FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ART DEPARTMENT

FINE ART 1

Grade Level: 9-12

Credits: 2.5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 31, 2009 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Ronald G. Lawson, President Mr. Christopher Placitella, Vice President

Mr. William Bruno Mr. Tom Caiazza

Mrs. Elizabeth Canario Mr. Barry Hochberg Mrs. Kathie Lavin Mr. Heshy Moses

Mrs. Jennifer Sutera

Mr. James Wasser, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and

Instruction

Curriculum Writing Committee

Ms. Heather Diliberto

Supervisors

Ms. Cathy Boenig Ms. Patricia Blood

Mr. Dan Green Mr. Peter Krais

Ms. Judith Lagana Mr. David Pierson

Course Philosophy

Unique opportunities to inspire, guide, and provoke creative thought in students should always be pursued in education. One of the goals during all Fine Art course experiences is to develop students into lifelong learners with an appreciation for the arts. Because human passion and the desire for self expression is still encouraged today, Fine Art curricula can reaffirm a necessary link in educational systems by establishing proper training for tomorrow’s creative thinkers.

Course Description

The Freehold Regional High School District four year program begins with the sequential foundation of Fine Art I and progresses to the more independent study of Fine Art IV. Fine Art I and II stresses the goal of increasing student’s powers of perception while developing a familiarity of materials. Fine Art III and IV involve more and more personal choices by the student and the development of the art portfolio by future art majors. Fine Art I is a half year introduction to the methods and materials offered in the Fine Arts programs at FRHD. Units of study present the student with drawing skills, the principles of design, color theory, critical thinking and aspects of art history. Included in these studies is the proper handling and safe usage of art materials. Students leave the semester course with a solid understanding of the fundamentals of Fine Art. Students are increasingly encouraged to use the foundations of art for personal experimentation and individual endeavors.

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Freehold Regional High School District Curriculum Map

Fine Art I

Assessments Relevant Standards

1

Enduring Understandings

Essential Questions Diagnostic

(before) Formative (during)

Summative (after)

1.1 Aesthetics

Aesthetics foster artistic appreciation, imagination and creative inspiration. Rendering form from secondary sources as well as from life utilizes various modes of thought and technique.

What does personal imagery mean in art? Is it possible to distinguish between thoughtless and thoughtful artistic judgments?

1.2 Creation and Performance

The arts instill foundation skills needed for life such as decision making, visualizing, and thinking creatively. Art encourages self expression and is an affective way to express ideas and emotions. Careful observation produces increased powers of perception and understanding.

How is imagination and fresh perspective fostered within an individual? How can we incorporate experiences, skills and knowledge into artwork? Why is individual perception so important in observational drawing?

1.3 Elements and Principles of the Arts

The basic elements and principles of design are the fundamentals of art. Artwork represents a range of expressions, materials, designs and principles. Color is a fundamental of art; its usage is an integral component within the myriad means of an artist.

How do the elements and principles of design guide the creation of artwork? Is there a limit or range of conceptual approaches when creating art?

Questions/ Discussions Anticipatory Set Questions

Teacher handouts Appropriate daily tasks (effort, participation and clean up) Following directions Appropriate time management skills Quizzes/homework Unit tests Observations Class work Projects/ Project comprehension Individual/class critique

Finished Projects

Project Rubrics (when appropriate) Final Cumulative Exam

Individual Critique

1

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Assessments Relevant Standards

1

Enduring Understandings

Essential Questions Diagnostic

(before) Formative (during)

Summative (after)

1.4 Critique

Familiarity and comfort with critique enables successful comprehension and the power of reflection in everyday life. Art portrays different views, opinions and interpretations.

Why is being objective important to the critique process? What are the essential skills learned through critique?

1.5 World Culture, History and Society

Culture and historical events helped dictate art movements throughout history. Art can be a representation of an individual's response to the world.

Does art define culture or does culture define art? How and why do works of art reflect individual cultures, beliefs and society?

Questions/ Discussions Anticipatory Set Questions

Teacher handouts Appropriate daily tasks (effort, participation and clean up) Following directions Appropriate time management skills Quizzes/homework Unit tests Observations Class work Projects/ Project comprehension Individual/class critique

Finished Projects

Project Rubrics (when appropriate) Final Cumulative Exam

Individual Critique

2

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Freehold Regional High School District

Course Proficiencies and Pacing

Fine Art I

Unit Title

Unit Understandings and Goals

Recommended Duration

Unit #1: Observational Drawing

Careful observation produces increased powers of perception and understanding. The arts instill foundation skills needed for life such as decision making, visualizing, and thinking creatively.

1. Students will understand the importance of observational drawing and how it applies to art. 2. Students will be able to draw from life using line and value to create 3-dimensional illusions

Ongoing throughout the course

Unit #2 Materials and Methods

Rendering form from secondary sources as well as from life utilizes various modes of thought and technique. Familiarity and comfort with critique enables successful comprehension and the power of reflection in everyday life.

1. Students will prioritize steps needed in creating a realistic grid drawing. 2. Students will recognize the relevancy of art materials and techniques in creating representational

drawings. 3. Students will compare and contrast realism and interpretive art.

Ongoing throughout the course

Unit #3: Elements and Principles of Design

The basic elements and principles of design are the fundamentals of art. Artwork represents a range of expressions, materials, designs and principles.

1. Students will understand the relevance of each element and principle of design and how each relates within a working composition.

Ongoing throughout the course

Unit #4: Color Theory

Color is a fundamental of art; its usage is an integral component within the myriad means of an artist. Art encourages self expression and is an effective way to express ideas and emotions.

1. Students will be able to identify relationships of different color schemes and how they can be incorporated into a unique design and composition.

2. Students will understand how to properly mix and apply colors using different mediums. 3. Students will be introduced to the expressionistic and interpretive use of color.

7 Weeks – Starts at the beginning of either 2nd or 4th marking period

(depending on start date of course)

Unit #5: Art History

Culture and historical events helped dictate art movements throughout history. Aesthetics foster artistic appreciation, imagination and creative inspiration. Art can be a representation of an individual's response to the world.

1. Students will familiarize themselves with periods of art history in relation to technique and philosophy.

Ongoing throughout the course

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Freehold Regional High School District Fine Art I

Unit #1: Observational Drawing

Enduring Understandings: Careful observation produces increased powers of perception and understanding. The arts instill foundation skills needed for life such as decision making, visualizing and thinking creatively. Essential Questions: Why is individual perception so important in observational drawing? How is imagination and fresh perspective fostered within an individual? Unit Goals: Students will understand the importance of observational drawing and how it applies to art. Students will be able to draw from life using line and value to create 3-dimensional illusions. Duration: Ongoing throughout course NJCCCS: 1.1, 1.2, 1.3, 1.4, 5.1, 8.1, 9.1.b, 9.2.abcf Guiding / Topical

Questions

Content, Themes, Concepts, and Skills

Instructional Resources and

Materials Teaching Strategies

Assessment Strategies

What skills are built while practicing contour and blind contour drawings? How are gesture and quick contour drawings similar? Why is negative space as important as positive space in a composition? Why is acquiring the skills to draw from observation essential to quality Art making?

Complete a series of contour and blind contour drawing exercises that start to build hand eye coordination (2-5 days at beginning of course). Describe the difference between gesture and quick contour drawing by interpreting the figure and still life models (2-5 days at beginning of course). Identify specific differences between positive and negative space within a composition based on observational contour drawing (ongoing throughout course). Identify how to create art; balancing both the subject matter and its surrounding (ongoing throughout course).

*Teacher demonstrations Art history references Teacher handouts and worksheets Image resources: Art books, magazines, newspaper & internet. Student projects from previous years (use as examples). Set up different still life situations and students poses *Power Point for visual reference and guide.

Class discussions and practices: *Teacher demonstrations (drawing techniques pertaining to lessons ex. Blind contour, contour, creating high & low values, etc.) Compare and Contrast: different drawing techniques and terminology Cause and Effect: Positive and Negative - Space and Shape Compare and Contrast: drawing what you see vs. drawing what you think you see (blind contour vs. contour) Weekly observational drawing exercises (emphasizing different aspects of observational drawing: composition, still life set up, light source etc.) Weekly practice of blind contour and contour drawing (building hand-eye coordination) Observations and feedback throughout projects regarding proper handling and use of art media and materials Break projects down into mini lessons when necessary Daily/ weekly student activities for proper assessment of student learning (content review, class observations, question/answer, quizzes, content trivia involving teamwork, etc.) *Power Point – Teacher’s choice - Observational Drawing: examples of different artist takes using light, mark making etc.

Quizzes Unit tests Class work/ participation Completed projects/Project comprehension Project rubrics – where appropriate Following directions Time Management Responses to class discussions Critique participation, consideration of critique applied to re-worked artwork

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional project time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

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NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

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Freehold Regional High School District Fine Art I

Unit #2 Materials and Methods

Enduring Understandings: Rendering form from secondary sources as well as from life utilizes various modes of thought and technique. Familiarity and comfort with critique enables successful comprehension and the power of reflection in everyday life. Essential Questions: Is it possible to distinguish between thoughtless and thoughtful artistic judgments?

Why is being objective important to the critique process? What are the essential skills learned through critique? Unit Goals: Students will prioritize steps needed in creating a realistic grid drawing. Students will recognize the relevancy of art materials and techniques in creating representational drawings. Students will compare and contrast methods of realism and interpretive art. Duration of Unit: 10 weeks NJCCCS: 1.1, 1.2, 1.3, 1.4, 1.5, 5.1.b, 8.1, 9.1.b, 9.2.abcf Guiding /

Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources and

Materials Teaching Strategies Assessment Strategies

How can critique help improve artwork? What is the correlation between medium and technique in creating realistic artwork? How do the individual traits of art media affect artwork?

Identify the importance of individual and class critique and how they relate to improving artwork (during and after project completion). Recognize the unique expressive qualities of art materials in relation to a finished work (ongoing throughout course). Understand the many drawing techniques: cross hatching, hatching and modeled drawing) and how they apply to a representational drawing (ongoing throughout course). Introduce what a light source is and how it is important in art making. Understand various methods needed to produce representational art. Introduce painting techniques: application, mixing, toning, tinting, etc. (ongoing throughout color theory unit)

*Teacher demonstrations Art history references Teacher handouts and worksheets Image resources: Art books, magazines, newspaper & internet Student projects from previous years (use as examples) *Power point presentations for visual references and guide

Class discussions and practices: Introduce different media, art techniques and terminology Introduce the purpose and many different aspects of critique. Relate critique to real life *Teacher specific demonstrations: drawing techniques: cross hatching, hatching, modeled drawing etc. *Teacher specific demonstrations: “How to” techniques associated with realism (measurements, value, proper use of tortillion, art pencils, art erasers etc.) *Teacher specific demonstrations: painting techniques: application, mixing, toning, tinting, etc. Observations and feedback throughout projects regarding proper handling and use of art media and materials Daily/ weekly student activities for proper assessment of student learning (content review, class observations, question/answer, quizzes, content trivia involving teamwork, etc.) *Power Points – Teacher’s choice: based on various materials and methods in art (ex. representational drawing methods)

Quizzes Unit tests Class work/ participation Completed projects/Project comprehension Project rubrics – where appropriate Following directions Time Management Responses to class discussions Critique participation, consideration of critique applied to re-worked artwork

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional project time, and use of visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

6

NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

7

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Freehold Regional High School District Fine Art I

Unit #3: Elements and Principles of Design

Enduring Understandings: The basic elements and principles of design are the fundamentals of art. Artwork represents a range of expressions, materials, designs and principles. Essential Questions: How do the elements and principles of design guide the creation of artwork? Is there a limit of range of conceptual approaches when creating art? Unit Goal: Students will understand the relevance of each element and principle of design and how each relates within a working composition. Duration of Unit: Ongoing throughout course NJCCCS: 1.1, 1.2, 1.3, 1.4, 1.5, 4.2abd, 5.1.b, 8.1, 9.1.b, 9.2.abcf Guiding / Topical

Questions

Content, Themes, Concepts, and Skills

Instructional Resources

and MaterialsTeaching Strategies

Assessment Strategies

How do you create composition? Why is composition important in Art making? How can pattern, emphasis and texture support a drawing focused on space and shape? How is 3-dimensional perspective created? How is asymmetrical and symmetrical balance different? Why is balance important aspect of composition?

Identify the importance of the Elements and Principles of Design: (Introduced at beginning of course, continuing theme throughout): 7 Formal Elements: Value, Line, Color, Space, Shape, Texture (actual and implied), Form 6 Formal Principles: Balance (asymmetry/symmetry), Pattern, Proportion, Emphasis, Contrast and Gradation Emphasize the combining of elements to create Composition (ongoing throughout course) Complete a project focused on balanced space and shape incorporating pattern, texture emphasis and line (1-2 weeks at beginning of course) Complete 1 and 2 point perspective/horizon line exercises (1-5 day as an exercise) Complete an exercise emphasizing negative space (1-2 weeks at beginning of course)

*Teacher demonstrations Art history references Teacher handouts and worksheets Image resources: Art books, magazines, newspaper & internet Student projects from previous years (use as examples)

Class discussions and practices: Review different drawing techniques and terminology. *Teacher demonstrations based on elements and principles of design: how they work together to form a completed composition. *Teacher specific demonstrations: creating value, line rendering, pattern, texture, etc. *Teacher mini-lesson: The importance of time management (relate to real life situations). Review units of measurements:

• How to use and read a ruler. • Introduce units of measurement in relation to grid work.

Break projects down into mini lessons when necessary. Compare and contrast: actual and implied surface textures. Compare and contrast: different approaches to the Elements and Principles of Design.

Quizzes Unit tests Class work Completed projects/Project comprehension Project rubrics – where appropriate Following directions Time Management. Responses to class discussions

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Guiding / Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources

and MaterialsTeaching Strategies

Assessment Strategies

Why is it important to understand how to apply correct units of measurement in order to create a grid drawing? How is value used in the careful depiction of form?

Complete a grid drawing using a range of art pencils to create a wide variety of value (4-7 weeks: after elements and principles of design introductions, before color theory unit) Create value scales which identify the significance and the differences between low and high values using art pencils (1-3 days, before grid drawing)

*Power point presentations for visual reference and guide

Observations and feedback throughout projects regarding proper handling and use of art media and materials. Daily/ weekly student activities for proper assessment of student learning (content review, class observations, question/answer, quizzes, content trivia involving teamwork, etc.). *Power Point presentation -Teacher’s choice: Elements & Principles of Design.

Critique participation, consideration of critique applied to re-worked artwork Class participation

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional project time, and use of

visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

9

NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

10

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Freehold Regional High School District Fine Art I

Unit #4: Color Theory

Enduring Understandings: Color is a fundamental of art; its usage is an integral component within the myriad means of an artist. Art encourages self expression and is an effective way to express ideas and emotions. Essential Questions: Is there a limit or range of conceptual approaches when creating art? How can we incorporate experiences, skills and knowledge into artwork? Unit Goals: Students will be able to identify relationships of different color schemes and how they can be incorporated into a unique design and composition. Students will understand how to properly mix and apply colors using different mediums. Students will be introduced to the expressionistic and interpretive use of color. Duration of Unit: 7 weeks NJCCCS: 1.1, 1.2, 1.3, 1.4, 1.5, 4.2.abd, 5.1.b, 8.1, 9.1, 9.2.abcf Guiding / Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources and

Materials Teaching Strategies Assessment Strategies

What are the primary, secondary and tertiary colors? What are monochromatic, analogous and complementary color schemes? How do colors affect one another and impact artwork? How does the viewer react to an artist’s color choices? How does color evoke emotion?

Identify color relationships through the creation of a color wheel and color theory exercises (introduced 1-5 weeks after grid drawing). Understand how to tone and tint colors by using different approaches ex. mixing complimentary colors, black, white etc. (ongoing throughout Color Theory unit). Introduce color intensity in relation to color mixing and color placement (ongoing throughout Color Theory unit). Introduce colors in relation to other colors to increase pictorial potential (ongoing throughout Color Theory unit). Understand how to create a monochromatic, analogous and/or complementary painting (1-2 weeks).

*Teacher demonstrations Teacher handouts and worksheets Art history references Student projects from previous years (used as examples) Image resources: Art books, magazines, newspaper & internet *Power point presentations for visual reference and guide

Class discussions and practices: *Teacher specific demonstrations: paint applications, color mixing, toning, tinting, intensity, etc.). Teacher review of different painting techniques and terminology. Teacher review of art materials and methods. Compare and contrast: tint and tone. Compare and contrast/ Cause and effect: color in relation to other color. Relate color to everyday life (ex. Symbolism and emotions). Observations and feedback throughout projects regarding proper handling and use of art media and materials. Daily/ weekly student activities for proper assessment of student learning (content review, class observations, question/answer, quizzes, content trivia involving teamwork, etc.). *Power Point -Teacher’s choice: Color Theory introduction.

Quizzes Unit tests Class work Completed projects/Project comprehension Project rubrics – where appropriate Following directions Time Management. Responses to class discussions Critique participation, consideration of critique applied to re-worked artwork Class participation

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional project time, and use of

visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

11

NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

12

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Freehold Regional High School District Fine Art I

Unit #5: Art History Enduring Understandings: Culture and historical events helped dictate art movements throughout history. Aesthetics foster artistic appreciation, imagination and creative inspiration. Art can be a representation of an individual’s response to the world. Essential Questions: Does art define culture or does culture define art? How and why do works of art reflect individual cultures, beliefs and society? What does personal imagery mean in art? Unit Goal: Students will familiarize themselves with periods of art history in relation to technique and philosophy. Duration of Unit: Ongoing throughout course NJCCCS: 1.1, 1.2, 1.3, 1.4, 1.5, 8.1, 9.1.b, 9.2.abcf

Guiding / Topical Questions

Content, Themes, Concepts, and Skills

Instructional Resources and Materials

Teaching Strategies Assessment Strategies

Why is it important to understand previous art methods? How does art history influence present artwork? How have previous drawing and painting approaches been used throughout art history? How has art been used in provoking thought?

Incorporate different art movements into lessons (ongoing throughout course). Introduce artists who represent different approaches within an art movement. Understand the mechanics of grid drawing using Chuck Close as an example (ongoing throughout grid lesson). Incorporate various artists who represent specific color usage (ongoing throughout Color Theory unit). Incorporate the study of artists who represent specific drawing techniques, i.e. line, tone and value (ongoing throughout course).

Teacher handouts and worksheets Art history references Student projects from previous years (used as examples) Image resources: Art books, magazines, newspaper & internet *Power Point presentations for visual reference and guide

Class discussions and practices: Compare and contrast different artist’s approaches to media (when necessary during projects). Teacher review of art materials and terminology. Compare and contrast: artists and art movements. Cause and effect: History and Art making. Daily/ weekly student activities for proper assessment of student learning (content review, class observations, question/answer, quizzes, content trivia involving teamwork, etc.). *Power Point – Teacher’s choice: Incorporating Art history, artists and art movements directly correlated to each lesson.

Quizzes Unit tests Class work/ participation Completed projects/Project comprehension Project rubrics – where appropriate Following directions Time Management. Responses to class discussions Critique participation, consideration of critique applied to re-worked artwork

Suggestions on how to differentiate in this unit: • Students with individual learning styles can be assisted through adjustments in assessment standards, one-to-one teacher support, additional project time, and use of

visual and auditory teaching methods. • A wide variety of assessments and strategies complement the individual learning experience.

13

NJSLS Career Readiness and Preparation and Educational Technology

NJSLS Career Ready Practices

NJSLS 9.2 Career Awareness, Exploration & Preparation

NJSLS 8.1 Educational Technology

SUPPORTING RESOURCES

Appendix A: Accommodations and Modifications for Various Student Populations

Appendix B: Assessment Evidence

Appendix C: Interdisciplinary Connections

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