- and three-
dimensional artworks and emulate those styles by creating an original body of work.
Students will organize an exhibit of personal works of visual art that convey a high level of understanding of how the expression
of ideas relates to the art media, art mediums, and techniques used.
Students will use contextual clues to differentiate between unique and common properties and to discern the cultural implications
of works of dance, music, theatre, and visual art.
Students will translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for
corresponding visual artworks.
Students will determine how visual art has influenced world cultures throughout history.
Students will analyze the syntax and compositional and stylistic principles of two- and three-dimensional artworks in multiple art
media and interpret themes and symbols suggested by the artworks.
Students will determine the role of art and art-making in a global society by analyzing the influence of technology on the visual,
performing, and multimedia arts for consumers, creators, and performers around the world.
Students will produce an original body of artwork in one or more art mediums that demonstrates mastery of visual literacy,
methods, techniques, and cultural understanding.
20
Standards Addressed within this Unit
Central Unit Standards- This unit will focus primarily on
learning goals aligned with the following standards:
1.1.12.D.1 1.3.12.D.5
1.3.12.D.3 1.4.12.A.1
1.1.12.D.2 1.3.12.D.4
1.4.12.B.3 1.3.12.D.2
Supporting Unit Standards- This unit will also include activities
aligned with the following standards:
NJSLSA.SL1, NJSLSA.SL2, NJSLSA.L1, NJSLSA.L2,
NJSLSA.W6, NJSLSA.W2, NJSLSA.W9
Unit Details
Modifications for Special Education Students, English
Language Learners, Students at Risk of Failure, and Gifted
Students- Modify instructional approach and/or assignments and
evaluations as needed based for students with IEPs, 504s, ELLs
and gifted and talented students including but not limited to:
Alternate responses (drawings with captions, spoken
responses, etc.)
Translated worksheets
Interactive questioning strategies
Visual aids – English word next to images
Write key vocabulary on the board when present new
information
Emphasize key words and phrases (repetition)
Use a variety of materials: oral, visual, graphic, etc.
Advance/guided notes
Extended time
Teacher modeling (non-verbal teacher communication in
addition to spoken instructions)
Modify approaches, assignments, and evaluations as needed to
challenge gifted students:
Independent study options
Alternate learning activities/alternate resources of higher
Integration of 21st century skills through NJSLS 9 and Career
Education:
Lessons, where appropriate, incorporate multiple
perspectives to infuse cultural and global awareness.
Research career opportunities in the United States and
abroad that require knowledge of world languages and
diverse cultures.
Lessons integrate a focus on civic literacy so that students
can better understand the rights and obligations of
citizenship.
Lessons explore the history and evolution of the visual arts
and its role in and impact on society.
Students will analyze how the application of visual arts
elements and principles of design communicate and express
ideas.
Students will analyze and create two and three‐dimensional
visual art forms using various media.
Students must be able to use technology as a tool in order
to research, organize, evaluate, and communicate
information.
21
grade level
Allow student leadership role as a mentor to lower level
learners
Provide enrichment activities
Assessments- including benchmarks, formative, summative,
and alternative assessments
Entrance/exit tickets
End of unit quizzes
Student self-reflection
Teacher feedback
Project rubric
Pair-share
Gallery walk
Class critique
Research projects
Class discussions
Questioning
Suggested Interdisciplinary Activities for this Unit
Career Education: Students will research current modern art
careers and their financial and educational backgrounds.
English Language Arts/Literacy: Students will study American
art and the influence of American Literature on visual art.
Technical Subjects: Students will watch interactive video of
“Starry Night” come to life.
Unit Resources
Teachers should utilize school resources available in our Media Center to infuse alternate sources, perspectives, and approaches.
Resources should include textual support but also span multimedia options to engage multiple modalities. In addition, to support
struggling readers and increase rigor for advanced readers, the coursework may also draw on additional developmentally appropriate
resources to facilitate challenging levels of work for all students.
Leveled Supplemental Materials and Media/School Library
Resources
Various Media Center resources
Classroom Library
Art Magazines
Additional articles as needed.
Integration of the Technology Standard
8.1.12.D.1: Demonstrate appropriate application of
copyright, fair use and/or Creative Commons to an original
work.
8.2.12.B.4: Research the impact of technology on the arts
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Unit #4 Targeted Instructional Planning to Address Central Unit Standards: Central Unit Standard and
Student Learning Objective
Suggested Instructional
Activities
Suggested Student Output Formative Assessments
(Portfolios, Projects, Tasks,
Evaluations, & Rubrics)
1.1.12.D.1 Distinguish
innovative applications of the
elements of art and principles
of design in visual artworks
from diverse cultural
perspectives and identify
specific cross-cultural themes.
-Teacher will discuss
Romanticism and Realism and
their characteristics
-Teacher will model how to
create artworks in the styles of
Realism and Romanticism
using oil pastel
- Students will take visual and
written notes on the topic of
Romanticism and Realism in
sketchbooks
- Students will compare and
contrast Romanticism and
Realism in writing assignment
- Students will take the same
blank still life image and,
using oil pastels, add color in
the styles of romanticism and
realism
- Sketchbook entries
- Writing assignment rubric
- Final coloring activity
- Final project
- Questioning
- Class discussions
1.3.12.D.5 Identify the styles
and artistic processes used in
the creation of culturally and
historically diverse two- and
three-dimensional artworks
and emulate those styles by
creating an original body of
work.
- Teacher will compare
impressionism, post-
impressionism, and
expressionism
-Teacher will demonstrate
how to create the different
techniques used in these styles
of art
- Teacher will discuss the
artistic techniques used in the
artwork of Monet, Degas,
Seurat and Van Gogh
- Students will complete
guided reading and sketches of
chapter 13
- Students will explore
techniques used in
impressionism, post-
impressionism, and
expressionism in their
sketchbooks
- Students will select a
specific artist from this
chapter to replicate an artwork
- Sketchbook entries
- Guided notes
- Final project
- Class work assignments
- Self-reflection
- Questioning
- Class discussions
23
1.3.12.D.3 Organize an exhibit
of personal works of visual art
that convey a high level of
understanding of how the
expression of ideas relates to
the art media, art mediums,
and techniques used.
- Teacher will discuss abstract
art
- Teacher will provide
students various examples of
abstract art such as: Piet
Mondrian, Pablo Picasso,
Marcel Duchamp and Joseph
Stella
-Teacher will demonstrate the
way to develop an abstract
concept
- Students will study the
artwork and critical thought
process that goes into creating
abstract artworks and take
visual and written notes in
sketchbooks
- Students will experiment
with various ways to create
abstract art
- Students will create various
abstract art studies in
sketchbooks
- Sketchbook assignments
- Interactive notebook
- Abstract art studies rubric
- Gallery walk
- Entrance/exit tickets
- Questioning
- Class discussions
1.4.12.A.1 Use contextual
clues to differentiate between
unique and common properties
and to discern the cultural
implications of works of
dance, music, theatre, and
visual art.
- Teacher will introduce
Surrealism in textbook and
provide visual examples
- Teacher will show clips from
pop culture movies and
compare and contrast them to
the artwork of famous
surrealist artists.
- Teacher will provide visual
examples of the artwork of
Dali, Magritte, Chagall and
Klee.
- Students will complete
compare/contrast exercises in
sketchbooks
- Students will create a
concept for a modern cartoon
character in a surreal world.
- Sketchbook assignments
- Pair-share
-Entrance/exit ticket
- Project Rubric
- Quiz
- Questioning
- Class discussions
1.1.12.D.2 Translate literary,
musical, theatrical, and dance
compositions by using them as
stimulus/inspiration for
-Teacher will introduce
American art
- Teacher will invoke Class
critique on the artworks of
- Students will complete
guided reading of chapter 15
in textbooks
- Students will research
- Entrance/exit tickets
- Sketchbook assignments
- Final project rubric
24
corresponding visual artworks. various American artists
including John Singer Sargent,
Henry O. Tanner, Georgia
O’Keeffe, Charles Demuth,
and Alexander Calder
- Teacher will point out the
correlations between
American art and Literature
American artists and how they
were influence by American
literature and take notes in
sketchbooks
- Students will select an
American writer to create an
original artwork based on
- Quiz
- Guided notes
- Questioning
- Class discussions
1.4.12.B.3 Determine the role
of art and art-making in a
global society by analyzing the
influence of technology on the
visual, performing, and
multimedia arts for consumers,
creators, and performers
around the world.
-Teacher will cite examples of
various types of art in the
early 1900’s
- Teacher will discuss the
events of history, which
influenced American art
- Artists such as Grant Wood,
Edward Hopper and Jacob
Lawrence will be introduced
- Students will think about
current social issues in our
community and create
sketches in sketchbook
- Students will develop a
concept to advertise a solution
for a modern day social issue
- Students will create a poster
advertisement of their selected
social issue
- Project rubric
- Sketchbook/class work
assignments
- Entrance/exit tickets
- Class critique
- Questioning
- Class discussions
1.2.12.A.1 Determine how
dance, music, theatre, and
visual art have influenced
world cultures throughout
history.
- Teacher will compare and
contrast abstract
expressionism and pop art
- Teacher will lead class
discussion on artists such as
Wilem de Kooning, Jackson
Pollock, and Mark Rothko
- Teacher will demonstrate
how to create pop art imagery
inspired by modern pop
- Students will research the
impact these two styles of art
had on modern-day life and
which aspects of our lives
portray these styles
- Students will use magazines
and mixed painting media to
create an original pop artwork
assemblage
- Project rubric
- Guided research worksheet
- Pair-share
- Teacher feedback
- Exit ticket
- Questioning
25
culture
- Teacher will provide visual
images from Jasper Johns,
Roy Lichtenstein, and Andy
Warhol, Claus Oldenburg
- Class discussions
1.3.12.D.4 Analyze the syntax
and compositional and
stylistic principles of two- and
three-dimensional artworks in
multiple art media (including
computer-assisted artwork),
and interpret themes and
symbols suggested by the
artworks.
- Teacher will review the
elements of art and simplify
them to introduce the concept
of Color Field Painting
- Teacher will lead discussion
on artwork by Joseph Albers,
Barnett Newman, and Frank
Stella
- Students will review color
theory and study the work of
color field painting
- Students will compare and
contrast color theory to the
scientific processes
- Students will practice Color
Field Abstraction in
Sketchbooks
- Color theory C\checklist
- Sketchbook/notes
- Quiz
- Exit ticket
- Questioning
- Class discussions
1.3.12.D.2 Produce an original
body of artwork in one or
more art mediums that
demonstrates mastery of
visual literacy, methods,
techniques, and cultural
understanding.
- Teacher will introduce the
art of Photorealism
- Teacher will discuss a brief
history of Chuck Close
- Teacher will demonstrate the
use of a grid to replicate a
photograph accurately
- Students will study
photorealism and the artwork
of Chuck Close
- Students will practice using a
grid to replicate an image
- Students will find a
photograph in magazine and
cut in half. Students will
replicate the other half of the
images accurately
- Project rubric
- Guided research worksheet
- Pair-share
- Teacher feedback
- Exit ticket
- Questioning
- Class discussions