![[Studio in Art]](studioart.gif)
Studio in Art FoundationScope & Sequence Through Student Projects which examine the formalist elements of art |
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| F-M H.S. Studio in Art (CGEL) Curriculum/Concept Map - First Quarter | |||||||
| Standard & P.I. | Unit | Lesson | Learning | Method | Media | Time (days) | Assessment |
| 1, 2, 3, 4 | Freehand Perspective | Linear and elliptical perspective | Perceive and understand vantage point of artist, and placement of objects in spatial relationships. | Drawing | Pencil Pen & Ink Charcoal | 8-12 | Self assessment: what I did..... What I would do.... Rubric: Defining criteria Wholistic scoring |
| (CGEL) Selected-Constructed Response | 40 min. | ||||||
| 1, 2, 3, 4 | Figure Drawing | Anchor Points | Sighting basic proportions and angles of a posed figure. | Drawing | Pencil Charcoal | 16 | |
| 1, 2, 3,4 | Shapes: Positive & Negative | Contour & silouhette. | identify and demonstrate skillful
use of shape reflecting planning,
and designing of a composition. Effective use of for emphasis. | Drawing Collage | Pencil Cut Paper | 8-12 | Developmental Sketch Formative (process) Figure Drawing (20%) |
| (CGEL) Extended-Constructed Response | 40 min. | ||||||
| 1, 2, 3,4 | Figure Drawing | Positive /Negative Shapes | Using both the figure (positive) and the background (negative) show skills visually perceiving both. | Drawing Collage | Pencil Pen Cut Paper | 4 | |
| 1, 2, 3,4 | Shading | Value | establishes and separates shapes,
creating soft/sharp contrasts; a
center of interest; indicating
light source, time of day, aerial
perspective. Describe volume in
two dimensional space. Show surface characteristics, texture patterning material | Drawing Painting | Pencil Charcoal Acrylics Oils Tempera Watercolor Pastel | 12-20 | Value Scale Self Assessment: What I did..... What I would do.... Rubric: Defining criteria Wholistic scoring Sketchbook (20%) |
| (CGEL) Selected-Constructed Response | |||||||
| 1, 2, 3, 4 | Sketchbook | Perception Observation | 1St Semester Sketches assignments emphasize student observations reinforce learning. | Drawing | Pencil | weekly | |
| Studio in Art (CGEL) Curriculum/Concept Map - Second Quarter | |||||||
| Standard & P.I. | Unit | Lesson | Learning | Method | Media | Time | Assessment |
| 1, 2, 3, 4 | Color Theory | Properties & Divisionism | Analyzing perception of color; demonstrate knowledge and understanding of: subtractive primary, secondary, tertiary monochromatic color schemes analagous color schemes advancing and receding effects of color visual warm and cool color effects opaque, transparent, translucent. Developing skillful use of variety of color media. | Drawing Painting Graphic | Pencil Pastel Paint Computer | 16-20 | Self Assessment: What I did..... What I would do....
Rubric:
Exercises:
Figure Drawings (20%) |
| (CGEL) Selected-Constructed Response | |||||||
| 1, 2, 3 | Study Exercise | Color Value, Intensity | Demonstrate knowledge, understanding, and skill with properties of color (hue, value, intensity). | Drawing Painting | Pencil Tempera | 2 | |
| 1, 2, 3, 4 | Positive
/Neg. Space,
Form and
Texture Working within a Cultural Context. | Subtractive
sculpture Ersatz Netsuke | Identify and demonstrate skillful
use carving methods towards an
understanding of form as an
expression of the three dimensional (multiple views) world. Subtractive process derived volume. positive and negative space. Natural texture (surface) scale. | Carving Forming Shaping | Clay Plaster Soapstone | 12-16 | Self Assessment: What I did..... What I would do....
Rubric:
Formative (process)
Figure Sculpting |
| (CGEL) Selected-Constructed Response | wkly | ||||||
| 1, 2, 3 | Positive & Negative space /volume | Additive figure sculpting | Demonstrate knowledge, understanding, and basic skill with forming a figure in the round from life. | Modeling | Clay | 3 | |
| Studio in Art (CGEL) Curriculum/Concept Map - Third Quarter | |||||||
| Standard & P. I. | Unit | Lesson | Learning | Method | Media | Time | Assessment |
| 1, 2, 3, 4 | Form -
Function
Texture, Color, | Ceramic symbol stated values vessel form | Identify and demonstrate
understanding of concept of form
(as process derived 3D designed
and engineered ceramic vessel)
following function (both
decorative and utilitarian). Creative Problem Solving: Fluency - listing values Flexibility - generate ideas Elaboration - rich surface detail | Pinch, slab, coil, sculpted, or wheel thrown. | Clay | 12-20 | Value Scale Self Assessment What I did..... What I would do.... Rubric: defining criteria Wholistic scoring Exercises: Idea sketches Pinch pot Sketchbook assignment (20%) |
| (CGEL) Selected-Constructed Response | |||||||
| 1, 2, 3,4 | Study, use community resource | Everson Museum of Art Ceramic Research Center | On their own students visit the Syracuse China Ceramics Research Center and complete a detailed drawing of a ceramic vessel form from the collection. | Drawing, Research | Pencil, charcoal, colored pencil | 1 day 1-2hr | |
| 1, 2, 3, 4 | Selection 1,2 | Student Choice | Students are encouraged to choose a media, theme, subject matter working with references from life with emphasis on personal expression. | Drawing Painting Graphics Sculpture Ceramics | Paper Pencil Charcoal Acrylics Inks Clay Linocut | 12 days | Self Assessment: What I did.... What I would do.... Rubric: Defining criteria Wholistic scoring Formative (process) Exercises: Figure Drawing (20%) |
| (CGEL) Selected-Constructed Response | |||||||
| 1, 2, 3, 4 | Sketchbook | Cycle of Seasons - Winter to Late Spring | In sketchbook drawing an object or setting in late winter. Revisit object / setting mid spring to early summer. Record changes. | Drawing | Pencil, colored pencil, graphics | 3 days over 3 months, | |
| Studio in Art (CGEL) Curriculum/Concept Map - Fourth Quarter | |||||||
| Standard & P.I. | Unit | Lesson | Learning | Method | Media | Time | Assessment |
| 1,2,3,4 | The portrait/ self portrait | Drawing the Portrait /self portrait | Researching examples of portrait and self portrait found in art history reference works. Student first finds as many different examples of each as possible in a class period in library - at least a dozen of each. Then chooses one to learn more about by drawing from it. Followed by second work done as self portrait from photo or mirror. | Drawing | Pencil,
cray-pas charcoal computer | 16-20 days | What I did..... What I would do.... Rubric: defining criteria Wholistic scoring Exercises: Portrait parts - page of eyes, noses, mouths. Sketchbook assignment (20%) |
| (CGEL) Selected-Constructed Response | 1 | ||||||
| 1, | In Sketchbook | Pre/post Instruction self portrait | Without teacher intervention,
have students complete a self
portrait in sketchbook, prior to
beginning formal instruction. Follow at conclusion of project with 1 class period portrait to use on e-portfolio pre-post ex. | Drawing | Pencil | weekly | |
| 1,2,3 | In Sketchbook | Portrait Parts | Friday figure drawing sessions - in sketchbooks, complete a few sketches of eyes, noses, etc.;each Friday. In intervening week, add additional examples from home. | Drawing | Pencil | 4 , weekly | Sketchbook in class at least 6 each variety of models work from life |
| Final Project | Student Choice | Demonstrate skill selecting theme, media, understanding of elements and principles of using media in a effective composition . | Drawing Painting Sculpt Pottery Design | Pencil watercol acrylics computer clay | 8-12 | What I did..... What I would do.... Rubric: defining criteria | |