High School Painting Curriculum - Park Hill School … School Painting Curriculum ... Glazing...

High School Painting Curriculum

Course Description: An introduction to the transparent media of watercolor painting, opaque

acrylic painting and other paint media. Major emphasis is on experiencing a variety of

techniques and creating composition through observation.

Scope and Sequence:

Timeframe Unit Instructional Topics

9 weeks Watercolor Topic 1: Terms/Techniques

Topic 2: Color

Topic 3: Observation

9 weeks Acrylic Topic 1: Terms/Techniques

Topic 2: Color

Topic 3: Art History


Topic 5: Creativity and Originality

Topic 6: Technology

Board Approved: February 23, 2017 2 | P a g e

Unit 1: Watercolor

Subject: Painting

Grade: 10, 11, 12

Name of Unit: Watercolor

Length of Unit: 9 weeks

Overview of Unit: In this unit we experiment with various watercolor techniques. Several

projects will be done using color layering, color blending and using the techniques demonstrated

in class.

Priority Standards for unit:

● I.1.B.1.1 Mix tempera/acrylic paints to create different hues

● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of intensity

● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes, change

in value or intensity

● I.1.B.1.4 Blend one color/value smoothly into another

● I.1.B.1.5 Demonstrate proper use and cleaning of brushes and palettes

● I.1.B.1.6 Use brushes of various sizes/types

● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues

● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash, graduated

wash

● I.1.B.2.3 Apply watercolor to create simulated and invented textures

● I.1.B.2.4 Select and use appropriate size and brush type

● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush strokes)

● I.1.B.3.2 Demonstrate the following watercolor techniques: masking, wet on wet, dry

brush, glaze, transparent layering, scratch, resist, lifting

● I.1.B.3.3Mix watercolors to match observed hues

● I.1.B.4 Select and apply painting media and techniques that demonstrate

○ sensitivity and subtlety in use of media

○ engagement with experimentation and/or risk taking

○ informed decision-making

● III.2.A.1 With one artwork:

○ describe artwork;

○ analyze the use of elements and principles in the work;

○ Interpret the meaning of the work (subject, theme, symbolism, message

communicated);

○ Judge the work from various perspectives:

○ Showing a real or idealized image of life (Imitationalism);

○ Expressing feelings (Emotionalism/ Expressionism);

○ Emphasis on elements and principles (Formalism);


○ Serving a purpose in the society or culture (Functionalism)

● III.2.A.2 Compare and contrast two artworks:

○ describe artwork

○ analyze the use of elements and principles in the work


communicated)

○ Judge the work from various perspectives

○ Showing a real or idealized image of life (Imitationalism)

○ Expressing feelings (Emotionalism/ Expressionism)

○ Emphasis on elements and principles (Formalism)


● II.2.A.3 Compare and contrast student artwork with professional artworks or

masterpieces:

○ describe artwork

○ Analyze the use of elements and principles in the work


communicated)






● III.2.A.4 Use the following process with a body of work (portfolio)

○ Describe artwork



communicated)





● I.3.A.1 Create original artworks using the following as subject matter:

○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture

● I.3.A.2 Communicate ideas through the creation of a:

○ Portrait

○ Still life


○ Landscape

○ Non-objective

○ Architecture

● I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g., figure

and/or architecture in a landscape)

● I.3.A.4 Select subject matter to communicate personal ideas through a series of original,

related works

Supporting Standards for unit:

● II.1.4.2.1 Identify and use color theory including color intensity and split-complementary

color scheme

● II.1.D.3 Contrast textures within the same artwork

● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., different

values and different textures)

● I.2.F.3 Identify and use foreshortened figure proportions

● II.1.F.3 Identify and use a range of values to create the illusion of form through

observation of transparent and reflective objects

● II.2.A.2 Use elements to create compositional balance

● II.1.B.3 Identify and use implied shapes

● II.1.C.3.1 Identify and create complex form in-the-round

● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms in two-

dimensional artwork

● II.1.G.3.1 Design negative and positive space from all viewpoints in three-dimensional

work

● II.1.G.3.2 From observation, identify and use appropriate perspective techniques to create

the illusion of space

● II.2.B.2 Identify and use emphasis (focal point) through isolation and location

● V.1.B.3 Compare and contrast two artworks on:

○ Time

○ Place

○ Artist

○ Subject matter

○ Theme

○ Characteristics

○ Material/ Technology

○ Ideas and beliefs of culture

○ Function of art in culture/society

● III.1.A.1.1 Discuss personal beliefs about the nature of art

● III.1.A.1.2 Define aesthetics as the branch of philosophy that deals with the nature and

value of art

● III.1.A.1.3 Discuss and develop answers to questions about art, such as:


○ What is art?

○ Why do responses vary?

○ Who decides what makes an artwork special, valuable or good?

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the

rights and obligations of using and sharing intellectual property.

● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research strategies

to locate information and other resources for their intellectual or creative pursuits.

● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly

repurpose or remix digital resources into new creations.

Unwrapped Concepts (Students need to know)

Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels Webb's DOK

the following watercolor techniques: continuous

wash, graduated wash Demonstrate Apply 1

watercolor to create simulated and invented

textures Apply Apply 2

appropriate size and brush type Select Analyze 2

appropriate size and brush type Use Analyze 2

paint expressively (hard edge, soft edge, painterly

brush strokes) Select Analyze 2

paint expressively (hard edge, soft edge, painterly

brush strokes) Use Analyze 2

the following watercolor techniques: masking, wet

on wet, dry brush, glaze, transparent layering,

scratch, resist, lifting Demonstrate Apply 1

watercolors to match observed hues Mix Apply 1

painting media and techniques that demonstrate

-sensitivity and subtlety in use of media

-engagement with experimentation and/or risk

taking

-informed decision-making Select Understand 2




taking

-informed decision-making Apply Create 3

With one artwork:

-the use of elements and principles in the work Analyze Analyze 2


With one artwork:

-the meaning of the work (subject, theme,

symbolism, message communicated) Interpret Evaluate 3

With one artwork:

-the work from various perspectives:

-Showing a real or idealized image of life

(Imitationalism);

-Expressing feelings (Emotionalism/

Expressionism);

-Emphasis on elements and principles

(Formalism);

-Serving a purpose in the society or culture

(Functionalism)

Judge Evaluate 3

two artworks:

-describe artwork

-analyze the use of elements and principles in the

work Compare Analyze 3

two artworks:

-describe artwork


work Contrast Analyze 3

original artworks using the following as subject

matter:

-portrait

-still life

-landscape

-non-objective

-architecture Create Create 3

Essential Questions:

1. Why is it important to know the variety of watercolor techniques?

2. How do you control the transparency/opaqueness of a color?

3. How do you mix color to match observed hues in your painting?

Enduring Understanding/Big Ideas:

1. In each painting you do, there will be textures to acquire, colors to lift and values to

match. Knowing the techniques will give you a variety of tools to achieve the desired

effect.

2. The transparency is control by the amount of water you use compared to the amount of

pigment.


3. You should start with the base color of the object. Use your knowledge of the color

theory unit. It is important to layer each color to achieve good depth in your painting.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Transparent

Opaque

Solven

Binder

Color

Transparent

Opaque

Watercolor

Loading your brush

Blot

Cold press

Hot press

Sizing

Masking

Frisket

Sheen

Scrubbing

Glazing

Back-runs

Value

Wash

Graded Wash

Glazing

Wet on Dry

Wet on Wet

Dry Brush

Sponging

Value

Form

Layering

Color

Texture

Resources for Vocabulary Development: Textbook


Topic 1: Terms and Techniques

Engaging Experience 1

Title: Technique Practice Page

Suggested Length of Time: 2 class periods

Standards Addressed

Priority:

● 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,

graduated wash

Supporting:

● 1.B.2.4 s: Select and use appropriate size and brush type

Detailed Description/Instruction: Students will use tube watercolor sets to create the

techniques listed on the worksheet. Paper is 11 x 15. The teacher will demonstrate each

technique and the students will use each technique to show that they understand.

Bloom’s Levels: Apply

Webb’s DOK: 1

Rubric: to be created


Topic 2: Color


Title: Value Scale

Suggested Length of Time: 1 class period

Standards Addressed

Priority:

● 1.B.1.4 Blend one color/value smoothly into another

Supporting:

● 1.B.1.6 Use brushes of various sizes/types

Detailed Description/Instructions: Use a warm color, a cool color, and black (or paynes grey)

to create a value scale from light washes to darker intensity. Students will create 3 separate value

scales in each color.


Webb’s DOK: 1, 2



Title: Color Mixing Grid

Suggested Length of Time: 4 to 5 class periods

Standards Addressed

Priority:

● 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,

graduated wash

Detailed Description/Instructions: Using the tube paints, students create a grid that cross

references the colors of the paints so when mixed you can see what makes what color. Paper is

15 x 15. Every color is mixed eventually with the other. Students will use more water to create

the transparent colors and more pigment to create bright, more opaque colors.


Webb’s DOK: 1



Title: Monochromatic Watercolor

Suggested Length of Time: 5-7 class periods

Standards Addressed

Priority:

● 1.B.1.4 Blend one color/value smoothly into another

● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,

graduated wash



● I.1.B.3.3 Mix watercolors to match observed hues





Supporting:


● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,

different values and different textures

● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for

the rights and obligations of using and sharing intellectual property.

● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research

strategies to locate information and other resources for their intellectual or

creative pursuits.

Detailed Description/Instructions: Students will choose a photo that shows perspective and

paint it in one color only concentrating on the values. Students will also focus on what technique

to use for each part of the painting to show differences in texture.

Bloom’s Levels: Apply and Create

Webb’s DOK: 3



Title: Using Expressive Color


Standards Addressed

Priority:

● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,

graduated wash







Supporting:




different values and different textures)


● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms

in two-dimensional artwork

Detailed Description/Instructions: Students will paint an apple from observation, using their

own knowledge of color to use creative color scheme and underpainting. Students will paint

highlights, shadows, and cast shadows to show form in the round.

Bloom’s Levels: Apply and Create

Webb’s DOK: 3





Title: Still Life


Standards Addressed

Priority:

I.1.B.4 Select and apply painting media and techniques that demonstrate




○ I.1.B.2.2 Demonstrate the following watercolor techniques: continuous

wash, graduated wash

○ I.1.B.2.3 Apply watercolor to create simulated and invented textures

Supporting:




● I.2.F.3 Identify and use foreshortened figure proportions




Detailed Description/Instructions: Students will create a still life of various objects (fruit,

veggie, sea shell, something reflective and cloth). They will paint 2 or more objects with a

variety of color and reflections on a soft cloth.

Bloom’s Levels: Create

Webb’s DOK: 3



Title: Flower Painting


Standards Addressed

Priority:









Supporting:

II.1.D.3 Contrast textures within the same artwork





Detailed Description/Instructions: Students will take a close-up photo of flowers,

concentrating on the form and value changes. Students will produce a painting, creating the

illusion of realism.


Webb’s DOK: 3



Title: Painting on Location


Standards Addressed

Priority:








Supporting:





○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture

Detailed Description/Instructions: Students will take a field trip, painting on location:

architecture, people, landscape and free choice. They will use color layering and techniques

learned to paint a successful composition.



Webb’s DOK: 3



Title: Watercolor Collage

Suggested Length of Time: 2 weeks

Standards Addressed

Priority:








Supporting:




● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for

the rights and obligations of using and sharing intellectual property.



Detailed Description/Instructions: Students will create a collage from magazines or images

found online. They will use cut and torn pieces related to the same color, a variety of textures, a

wide range of values, contrast, and text. Students will arrange these pieces to create a strong

composition and using the techniques demonstrated in class to paint in watercolor.


Webb’s DOK: 3



Engaging Scenario

Engaging Scenario Still life: Students will set up their own still life from a variety of objects

that include different surface textures. The objects are arranged in a strong composition in

front of them. The students will then create a watercolor painting using layers, techniques and

other practices that were introduced in class. Students will do their best as matching the color

hues.

Portrait: Students will take a photo of oneself or of someone that they want to paint. They are

to use the techniques demonstrated to achieve a realistic painting. They may also choose to

create a portrait and use a more expressive color scheme showing a real or idealized image.

Rubric for Engaging Scenario: To be created.


Summary of Engaging Learning Experiences for Topics

Topic Engaging

Experience

Title

Description Suggested

Length of

Time

Terms/Techniques Technique

Practice Page

Students will use tube watercolor sets

to create the techniques listed on the

worksheet. Paper is 11 x 15. The

teacher will demonstrate each

technique and the students will use

each technique to show that they

understand.

2 class

periods

Color Value Scale Use a warm color, a cool color, and

black (or paynes grey) to create a

value scale from light washes to darker

intensity. Students will create 3

separate value scales in each color.

1 class period

Color Color Mixing

Grid

Using the tube paints, students create a

grid that cross references the colors of

the paints so when mixed you can see

what makes what color (paper is 15 x

15). Every color is mixed eventually

with the other. Students will use more

water to create the transparent colors

and more pigment to create bright,

more opaque colors.

4 to 5 class

periods

Color Monochromatic

Watercolor

Students will choose a photo that

shows perspective and paint it in one

color only concentrating on the values.

Students will also focus on what

technique to use for each part of the

painting to show differences in texture.

5-7 class

periods

Color Using

Expressive

Color

Students will paint an apple from

observation, using their own

knowledge of color to use creative

4-5 class

periods


color scheme and

underpainting. Students will paint

highlights, shadows, and cast shadows

to show form in the round.

Observation Still Life Students will create a still life of

various objects (fruit, veggie, sea shell,

something reflective and cloth). They

will paint 2 or more objects with a

variety of color and reflections on a

soft cloth.

4-5 class

periods

Observation Flower Painting

Students will take a close-up photo of

flowers, concentrating on the form and

value changes. Students will produce a

painting, creating the illusion of

realism.

4-5 class

periods

Observation Painting on

Location

Students will take a fieldtrip, painting

on location: architecture, people,

landscape and free choice. They will

use color layering and techniques

learned to paint a successful

composition.

4-5 class

periods

Observation Watercolor

Collage

Students will create a collage from

magazines or images found

online. They will use cut and torn

pieces related to the same color, a

variety of textures, a wide range of

values, contrast, and text. Students will

arrange these pieces to create a strong

composition and using the techniques

demonstrated in class to paint in

watercolor.

2 weeks


Subject: Painting

Grade: 10, 11, 12

Name of Unit: Acrylic

Length of Unit: 9 weeks

Overview of Unit: In the acrylic painting unit, we focus on various painting techniques such as

underpainting, glazing, and layering. We also focus on painting from observation with an

emphasis on mixing colors, creating values, and manipulating forms.

Priority Standards for unit:


● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of intensity

● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes, change

in value or intensity





● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash, graduated

wash


● I.1.B.2.4 Select and use appropriate size and brush type

● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush strokes)

● I.1.B.3.2 Demonstrate the following watercolor techniques: masking, wet on wet, dry

brush, glaze, transparent layering, scratch, resist, lifting







○ describe artwork;

○ analyze the use of elements and principles in the work;


communicated);






Unit 2: Acrylic






communicated)






● II.2.A.3 Compare and contrast student artwork with professional artworks or

masterpieces:




communicated)






● III.2.A.4 Use the following process with a body of work (portfolio)




communicated)






○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture


○ Portrait

○ Still life

○ Landscape


○ Non-objective

○ Architecture

● I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g., figure

and/or architecture in a landscape)

● I.3.A.4 Select subject matter to communicate personal ideas through a series of original,

related works

Supporting Standards for unit:

● II.1.E.3 Identify and use arbitrary color and symbolic color

● II.1.E.4 Use color expressively to communicate ideas


● II.1.D.4 Use textures expressively to communicate ideas

● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., different

values and different textures)

● II.2.C.4 Use contrast expressively

● II.2.F.4 Use facial and/or figure proportions expressively



● II.1.F.4 Use value expressively to communicate ideas


● II.2.A.3 Use balance to support the communication of an idea

● II.2.A.4 Use balance expressively

● II.1.B.3 Identify and use implied shapes

● II.1.B.4 Use shapes expressively to communicate ideas


● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms in two-

dimensional artwork

● II.1.C..4 Use forms expressively to communicate ideas

● II.1.G.3.1 Design negative and positive space from all viewpoints in three-dimensional

work

● II.1.G.3.2 From observation, identify and use appropriate perspective techniques to create

the illusion of space

● II.1.G.4 Use space expressively to communicate ideas

● II.2.B.2 Identify and use emphasis (focal point) through isolation and location

● II.2.B.3 Use emphasis to support the communication of an idea

● II.2.B.4 Use emphasis expressively

● I.1.C.2 Create or modify an image using art software

● V.1.B.3 Compare and contrast two artworks on:

○ Time

○ Place


○ Artist

○ Subject matter

○ Theme

○ Characteristics

○ Material/ Technology

○ Ideas and beliefs of culture

○ Function of art in culture/society

● III.1.A.1.1 Discuss personal beliefs about the nature of art

● III.1.A.1.2 Define aesthetics as the branch of philosophy that deals with the nature and

value of art

● III.1.A.1.3 Discuss and develop answers to questions about art, such as:

○ What is art?

○ Why do responses vary?

○ Who decides what makes an artwork special, valuable or good?

● IV.2.A.3 Explain how historical events and social ideas are reflected in artworks from

selected cultures or historical time periods.

● IV.2.A.4 Explain how contemporary events and social ideas are reflected in student

artworks

● V.1.A.1 Identify artworks from the following:

○ Ancient Greece/Rome

○ Renaissance

○ Impressionism

○ Post-Impressionism

○ Pop Art

○ Op Art

● III.1.A.2.1 Discuss how perceptions in art reflect community and/or culture beliefs and

values

● III.1.A.2.2 Compare how responses to works of art differ based on whether the viewer is

a member of the culture in which the art was created



Unwrapped Concepts (Students need to know)

Unwrapped Skills

(Students need to

be able to do)

Bloom’s

Taxonomy

Levels

Webb's

DOK

tempera/acrylic paints to create different hues Mix Apply 2

tempera/acrylic paints to create a range of 4

values and levels of intensity Mix Apply 2

paint to create a solid area of color with no visible

brushstrokes, change in value or intensity Apply Apply 2


one color/value smoothly into another Blend Apply 2

proper use and cleaning of brushes and palettes Demonstrate Apply 1

brushes of various sizes/types Use Analyze 2

tempera/acrylic paints to match observed hues Mix Apply 2




taking

-informed decision-making Select Understand 2




taking

-informed decision-making Apply Create 3

with one artwork:

-artwork; Describe Understand 2

-the use of elements and principles in the work; Analyze Analyze 2


symbolism, message communicated); Interpret Evaluate 3

-the work from various perspectives:

-Showing a real or idealized image of life

(Imitationalism);

-Expressing feelings (Emotionalism/

Expressionism);

-Emphasis on elements and principles

(Formalism);

-Serving a purpose in the society or culture

(Functionalism) Judge Evaluate 3

two artworks:

-describe artwork


work Compare Analyze 3

-describe artwork


work Contrast Analyze 3

-artwork

with a body of work (portfolio) Describe Understand 3

-the use of elements and principles in the work Analyze Analyze 2


symbolism, message communicated) Interpret Evaluate 3


-showing a real or idealized image of life

(Imitationalism)

-expressing feelings (Emotionalism/

Expressionism)

-emphasis on elements and principles

(Formalism)

-serving a purpose in the society or culture

(Functionalism)

original artworks using the following as subject

matter:

-portrait

-still life

-landscape

-non-objective

-architecture Create Create 3

ideas through the creation of a:

-portrait

-still life

-landscape

-non-objective

-architecture Communicate Analyze 3

subject matter in original artworks to

communicate ideas (e.g., figure and/or

architecture in a landscape) Combine Create 4

Essential Questions:

1. Why is it important to know a variety of acrylic techniques?

2. How do you mix acrylic paint to create different hues/values?

3. Why is creativity/originality important in your artwork?

4. How do you use color and technique to communicate an idea in your painting?

5. How do you compare and contrast artworks?

Enduring Understanding/Big Ideas:

1. In each painting you do, there will be textures to acquire, colors to lift and values to

match. Knowing the techniques will give you a variety of tools to achieve the desired

effect.

2. You should start with the base color of the object. Use your knowledge of the color

theory unit to create various hues. Use black and white to mix tints and shades. Use

opposite colors to change the intensity.


3. Creativity/ originality is important when creating artwork not from observation to express

unique student voice.

4. You can use arbitrary color to convey a feeling or emotion. Techniques may be applied to

enhance composition.

5. Critique (describe, analyze, interpret, judge) each work and discuss

similarities/differences in composition and techniques used.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Color

Transparent

Opaque

Binder

Solvent

Transparent

Opaque

Fresco

Pigment

Binder

Solvent

Masking

Acrylic

Gesso

Canvas

Extender

Glazing

Fan brush

Underpainting

Palette

Palette knife

Wash

Layering

Impasto

Turpentine

Modeling paste

gloss/matte/gel medium

Value

Form

Color

Texture

Dry Brush

Wash

Resources for Vocabulary Development: Textbook


Topic 1: Terms/Techniques


Title: Acrylic Techniques Practice Page


Standards Addressed

Priority:



Supporting:




Detailed Description/Instructions: The teacher demonstrates techniques to the students such as

different brush effects, glazing, modeling paste relief, gesso as a texture, sponging, spattering,

using gel medium, tonking, layering, underpainting, etc. The student then will perform the

technique.

Bloom’s Levels: Apply, Create

Webb’s DOK: 1



Topic 2: Color


Title: Intensity Scale

Suggested Length of Time: 1 class period

Standards Addressed

Priority:


● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of

intensity

● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes,

change in value or intensity


Supporting:



Detailed Description/Instructions: Students create a scale(s) in which they change the intensity

of a given color using that color’s complement.

Bloom’s Levels: Apply, Create

Webb’s DOK: 1



Title: Underpainting


Standards Addressed

Priority:




Supporting:







Detailed Description/Instructions: Students create a simple still life composition. They first

paint a layer of neutral values for each object and then paint a layer of each object’s color on top.

Bloom’s Levels: Evaluate, Create

Webb’s DOK: 2



Topic 3: Art History


Title: Impressionism Camouflage


Standards Addressed

Priority:








○ Describe artwork;

○ Analyze the use of elements and principles in the work;


communicated);






Supporting:


● V.1.A.1 Identify artworks from the following:

○ Ancient Greece/Rome

○ Renaissance

○ Impressionism

○ Post-Impressionism

○ Pop Art

○ Op Art

Detailed Description/Instructions: After looking at and discussing the works of various

Impressionist painters, students are given a strip from a master Impressionist work. They will

create an Impressionist landscape based off of this strip using the techniques they have discussed

and learned.

Bloom’s Levels: Evaluate, Create

Webb’s DOK: 3





Title: Theme Painting


Standards Addressed

Priority:






Supporting:


○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture

Detailed Description/Instructions: Students will bring in object of their choice to set up in a

still life. They are encouraged to bring in objects with different textures and material. They

should choose these objects to say something about them or their personality. A still life will be

set up using rules of composition. This will be painting using acrylic techniques on a canvas

board.

Bloom’s Levels: Apply and Analyze

Webb’s DOK: 2



Title: Painting on Location


Standards Addressed

Priority:






○ Portrait


○ Still life

○ Landscape

○ Non-objective

○ Architecture

Supporting:





○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture

Detailed Description/Instructions: Paint on location from fieldtrip: architecture, people,

landscape and free choice. Use color layering and techniques learned to paint a successful

composition


Webb’s DOK: 3



Topic 5: Creativity and Originality

Engaging Experience

Title: Abstract Music Collage


Standards Addressed

Priority:

● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush

strokes)





Supporting:






communicated)






Detailed Description/Instructions: An excerpt of music will be played. Students will listen

once through and think about what they feel from the music. What colors do they feel from the

music? Do they feel the beat of rhythm? How would they choose to paint this piece of music?

Students will create an abstract or non-objective collage painting that emphasizes the use of the

basic elements of line, shape, color texture and pulls together a design that is unified, balanced

and has good eye appeal, sense of rhythm and has a strong focal point.

Bloom’s Levels: 3

Webb’s DOK: Analyze

Rubric: To be created


Topic 6: Technology


Title: Acrylic Value Self-Portraits


Standards Addressed

Priority:

3.A.1 Create original artworks using the following as subject matter:

○ Portrait

○ Still life

○ Landscape

○ Non-objective

○ Architecture

Supporting:


● II.1.E.4 Use color expressively to communicate ideas

● I.1.C.2 Create or modify an image using art software



Detailed Description/Instructions: The student will take a photo and change the colors, values,

etc. using Photoshop. They will use the filter needed to show value changes. The student will

choose a color scheme OR paint how the photo is on the Photoshop program. Trace the value

changes with transfer paper onto the canvas.


Webb’s DOK: 3

Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the

following components: situation, challenge, specific roles, audience, product or performance.)

Theme Painting: Students select and bring in objects that relate to/describe them personally.

Objects are arranged into a still life that includes varying textures, surfaces, levels, etc.

Students then create a painting of this still life applying techniques practiced in class and a

color scheme of their choosing.

Abstract Mixed Media Painting: Students first create a low relief surface to paint on using

various materials of their choosing (sand, modeling paste, tissue paper, etc.) and gesso if

needed. They then create a non-objective or abstract painting using at least 3 of the techniques

practiced throughout the semester. Paintings must also follow an identifiable color scheme.

Rubric for Engaging Scenario: to be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging

Experience

Title

Description Suggested

Length of

Time

Terms/Techniques Acrylic

Techniques

Practice Page

The teacher demonstrates techniques to

the students such as different brush

effects, glazing, modeling paste relief,

gesso as a texture, sponging, spattering,

using gel medium, tonking, layering,

underpainting, etc. The student then will

perform the technique.

3 class

periods

Color Intensity Scale Students create a scale(s) in which they

change the intensity of a given color using

that color’s complement.

1 class

period

Color Underpainting Students create a simple still life

composition. They first paint a layer of

neutral values for each object and then

paint a layer of each object’s color on top.

3 class

periods

Art History Impressionism

Camouflage

After looking at and discussing the works

of various Impressionist painters, students

are given a strip from a master

Impressionist work. They will create an

Impressionist landscape based off of this

strip using the techniques they have

discussed and learned.

4 class

periods

Observation Theme

Painting

Students will bring in object of their

choice to set up in a still life. They are

encouraged to bring in objects with

different textures and material. They

should choose these objects to say

something about them or their personality.

A still life will be set up using rules of

composition. This will be painting using

acrylic techniques on a canvas board.

5 class

periods


Observation Painting on

Location

Paint on location from field trip:

architecture, people, landscape and free

choice. Use color layering and techniques

learned to paint a successful composition

4-5 class

periods

Creativity and

Originality

Abstract

Music Collage

An excerpt of music will be played.

Students will listen once through and think

about what they feel from the music. What

colors do they feel from the music? Do

they feel the beat of rhythm? How would

they choose to paint this piece of music?

Students will create an abstract or non-

objective collage painting that emphasizes

the use of the basic elements of line,

shape, color texture and pulls together a

design that is unified, balanced and has

good eye appeal, sense of rhythm and has

a strong focal point.

1-2 class

periods

Technology Acrylic Value

Self-Portraits

The student will take a photo and change

the colors, values, etc. using Photoshop.

They will use the filter needed to show

value changes. The student will choose a

color scheme OR paint how the photo is

on the Photoshop program. Trace the

value changes with transfer paper onto the

canvas.

3-5 class

periods


Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the

District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate

level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to

discover and state in their own words by the end of the unit of study. These are answers to the essential

questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students. These

experiences are aligned to priority and supporting standards, thus stating what students should be able to

do. An example of an engaging experience is provided in the description, but a teacher has the autonomy

to substitute one of their own that aligns to the level of rigor stated in the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge,

audience, and a product or performance is specified. Each unit contains an example of an engaging

scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the

learning.

Priority Standards: What every student should know and be able to do. These were chosen because of

their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many,

depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority standards

and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to understanding.

Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple

content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically

within the content.

Symbols:

This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the

rubric provided by the district.

This symbol depicts an experience that integrates professional skills, the development of professional

communication, and/or the use of professional mentorships in authentic classroom learning activities.

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