art in education the curriculum document …€¦ · developing visual arts literacy provides the...

ART IN EDUCATION

THE CURRICULUM DOCUMENT COLCHESTER PUBLIC SCHOOLS

ART PRE K - 12

LOOKING AT ART WITH A VISION

PREPARED BY PRE K-12 ART EDUCATORS COLCHESTER PUBLIC SCHOOLS

2007

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RT is humanity’s most

essential, most universal language. It is not a frill but a necessary part of communication.

-Ernest Boyer

Former U.S. Commissioner of Education

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INTRODUCTION

Michelle Shukis, Old Bacon, Oil, Grade 12

his report was compiled by the Colchester Public School District’s Art educators under the direction and guidance our Curriculum Coordinator, Barbara Gilbert, and our Superintendent of Schools Karen Loiselle.

The educators: Maura McNulty, Wendy West & Stephanie Lylyk Colchester Elementary School Tina Lyman & Wendy West Jack Jackter Intermediate School Kathy Brandon & Christine Taylor William J. Johnston Middle School Paula Berglund & Jodi Mendlinger Bacon Academy High School This document sets the expectation that all students in the Colchester Public School system will become proficient and confident in the art of visual communication. In order to achieve these goals, students must develop visual literacy beginning at the Pre-K level as active participants in a “planned, ongoing and systematic” visual arts program.

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TABLE OF CONTENTS

I. Philosophy, Colchester Mission Statement, Vision and Program Goals ………………. 5 - 9

II. Connecticut State Standards for Visual Arts…………………………………………….… 11 - 18 o Position Statement on Arts Education………………………………………….. 19 o Connecticut State Framework…………………………………………………... 21 o Components of Effective Arts Programs Connecticut Recommendations…… 22 o What is Visual Art?...................................................................................... 24 o Why Visual Art Education?.......................................................................... 25 o What is Art Education?................................................................................ 26

III. Colchester Visual Art Curriculum: Curriculum Maps Overview………………………… 28

o CES Pre K – 2…………………………………………………………………..…29 - 35 o JJIS Grades 3-5 o WJJMS Grades 6-8 o BA Grades 9-12…………………………………………………………….…….. 36 - 43

IV. Colchester Visual Art Assessment

o Assessment Map Overview……………………………………………………… 46 o CES Pre K – 2……………………………………………………………………..47 o JJIS Grades 3-5…………………………………………………………………… 52 o WJJMS Grades 6-8…………………………………………………………….… 57 o BA Grades 9-12………………………………………………………………….. 65

V. Appendix

o Special Needs – Gifted Accommodations……………………………………. 77 o Vocabulary…………………………………………………………………...…… 79 o Artists…………………………………………………………………………...… 83 o Movements……………………………………………………………………..… 84 o Careers………………………………………………………………………….… 86 o Resources…………………………………………………………………………. 87 o Safety……………………………………………………………………………… 95 o Funding…………………………………………………………………………… 98

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PHILOSOPHY

The basic human desire to create and communicate through visual symbols is an integral part of human development. Just as crawling leads to first steps and first sounds are shaped into human speech, scribbled marks are transformed into the basic forms of visual communication. As art educators, we believe visual art is a critical core of the curriculum. Our task is to nurture the child’s innate ability to create by teaching all students the skills of observation, interpretation and self-expression in a wide variety of visual methods and media. Developing visual arts literacy provides the foundation for children to become responsible, productive, creative & self sufficient. Ultimately, students competent in the visual arts enter the world with the ability to think critically and develop multiple solutions to increasingly complex and often ambiguous problems. Visual arts learning connects our children with the global past and present, enables an appreciation of other cultures, and prepares students to contribute to the growth of their community and beyond. Our goal is for every student to become proficient and confident in the art of visual communication.

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COLCHESTER PUBLIC SCHOOLS STRATEGIC PLAN

MISSION STATEMENT Colchester Public Schools are committed to establishing and maintaining strong parent-community-school partnerships to provide a safe, engaging, and effective learning environment to meet the unique needs of individual students. These partnerships are dedicated to promoting student well-being and the highest level of academic excellence measured by established performance standards and real-world applications. We commit to a comprehensive system of support to ensure the success of each and every student.

BELIEF STATEMENTS We believe that ….

• student engagement in a relevant, rigorous, creative learning environment where instruction and curricula are guided by ongoing, varied assessment is imperative for success;

• effective partnerships with responsive and timely communications between parent, community, and school are the key to student learning and civic responsibility;

• students, families, schools, and community are all responsible to ensure that every student succeeds, thrives, and contributes to our changing world;

• shared leadership creating a positive school culture that values and fosters mutual respect, collaboration, safety, and a sense of belonging is vital to learning.

ART EDUCATORS’ MISSION The mission of the Colchester Public Schools Art Educators is to provide challenging visual arts learning experiences & opportunities for students to respond and create through a planned and sequential PreK-12 art curriculum.

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VISION

he Colchester Art Educators’ vision includes a sequential program emphasizing visual literacy aligned with state and national standards.

Instruction must be provided by certified art educators under conditions that make art learning possible. Art learning is designed to meet the specific developmental needs of the students at each grade level. This insures that we provide a “planned, ongoing, and systematic”1 visual arts program for all students in the Colchester Public Schools.

PRE-K - 2 Art learning at this level is multi-faceted and stimulating, as students create and respond to a wide variety of art experiences. The introduction of the elements of art and principles of design to students of this age, enable them to make their own choices and decisions about subject matter, symbols and ideas. Art making experiences allow students learn and practice appropriate and safe use of art materials and various art techniques. This practice, in turn, further enhances students’ ability to communicate personal meaning through art, including effective use of basic art terminology. Responding to a wide variety of art experiences allows students to reflect upon, describe, analyze, interpret and evaluate their own and other’s work. Students begin to make connections between the visual arts and daily life as well as with history and cultures other than their own. These connections and opportunities to respond support each individual’s capacity to create and grow an artist and learner in his or her own right. 1 State of Connecticut, A Guide to K-12 Program Development in the Arts, 2002.

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GRADES 3 - 5 In the intermediate grades children create and respond at a more mature level. Now they begin to develop their capacity to refine their work through self discipline and focus. The elements and principles of design are reinforced through vocabulary and execution of media. As they study various artists in depth, they gain a clear understanding of how different peoples express their cultures. Students will learn more advanced methods and techniques of visual expression enabling them to develop their ability to solve more complex problems, think creatively, and interpret the world around them. Students are capable of participating more fully in public celebration of their work both as individuals and as part of a team. Students will have essential skills necessary to progress in their pursuit of visual literacy.

GRADES 6 – 8 In order for children to mature further in the visual arts, they need to move beyond the stereotyped symbol systems of their childhood. At this level, they begin to absorb the adult world’s definitions of each of the arts as a distinct discipline that has a specialized body of knowledge including its own language. While this age group may be eager for mastery, they are often impatient with their own efforts. Teachers must be particularly resourceful in holding interest and helping these students identify and become more proficient in the art forms. Students and teachers can then capitalize on these interests and foster an understanding of the essential skills within the broad spectrum of visual arts discipline.

GRADES 9 - 12 The visual arts program of studies for students in grades 9 – 12 is an elective program. Adolescents arrive with a diverse knowledge base of the core concepts of art making, viewing and critiquing. Regardless of their previous experiences, students will be trained in traditional and innovative art methods including fine arts, applied arts, design concepts and terminology, art history and an overall appreciation of the visual arts. Courses offered allow students to communicate personal and original ideas. They are able to respond, create, revise and address a variety of complex and ambiguous problems. Reflection and critique of self and of others, linking their own ideas and the ideas of past and present artists, become a part of the learning process. High school students have the maturity to consider the role of the artist in a society where art is not purely recreation, but is instead an integral component of life.

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PROGRAM GOALS ART IS ESSENTIAL TO THE EDUCATION OF ALL CHILDREN

The visual arts program helps children learn to see the world around them with new understanding and insight. This cohesive curriculum provides an aesthetic frame of reference to allow students to acquire a solid foundation for a comprehensive understanding and application of creative communication. As art educators, we believe visual art is a critical core of the academic curriculum. Our task is to nurture the child’s innate ability to create by teaching all students the skills of observation, interpretation and self-expression in a wide variety of visual methods and media. Visual arts prepare students for the future in unique and varied ways. It is critical that Art instructors design learning experiences that actively engage the students in inquiry and the creative process. Art education inherently integrates all other disciplines, and connects the students with universal human experiences. The goal of this document is to establish a systematic plan for progressive learning in the visual arts. Program goals are achieved through course work in the following strands:

o Media o Elements of Art and Principles of Design o Content o History and Cultures o Analysis, Interpretation and Evaluation o Rubrics and Assessments o Connections

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BELIEVE that every student who

enrolls in school has the innate ability and capacity to be artistically expressive just as fully as they have the capacity to be linguistically expressive. But after several years, we suppress and destroy this language and we say eventually that it’s just a frill. What we have done is deny one of the elements, one of the God given

capacities to respond to “the beauty that surrounds us.”

-Ernest Boyer Former U.S. Secretary of Education

Former President of the Carnegie Foundation for the Advancement of Teaching Transforming Ideas for Teaching and Learning the Arts

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CONNECTICUT STATE STANDARDS CONNECTICUT ARTS CURRICULUM FRAMEWORK

THE ARTS By the end of 12th grade, students will create, perform and respond with

understanding to all of the arts, including dance, music, theatre and the visual arts; develop in-depth skills in at least one art form; appreciate the importance of the arts in

expressing human experiences; and be prepared to apply their arts knowledge and skill throughout their lifetime.

PROGRAM GOALS As a result of education in grades K-12, students will: 1. create (imagine, experiment, plan, make, evaluate, refine and present/exhibit) artworks that

express concepts, ideas and feelings in each art form. 2. perform (select, analyze, interpret, rehearse, evaluate, refine and present) diverse art works in

each art form. 3. respond (select, experience, describe, analyze, interpret and evaluate) with understanding to

diverse art works and performances in each art form. 4. understand and use the materials, techniques, forms (structures, styles, genres), language,

notation (written symbol system) and literature/repertoire of each art form. 5. understand the importance of the arts in expressing and illuminating human experiences,

beliefs and values. 6. identify representative works and recognize the characteristics of art, music, theatre and

dance from different historical periods and cultures. 7. develop sufficient mastery of at least one art form to continue lifelong involvement in that art

form not only as responders (audience members), but also as creators or performers. 8. develop sufficient mastery of at least one art form to be able to pursue further study, if they

choose, in preparation for a career. 9. seek arts experiences and participate in the artistic life of the school and community. 10. understand the relationships between the arts, other disciplines, and daily life. K-12 CONTENT STANDARDS Visual Arts 1) Students will understand, select and apply media, techniques and processes. 2) Students will understand and apply elements and organizational principles of art. 3) Students will consider, select and apply a range of subject matter, symbols and ideas. 4) Students will understand the visual arts in relation to history and cultures. 5) Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work. 6) Students will make connections between the visual arts, other disciplines and daily life.

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Connecticut State Department of Education Connecticut Arts Curriculum Framework Connecticut Standards for Visual Arts

Organized to Show Articulation (Sequence) Across Grade Levels

Content Standard 1: Students will understand, select and apply media, techniques and processes

K — 4 Students a. differentiate between a variety of

media, techniques and processes b. describe how different media,

techniques and processes cause different effects and personal responses

c. use different media, techniques and processes to communicate ideas, feelings, experiences and stories

d. use art media and tools in a safe and responsible manner

5 — 8 Students select media, techniques and processes to communicate ideas, reflect on their choices, and analyze what makes them effective improve the communication of their own ideas by effectively using the characteristics of a variety of traditional and contemporary art media, techniques and processes (two-dimensional and three-dimensional, including media/technology) use different media, techniques and processes —two-dimensional and three-dimensional, including media/technology– to communicate ideas, feelings, experiences and stories (insert arrow to indicate “continue from previous level”)

9 — 12 Students apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood conceive and create original works of art that demonstrate a connection between personal expression and the intentional use of art materials, techniques and processes communicate ideas consistently at a high level of effectiveness in at least one visual arts medium (insert arrow to indicate “continue from previous level”)

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Connecticut State Department of Education Visual Arts Standards from Connecticut Curriculum Framework Page 10

Content Standard 2: Students will understand and apply elements and organizational principles* of art

K — 4 Students a. identify the different ways visual characteristics

are used to convey ideas b. describe how different expressive features, and

ways of organizing them, cause different responses

c. use the elements of art and principles of design to communicate ideas

( * While the “elements of art” are applicable to works of art from all cultures, the principles of design are not. Here the term “organizational principles” therefore refers not only to the western “principles of design,” but also to all other approaches to organizing art.)

5 — 8 Students use ways of arranging visual characteristics and reflect upon what makes them effective in conveying ideas recognize and reflect on the effects of arranging visual characteristics in their own and others’ work select and use the elements of art and principles of design to improve communication of their ideas

9 — 12 Students judge the effectiveness of different ways of using visual characteristics in conveying ideas (insert arrow to indicate “continue from previous level”) apply comprehension and skill in incorporating the elements of art and principles of design to generate multiple solutions and effectively solve a variety of visual art problems

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Connecticut State Department of Education

Visual Arts Standards from Connecticut Curriculum Framework Page 11

Content Standard 3: Students will consider, select and apply a range of subject matter, symbols and ideas

K — 4 Students a. discuss a variety of sources for art content* b. select and use subject matter, symbols and

ideas to communicate meaning ( * examples of content include personal

experience, imagination, environment, music, storytelling, literature, poetry, cultural and historical context)

5 — 8 Students consider, select from and apply a variety of sources for art content to communicate intended meaning consider and compare the sources for subject matter, symbols and ideas in their own and others’ work

9 — 12 Students use, record and develop ideas for content over time use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts and cultural and aesthetic values to communicate intended meaning

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Content Standard 4: Students will understand the visual arts in relation to history and culture

K — 4 Students a. recognize that the visual arts have a

history and a variety of cultural purposes and meanings

b. identify specific works of art as belonging to particular styles, cultures, times and places

c. create art work that demonstrates understanding of how history or culture can influence visual art

5 — 8 Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists describe and place a variety of specific significant art objects by artist, style, and historical and cultural context analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art

9 — 12 Students analyze and interpret artworks in terms of form, cultural and historical context, and purpose analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning compare works of art to one another in terms of history, aesthetics and culture; justify their conclusions; and use these conclusions to inform their own art making

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Content Standard 5: Students will reflect upon, describe, analyze, interpret and evaluate their own and others’ work

K — 4 Students a. identify various purposes for creating

works of art b. describe visual characteristics of

works of art using visual art terminology

c. recognize that there are different responses to specific works of art

d. describe their personal responses to specific works of art using visual art terminology

e. identify possible improvements in the process of creating their own work

f.

5 — 8 Students compare and contrast purposes for creating works of art describe and analyze visual characteristics of works of art using visual art terminology compare a variety of individual responses to, and interpretations of, their own works of art and those from various eras and cultures describe their own responses to, and interpretations of, specific works of art reflect on and evaluate the quality and effectiveness of their own and others’ work using specific criteria (e.g., technique, formal and expressive qualities, content) describe/analyze their own artistic growth over time in relation to specific criteria

9 — 12 Students research and analyze historic meaning and purpose in varied works of art (insert arrow to indicate “continue from previous level”) reflect critically on various interpretations to better understand specific works of art defend personal interpretations using reasoned argument apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of arts (insert arrow to indicate “continue from previous level”)

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Content Standard 6: Students will make connections between visual arts, other disciplines and daily life

K — 4 Students a. identify connections between

characteristics of the visual arts and other arts disciplines

b. identify connections between the visual arts and other disciplines in the curriculum

c. describe how the visual arts are combined with other arts in multimedia work

d. demonstrate understanding of how the visual arts are used in the world around us

e. recognize that works of visual art are produced by artisans and artists working in different cultures, times and places

5 — 8 Students compare the characteristics of works in the visual arts and other art forms that share similar subject matter, themes, purposes, historical periods or cultural context describe ways in which the principles and subject matter of the visual arts and other disciplines taught in school are interrelated combine the visual arts with another art form to create coherent multimedia work apply visual arts skills and understandings to solve problems common in daily life identify various careers that are available to artists

9 — 12 Students analyze and compare characteristics of the visual arts within a particular historical period or style with ideas, issues or themes of that period or style compare the creative processes used in the visual arts with the creative processes used in the other arts and non-arts disciplines create and solve interdisciplinary problems using multimedia (insert arrow to indicate “continue from previous level”) apply visual arts skills and understandings to solve problems relevant to a variety of careers

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STATE FRAMEWORK ART EDUCATION IN CONNECTICUT - A LEGAL REQUIREMENT

Legislation establishing comprehensive art instructional programs in public schools was formally adopted in 1979. By September 1982, under Section 10-166 of the General Statutes, school districts were to be ready to “attest that they offer an instructional program in the arts.”2

Sec. 10-16b. Prescribed courses of study. (a) In the public schools the Program of instruction shall include at least the following subject matter, as taught by legally qualified teachers: the arts; career education; consumer education; health and safety; language art, including reading, writing, grammar, speaking and spelling; mathematics; physical education; science; social studies, including but not limited to, citizenship, economics, geography, government and history; and in addition, on at least the secondary level, one or more foreign languages and vocational education. (b)Each local and regional board of education shall on September 1, 1982, and annually thereafter at such time and in such manner as the commissioner of education shall request, attest to the state board of education that such local or regional board of education offers at least the program of instruction required pursuant to this section, and that such program of instruction is planned, ongoing, and systematic.

The legal definition of “planned, ongoing and systematic” is as follows:

A planned program has a written curriculum that contains program goals and corresponding learning objectives and outcomes that are differentiated by grade, level, or course. The objectives, and any activities and resources that are included, are appropriate for the subject and for the developmental level of the intended student population An ongoing program evolves rationally and incrementally from one level to the next. Adequate time, instructional materials, equipment and human resources are provided to implement the planned program. A systematic program is one in which students have equal access to planned program. Effective procedures are used to assess both the overall planned program and individual student progress.

2 A Guide for Curriculum Development in the Arts. State Board of Education, Hartford, p.226

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COMPONENTS OF EFFECTIVE ARTS PROGRAMS

CONNECTICUT RECOMMENDATIONS* CURRICULUM GUIDE (p.146) The curriculum guide should, at the very least, include:

• Either a philosophy of education in each art form or a philosophy of arts education in general;

• Overarching goals that guide the entire K-12 program; • Corresponding objectives or outcomes that evolve sequentially from grade to grade

and course to course, K-12 • Assessment strategies for evaluating students achievement; and • The assumptions about instructional time materials, equipment and facilities on

which the objectives are based. ART STAFFING RECOMMENDATION (p.147) The overall average number of students per art staff person ranges from 166 in ERG A to 249 in ERG I. While there are general differences between ERGS in art education resources, there are individual schools and districts within each ERG that have made a commitment to providing their students with a quality arts education by providing quality staffing, instructional time, technology, facilities and other resources CT Recommendations National Opportunity -to -Learn Standards Elementary School Instructional Time

60-100 Minutes per week each of art & music; 30 - 60 minutes per week each of dance & theatre

90 minutes per week in each art form (dance, music, theatre, & the visual arts)

Middle School Instructional Time

1 semester (90 classes) per year in each art form (dance, music, theatre & the visual arts)

1 semester (90) classes) per year in each art form (dance, music, theatre & the visual arts)

High School Instructional Time At least 2 years (credits) of study in at least 1 arts area

At least 2 years of study in at least 1 arts area.

• A Guide for Program Development in the Arts: State Board of Education, Hartford, 1981

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SCHEDULING (p.148) There are 4 general scheduling principles common to quality arts programs:

1. The school scheduling matrix must provide enough instructional time for students to achieve excellences in arts classes.

2. Scheduling for arts teachers should permit them to provide quality instruction and to participate fully in the programs and culture of the school.

3. All students should master a central core of arts content and processes in each of the four arts during Grades K-8.

4. All students should have an opportunity to develop significant depth of learning in at least on art form through participation in a strand of instruction (e.g., choir, modern dance, acting, studio art) that continues into high school.

CLASS SIZE & TEACHER LOAD (p.150) Class sizes should permit adequate attention to each student’s instructional needs and appropriate evaluation of each student’s progress. The average class size for most arts classes should, therefore, be the same as for other comparable classes in the school. INSTRUCTIONAL TIME (p.147) All students should receive instruction at least twice weekly during Grades K-8 in each art form Ideally every high school student should be required to pursue 2 years of sequential study in one art form. INSTRUCTIONAL FACILITIES (p.150) Appropriate facilities play an essential role in quality arts instruction. It is impossible to deliver a comprehensive art curriculum in schools where teachers move from room to room with a cart. For example, it is impossible to deliver a comprehensive art or music curriculum in elementary schools where teachers move from room to room with a cart.... In short, inadequate facilities lead to inadequate instruction and substandard student learning BUDGET & MATERIALS (p.152) High quality arts programs provide students with appropriate instructional materials including consumable supplies, textbooks, video & print media, software, and other technology based equipment. TECHNOLOGY (p.152-3) Quality, up-to-date arts programs designed to prepare students for life and work in the 21st century require significant technology. In fact, the arts are on of the areas in which technology should have the great impact on instruction.

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WHAT IS VISUAL ART?

ISUAL ART is “the skillful presentation of concepts and /or emotion...”

-Kenneth Lansing

visual /vizh-wel/ adj 1:of, relating to, or used in vision (visual organs) 2: attained or maintained by sight (visual impressions) 3: VISIBLE 4: producing mental images: VIVID art /art/ n. 1: skill in performance acquired by experience, study, or observation 2: an occupation that requires a natural skill in addition to training and practice 3: the rules or ideas that a person must know in order to follow a profession or craft 4: a branch of learning 5: the study of drawing, painting, and sculpture 6: the works produced by artists syn SKILL, CRAFT: Art may be distinct from the other two in implying personal, unanalyzable creative or imaginative power and resource; SKILL stresses technical knowledge and proficiency gained through practice and experience; CRAFT implies expertness in workmanship.

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WHY VISUAL ART EDUCATION?*

PROMOTES STUDENT LEARNING • Provides essential ways to understand & express life experiences through cultivating the senses • Fosters creativity and independence • Develops ability to solve complex and ambiguous problems • Develops imagination, i.e. non-verbal thinking, a critical component of listening and reading

comprehension • Helps develop the full range of students’ abilities, especially visual-spatial intelligence

PROMOTES MULTICULTURAL AND INTERDISCIPLINARY LEARNING • Develops understanding of past cultures & people • Prepares students for active participation in re-creating and creating the culture of the past and

the present • Increase learning in other subjects • Develops students’ skills in “viewing” (describing, interpreting, evaluating images)

PROMOTES COMMUNITY CONNECTIONS AND ACTIVE CITIZENSHIP • Prepares students for enjoyable recreation and leisure time • Creates a positive school atmosphere • Develops teamwork • Enables students to make informed aesthetic choices

PROMOTES CAREER CONNECTIONS • Develops capacity to refine work & aspire to high-quality standards • Prepares students for a wide variety of careers • Helps students prepare for growing number of universities requiring arts for admission • Provides a highly-motivational vehicle for mastering technology, including multimedia

PROMOTES GRADUATION RETENTION • Enhances self-esteem and provides motivation • Develops self-discipline and focus • Increases learning in other subject areas

*ADAPTED FROM “THE VALUE OF ARTS IN EDUCATION” A GUIDE TO K-12 PROGRAM DEVELOPMENT, CONNECTICUT STATE DEPARTMENT OF EDUCATION, 2002, P.6-7

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WHAT IS ART EDUCATION?*

• PROVIDES ESSENTIAL WAYS TO UNDERSTAND AND EXPRESS LIFE EXPERIENCES • DEVELOPS UNDERSTANDING OF PAST AND PRESENT

CULTURES/PEOPLE • PREPARES STUDENTS FOR ACTIVE PARTICIPATION IN CREATING THE

CULTURE OF THE PAST AND PRESENT • DEVELOPS THE IMAGINATION • ENABLES STUDENTS TO MAKE INFORMED AESTHETIC CHOICES • HELPS DEVELOP THE FULL RANGE OF STUDENTS’ ABILITIES • PREPARES STUDENTS FOR SUCCESS IN A WIDE VARIETY OF CAREERS • PROVIDES A CREATIVE, MOTIVATING VEHICLE FOR MASTERING

TECHNOLOGY INCLUDING MULTIMEDIA • DEVELOPS THE CAPACITY TO REFINE WORK, ASPIRING TO HIGH

QUALITY STANDARDS • DEVELOPS THE ABILITY TO SOLVE COMPLEX OFTEN AMBIGUOUS

PROBLEMS • INCREASES LEARNING IN OTHER SUBJECTS

*ADAPTED FROM “THE VALUE OF ARTS IN EDUCATION” A GUIDE TO K-12 PROGRAM DEVELOPMENT

IN ARTS, CONNECTICUT STATE DEPARTMENT OF EDUCATION, 200

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RT is often associated

with the simplicity of cutting and pasting, but it is so much more. Art encompasses our everyday lives. From the clothes & jewelry we wear, to the

vehicles we drive, the home we live in, our home furnishings and even the packaging of the boxes of products we use...all were created by visually minded people.

-Paula Tamborra-Berglund on Art in Education, 1996

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COLCHESTER VISUAL ART CURRICULUM

CURRICULUM MAPS OVERVIEW

"Creativity and learning art is far more than painting a beautiful picture. Art is expression and communication with what you have to say. To be an artist, you need to

have something to say. It is what makes you unique." -Viktor Lowenfeld,

Creative and Mental Growth, 8th Edition, c.1987

The educational success is dependent on the use of curriculum maps that emphasize depth of understanding over breadth of coverage. This document is broken into segments that are premised on the Connecticut State Standards for the Visual Arts. Instructional content relates to these standards and is indicative of a quality program that provides students with the opportunity for sequential learning.

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K 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

ELEMENTS OF ARTLine Straight Straight Straight Straight Quality of Line Quality of Line Quality of Line Quality of Line Quality of Line

Curved Vertical Vertical Vertical Horizontal Line Horizontal Line Horizontal Line Horizontal Line Horizontal LineWavy Horizontal Horizontal Horizontal Vertical Line Vertical Line Vertical Line Vertical Line Vertical LineZig zag Diagonal Diagonal Diagonal Contour Line Contour Line Contour Line Contour Line Contour Line

Curved Curved Curved Parallel Parallel Parallel ParallelZig zag Zig zag Zig zag Converging Converging Converging ConvergingDotted Dotted Dotted Organic/geometric Organic/geometric Organic/GeometricThickness Thickness Thickness Crosshatch Crosshatch Crosshatch

Spiral Spiral StipplingContour Line Variation

Positive/Negative Symbols

Shape Circle Circle Circle Circle Basic Geometric Shapes Positive/Negatvie Symbols Positive/Negatvie Symbols Positive/Negatvie Symbols Simple/Complex Geometric Square Square Square Square Negative/ Positive Shapes Simple Geometric Shapes Simple/Complex Geometric Simple/Complex Geometric Shapes & AnglesTraingle Traingle Traingle Traingle Symbols Symbols Shapes & Angles Shapes & Angles (trapezoid, pentagon, etc.)Rectangle Rectangle Rectangle Rectangle Organic Shapes Mirror Images (trapezoid, pentagon, etc.) (trapezoid, pentagon, etc.)Natural Shapes Natural Shapes Natural Shapes Natural Shapes Patterns

Oval Oval Oval Circles/ OvalsDiamond Diamond Diamond OverlappingHalf Circle Half Circle Half CircleFree Form Shapes Star Star

Heart HeartPositive Shapes Positive/ Negative Shapes

Abstract

Color ROYGBV ROYGBV Color Wheel Color Wheel Color Wheel Color Wheel Color Wheel Color Wheel Color WheelBlack Black Primary Primary Primary Primary Primary Primary PrimaryBrown Brown Secondary Secondary Secondary Secondary Secondary Secondary SecondaryGrey Grey Warm vs. Cool Warm vs. Cool Complementary Complementary Tertiary Tertiary TertiaryWhite White Neutral Neutral Contrassting Contrassting ContrasstingPrimary Primary Intermediate Complementary Complementary Complementary

Secondary Analogous Analogous AnalogousPigment Pigment PigmentTints Tints TintsTones Tones TonesShades Shades ShadesMonochromatic Transparent Transparent/ OpaqueOpaque Neutral Neutral

Intensity IntensityLocal Color

Texture Rough Rough Actual Actual Actual Actual Actual Actual Actual

Smooth Smooth Implied Implied Implied Implied Implied Implied ImpliedActual Found Objects Found Objects Found Objects Found Objects Found ObjectsImplied Variety Variety Variety of Texture Variety of Texture Variety of Texture

Applied Technique Applied Technique Applied Technique

Space Groundline Groundline Horizon Line Horizon Line Horizon Line Horizon Line One Point Perspective One Point Perspective One Point PerspectiveBackground Background Background Background Background Aerial Perspective Aerial Perspective Two Point Perspective Two Point PerspectiveBig Big Foreground Foreground Foreground Background Horizon Line Aerial Perspective Aerial PerspectiveMedium Medium Big Big Big Middleground Background Horizon Line Horizon LineSmall Small Medium Medium Medium Foreground Middleground Background Background

Background Small Small Small Atmospheric Perspective Foreground Middleground MiddlegroundBack vs. Front Overlapping Overlapping Overlapping Overlapping Overlapping Foreground Foreground

Size Change Vanishing Point Vanishing Point Positive Positive Atmospheric Perspective Atmospheric PerspectivePosition on Picture Plane Position on Picture Plane Negative Negative Overlapping OverlappingBright Bright Size Change Size Change Positive PositiveDull Dull 2-Dimensional 2-Dimensional Negative Negative

3-Dimensional 3-Dimensional Size Change Size ChangePicture Plane Picture Plane 2-Dimensional 2-Dimensional

3-Dimensional 3-DimensionalPicture Plane Picture Plane

Form Flat 2 Dimensional 2 Dimensional 2 Dimensional 2 Dimensional 2 Dimensional 2 Dimensional 2 Dimensional 2 Dimensional2 Dimensional 3 Dimensional 3 Dimensional 3 Dimensional 3 Dimensional 3 Dimensional 3 Dimensional 3 Dimensional 3 DimensionalIn the Round Sphere Sphere Sphere Sphere Sphere Sphere Sphere Sphere3 Dimensional Cylinder Cylinder Cylinder Cube Cube Cube Cube CubeBall Cube Cone Cone Cone Cone ConeTube Cylinder Cylinder Cylinder Cylinder Cylinder

Pyramid Pyramid Pyramid Pyramid PyramidLight Light Light Light LightShadow Geometric Highlight Highlight Highlight

Organic Reflected Light Reflected Light Reflected LightCast Shadow Cast Shadow Cast ShadowShadow Core Shadow Core Shadow CoreGeometric Geometric GeometricOrganic Organic Organic

Biomorphic

Value Light Light Light Light Light Light Gradations of Light Gradations of Light Gradations of LightDark Medium Medium Medium Medium Medium Gradations of Dark Gradations of Dark Gradations of Dark

Dark Dark Dark Dark Dark Midtones Midtones MidtonesShades of Grey Highlight Highlight Modified Value Scale Modified Value Scale Modified Value Scale

Shadow Shadow Tints Tints TintsContrast tones tones tones

Shades Shades ShadesContrast Contrast Contrast

Variety of ApplicationTechniques

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PRINCIPLES OF DESIGN

Movement & Pattern AB Pattern AB Pattern Allover Pattern Allover Pattern Allover Pattern Allover Pattern Alternating Pattern Alternating PatternRhythm AB Pattern ABC Pattern ABC Pattern Repetition within Elements Alternating Pattern Alternating Pattern Alternating Pattern Repetition of Visual Unit Repetition of Visual Unit

Repetition within Elements Repetition within Elements ABCD Pattern Line Repetition Radial Pattern Radial Pattern Radial Design Repetition within Elements Repetition within ElementsLine Repetition Line Repetition Allover Pattern Shape Repetition Repetition within Elements Repetition within Elements Repetition within Elements Repetition of Symbols Repetition of SymbolsShape Repetition Shape Repetition Repetition within Elements Color Repetition Repetition of Symbols Repetition of Symbols Repetition of Symbols Repetition of Pattern Repetition of PatternColor Repetition Color Repetition Line Repetition Pattern in Nature Repetition of Pattern Repetition of Pattern Repetition of Pattern Symmetry Symmetry

Shape Repetition Pattern in Nature Repetition of Visual Unit Repetition of Visual Unit Asymmetry AsymmetryColor Repetition Mirror Image Pattern in Nature Mirror Image Radial Design Radial Design

Mirror Image

Balance Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry SymmetryAsymmetry Asymmetry Asymmetry Asymmetry Asymmetry Asymmetry

Radial Radial Radial Radial 3-Dimensional 3-Dimensional 3-Dimensional2-Dimensional 2-Dimensional CounterbalanceBalance within a Composiition Balance within a Composition 2-Dimensional

Balance within a Composition

Contrast Thick & Thin Thick & Thin Thick & Thin Thick & Thin Thick & Thin Thick & Thin Within the Elements: Within the Elements: Within the Elements:Dark & Light Dark & Light Dark & Light Dark & Light Dark & Light Dark & Light Texture Texture TextureBig & Small Big & Small Big & Small Big & Small Big & Small Big & Small Line Line Line

Warm & Cool Complementary Colors Shape Shape ShapeCrisp & Fuzzy Crisp & Fuzzy Color Color ColorHard & Soft Hard & Soft

Emphasis Dominant Image Dominant Image Dominant Image Focal Point Focal Point Focal Point

Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Line Line Line Line Line Line Line Shape Shape Shape Shape Shape Shape Shape Form Form Form Form Form Form Form Color Color Color Color Color Color Color Texture Texture Texture Texture Texture Texture Texture

Focal Point Placement & Grouping Placement & Grouping Placement & GroupingPlacement & Grouping

Unity Fill the Paper Compostition Composition Composition Composition Wholeness created by use of Wholeness created by use of Wholeness created by use ofCircular/Triangular Circular/Triangular Circular/Triangular Circular/Triangular Elements & Principles Elements & Principles Elements & Principles

Wholeness created by use ofElements & Principles

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CONTENT STANDARD # 1: Understand, select and apply media, techniques & processes.2D Design & Composition

DRAWING Crayon Crayon Crayon Crayon Crayon Crayon Marker Pastel Pastel PastelMarker Metallic Metallic Metallic Metallic Charcoal Oil Oil OilPastel Construction Paper Construction Paper Construction Paper Construction Paper Vine chalk chalk chalk

Mulitcultural pastel Mulitcultural pastel Mulitcultural pastel Mulitcultural pastel Compressed Pencil Pencil PencilOil Oil Oil Oil Pastel Prismacolor pencil/sticks Prismacolor pencil/sticks Prismacolor pencil/sticksChalk Chalk Chalk Chalk Oil Ebony Ebony EbonyMagic Marker Magic Marker Magic Marker Magic Marker Chalk Graphite sticks Graphite sticks Graphite sticksPermanent Marker Permanent Marker Permanent Marker Permanent Marker Quality of Line marker marker marker

Point of View Sharpies Sharpies Sharpies

Tempera Tempera Tempera Tempera Tempera Temprera Acrylic Acrylic AcrylicPAINTING Sponge Sponge Brush Brush/Tool variety Brush/Tool variety Brush Watercolor Brush variety/techniques Watercolor Watercolor

Brush Watercolor Watercolor Watercolor Watercolor Brush variety/techniques Brush variety/techniquesWatercolor resist Watercolor resist Watercolor resist Watercolor pencils

Watercolor crayonsWatercolor pencils

PRINTMAKING Rubbings Rubbings Press print Collograph Relief Printing Relief Printing Texture plates Block Printing Ink/brayersStamping Monoprint Monoprint Monoprint Foam plate relief Ink/brayers Gouge

Ink/ brayers Gouge Block PrintingCollograph

Clay: Eartenware Clay: Eartenware 3D Design & CompositionModeling Pinch-pull Sculpture Pinch-pull sculpture Glazing Glazing Handbuilding, Pinch/coil pot Handbuilding, Pinch/coil pot Sharpies

3-D Assemblage Glazing Glazing Slab Construction clay Papier Mache Glazing, Carving Glazing, Carving Graphite SticksPinchpot Found Object Texture impressing Texture impressing EbonyCylinder Construction Applique Applique Clay: Earthenware

Sculpture: Wire forms Sculpture: Wire forms HandbuildingCarving

CRAFTS Mosaic Weaving Weaving Weaving AppliqueWeaving Paper Flowers Texture impressions

GlazingPlasterWirePlaster of paris craft

COLLAGE Cut, Tear, Arrange Mixed Media Mixed Media Mixed Media Mixed Media MaterialsGlue Foam Blocks

Found Objects

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CONTENT STANDARDS #2: Understand & apply elements & organizational principles of art.

Movement & Pattern AB Pattern AB Pattern Allover Pattern Allover Pattern Allover Pattern Allover Pattern Alternating Pattern Alternating PatternRhythm AB Pattern ABC Pattern ABC Pattern Repetition within Elements Alternating Pattern Alternating Pattern Alternating Pattern Repetition of Visual Unit Repetition of Visual Unit

Repetition within Elements Repetition within Elements ABCD Pattern Line Repetition Radial Pattern Radial Pattern Radial Design Repetition within Elements Repetition within ElementsLine Repetition Line Repetition Allover Pattern Shape Repetition Repetition within Elements Repetition within Elements Repetition within Elements Repetition of Symbols Repetition of SymbolsShape Repetition Shape Repetition Repetition within Elements Color Repetition Repetition of Symbols Repetition of Symbols Repetition of Symbols Repetition of Pattern Repetition of PatternColor Repetition Color Repetition Line Repetition Pattern in Nature Repetition of Pattern Repetition of Pattern Repetition of Pattern Symmetry Symmetry

Shape Repetition Pattern in Nature Repetition of Visual Unit Repetition of Visual Unit Asymmetry AsymmetryColor Repetition Mirror Image Pattern in Nature Mirror Image Radial Design Radial Design

Mirror Image

Balance Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry Symmetry SymmetryAsymmetry Asymmetry Asymmetry Asymmetry Asymmetry Asymmetry

Radial Radial Radial Radial 3-Dimensional 3-Dimensional 3-Dimensional2-Dimensional 2-Dimensional CounterbalanceBalance within a Composiition Balance within a Composition 2-Dimensional

Balance within a Composition

Contrast Thick & Thin Thick & Thin Thick & Thin Thick & Thin Thick & Thin Thick & Thin Within the Elements: Within the Elements: Within the Elements:Dark & Light Dark & Light Dark & Light Dark & Light Dark & Light Dark & Light Texture Texture TextureBig & Small Big & Small Big & Small Big & Small Big & Small Big & Small Line Line Line

Warm & Cool Complementary Colors Shape Shape ShapeCrisp & Fuzzy Crisp & Fuzzy Color Color ColorHard & Soft Hard & Soft

Emphasis Dominant Image Dominant Image Dominant Image Focal Point Focal Point Focal Point

Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Within the elements: Line Line Line Line Line Line Line Shape Shape Shape Shape Shape Shape Shape Form Form Form Form Form Form Form Color Color Color Color Color Color Color Texture Texture Texture Texture Texture Texture Texture

Focal Point Placement & Grouping Placement & Grouping Placement & GroupingPlacement & Grouping

Unity Fill the Paper Composition Composition Composition Composition Wholeness created by use of Wholeness created by use of Wholeness created by use ofCircular/Triangular Circular/Triangular Circular/Triangular Circular/Triangular Elements & Principles Elements & Principles Elements & Principles

Wholeness created by use ofElements & Principles

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CONTENT STANDARD # 3: Consider, select and apply a range of subject matter, symbols & ideas.Imagination Generation Generation of own ideas Generation of own ideas Generation of own ideas Generation of own ideas Generation of own ideas Generation of own ideas Generation of own ideas Generation of own ideas

of own ideas Problem Solving Problem Solving Experimenting w/ Media Experimenting w/ Media Experimenting w/ Media Experimenting w/ Media Experimenting w/ Media Experimenting w/ MediaExploring Media Exploring Media Exploring subject matter Sketching & Planning Sketching & Planning Sketching & Planning Sketching & Planning Sketching & Planning Sketching & Planning

Experimenting w/ Media Problem Solving Problem Solving Problem Solving Problem Solving Problem Solving Problem SolvingDecision Making Decision Making Decision Making Decision Making Decision Making Decision Making

Collaborative Thinking Creating a Storyboard Point of View Point of ViewFantasy FantasyFocal Point Focal Point

Visual/Written Expression

Social Themes Personal Narrative Communicating Feelings Communicating Feelings Communicating Feelings Communicating Feelings Communicating Feelings Communicating Feelings Communicating Feelings Communicating Feelings and Detail Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas Communicating Ideas

Interpreting Art Interpreting Art Interpreting Art Interpreting Art Interpreting Art Interpreting Art Interpreting Art Interpreting ArtStorytelling Music Environment Poetry Storytelling Storytelling Cartooning Cultural Symbols Cultural Symbols

Poetry Historical Cultural Symbols Cultural Symbols Cultural Symbols Personal Symbols Personal SymbolsIdentify/Create Symbols Identify/Create Symbols Historical Historical Personal Symbols Mutual Respect Mutual Respect

Art of Ancient Cultures Personal Symbols Individuality Individuality Individuality

Portrait Full Figure Self Portrait Pet Portrait Full Figure Self Portrait Self Portrait Life Drawing Self Portrait Self PortraitSelf Portrait Facial Features Facial Features Proportion Facial Features Facial Features Facial Features Direct Observations Facial FeaturesFacial Features Personal Details Personal Effects Personal Details Personal Details Personal Details Personal Details Personal Details Facial ExpressionPersonal Details Backgrounds Backgrounds Backgrounds Backgrounds Backgrounds Proportion Proportion Personal Details

Texture Personal Symbols Caricature ProportionLife Drawing

Direct ObservationStill Life Objects Symmetry Direct Observation Direct Observation Direct Observation Direct Observation Direct Observation Direct Observation Picture Plane

Background Organic Shapes Foreground Foreground Foreground Foreground Picture Plane Picture Plane Positive/NegativeVariety (size, shape, etc) Background Background Background Background Background Positive/Negative Positive/Negative Light Source (Light/Shadow)

Highlight Highlight Light Source (Light/Shadow) Light Source (Light/Shadow) Light Source (Light/Shadow) Light Source (Light/Shadow) Shadow CoreShadow Shadow Composition Composition Shadow Core Shadow Core Composition

Overlapping Overlapping Overlapping Composition Composition OverlappingOverlapping Overlapping Creating Form


CONTENT STANDARD # 3: Consider, select and apply a range of subject matter, symbols & ideas.Perspective Perspective 1 Point Perspective 1 Point Perspective 2 Point Perspective 1 & 2 Point Perspective

Landscape Groundline Collage Foreground Horizon line Proportion Proportion Proportion Proportion ProportionNear & Far Groundline Background Vanishing Point Overlapping Overlapping Overlapping Overlapping Overlapping

Background Cityscape/Seascape Foreground Space Space Space SpaceHorizon Line Middleground Aerial Perspective Atmospheric Perspective Atmospheric Perspective Atmospheric PerspectiveSize, Placement, Overlap Background

Animal and Local/Environment Nature Print Proportion Proportion Proportion Proportion Proportion Proportion Nature Observation Observation Observation Observation Observation Observation Observation

Direct Observation Symmetry Texture Texture Texture Texture Texture Texture TextureBasic 2-D Shapes Mixed Media Pattern Motion Motion Movement Gesture GestureBasic 3-D Forms Direct Observation Imaginary Creatures Surreal Creatures 3-D Forms 3- D FormsTexture 3-D Masks

Design and Fill the Page Line Design Use of Elements Use of Elements Use of Elements Use of Elements Organize Elements & Principle Organize Elements & Principle Organize Elements & PrincipleComposition Drawing Big Pattern Making Fill the Page Use of Principles Use of Principles Use of Principles Analyze effective use of E & P Analyze effective use of E & P Analyze effective use of E & P

Groundline Fill the Page Fill the Page Fill the Page Surfaces Selection & Use of E & P Selection & Use of E & PFlat/Pop-up Positive/Negative Space Positive/Negative Space Positive/Negative Space Positive/Negative Space Positive/Negative Space

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K 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th GradeCONTENT STANDARD # 4: Understand the visual arts in relation to history and cultures

Pattern Abstract Impressionism Architecture Primitive Post Impressionism Expressionism Impressionism

Style Decoration Abstraction Cartooning Realism Expressionism

Pop Art Graffiti Pop Art Realism

Abstract

Self: Study of Me China Mexico Arctic Immigration Native America Written & Pictorial SymboSocial Activism Innovations

Culture Industrialization Industrialization

Recognizing Similarities Family School Town Spiritual & Ceremonial Spiritual & Ceremonial

and Differences (Living & Working Together) (Living & Working Together) (Living & Working Together)

Rooms in Home Home School & Classroom Colchester Connecticut American Artists Ancient Civilizations The Renaissance American Artists

(e.g. bedroom) (e.g. Colonial, Natural) European Artists European Artists

History Playground Harlem Renaissance

(Time & Place)

Grade K - 4 Grade 5-8 Grade 9 - 12

CONTENT STANDARD # 5: Reflect upon, describe, analyze, interpret & evaluate their own and others' work.Students will: Students will: Students will:A. Identify various purposes for creating A. Compare & contrast purposes for creating works of art A. Research & analyze historic meaning &works of art purpose in varied works of art;

B. Describe & analyze visual characteristics of works of artB. Describe visual characteristics of works using visual arts terminology.of art using visual arts terminology B. Reflect critically on various interpretations

C. Compare a variety of individual responses to, and to better understand specific works of art;C. Recognize that there are different responses to interpretations of, their own works of art and those fromspecific works of art. various eras & cultures.

D. Describe their own responses to, and interpretations of, specific C. Defend personal interpretations using D. Describe their personal responses to specific works of art; reasoned arguments; andworks of art using visual arts terminology; and

E. Reflect on and evaluate the quality and effectiveness of their own D. Apply critical and aesthetic criteria (e.g., technique,E. Identify possible improvements in the process and others' work using specific criteria (e.g., technique, formal & formal & expressive qualities, content)of creating their own work. expressive qualities, content); and in order to improve their own works of art;

F. Describe/analyze their own artistic growth over time in relation to specific criteria.

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Grades K - 4 Grades 5 through 8 Grades 9 -12CONTENT STANDARD #6: Students will make connections between visual arts, other disciplines & daily life. Students will: Students will: Students will:

A. Identify connections between characteristics of visual arts and A. Compare the characteristics of works in the visual arts and other A. Analyze and compare characteristics of the visual arts within a particularother arts disciplines; discuss commonalities between art and music, art forms that share similar subject matter, themes, purposes, historical historical period or style with ideas, issues or themes of that period or style (see dance & theater, such as composition, proportion, rhythm & pattern periods or cultural context; content of individualized courses)

B. Identify connections between visual arts and other disciplines in the B. Describe ways in which the principles and subject matter of the B. Compare the creative processes used in the visual arts with the creative curriculum; address overlapping concepts given visual arts and one or more visual arts and other disciplines taught in school are interrelated; processes used in the other arts in non-arts disciplines such as art & technology, additional subject areas, such as perspective in art & math, or observation architectural & commercial design, the scientific method versus the artistic process,in science & drawing

C. Describe how the visual arts are combined with other arts in C. Combine the visual arts with another art form to create coherent C. Create and solve interdisciplinary problems using multimedia such as graphicmultimedia work, such as performance and installation art, computer multimedia work; design, illustration, digital portfolios, graphic designanimation and multimedia presentations e.g. Powerpoint

D. Demonstrate understanding of how the visual arts are used in the D. Apply visual arts skills and understandings to solve problems common D. Apply visual art skills and understandings to solve problems relevant to a world around us, including personal and home design (e.g. clothing, in daily life; and variety of careers [refer to listing of 200+ careers within document]furntiure), movies and television, internet and architecture.

E. Recognize that works of visual art are produced by artisans and artists E. Identify various careers that are available to artists.working in different cultures, times and places.[see curriculum under contentstandards 3 & 4]

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DRAWING I PAINTING I ADVANCED PAINTING ADVANCED DRAWINGMATERIALS MATERIALS MATERIALS MATERIALS Media Exploration Technique Media Exploration Technique Media Technique Media Technique

Drawing Tools Painting Tools Painting Tools Drawing ToolsGraphite Blending Brushes Blending Brushes Blending Graphite Blending

4H - 8B Stippling Acrylic Stippling Acrylic Broken Color 4H - 8B StipplingEbony Wash Bright Wash Bright Stippling Ebony Wash

Markers Crosshatching filbert Spattering filbert Collage Markers CrosshatchingSharpie Layering Flat Shading Flat Wash Sharpie LayeringWatercolor Shading Round Round Sgraffito Watercolor ShadingPermanent Taklon Taklon Spattering Permanent

Pencils Paints Paints Scumbling PencilsWatercolor Acrylic Acrylic, Oil Mixed Media WatercolorConte Watercolor Watercolor ConteChina Oil Pastel/Turpenoid Oil Pastel/Turpenoid ChinaColor Mediums Mediums ColorColor sticks Acrylic retarder, Gel, Gloss Acrylic retarder, Gel, Gloss Color sticks

Charcoal Turpenoid CharcoalVine Surfaces Surfaces VineCompressed Papers Papers Compressed

Pastel Watercolor Watercolor PastelOil Boards Boards Oil Chalk Mat Board Mat Board Chalk

Surfaces Cardboard Cardboard SurfacesPapers Canvas Board Canvas Board Papers

Drawing Stretched Canvas DrawingWatercolor Misc Misc WatercolorPastel Palette Palette PastelNewsprint Prime Newsprint

Boards Stretcher BoardsMat Board Cleaning Tools: Brush Cleaner Mat BoardCardboard Cardboard

DRAWING I PAINTING I ADVANCED PAINTING ADVANCED DRAWINGELEMENTS & PRINCIPLES OF DESIGN

Line Color Theory Color Theory LineLine Variation Warm Warm Line VariationLine Quality Cool Cool Line QualityContour Color Wheel Advancing/Receding ColorsGesture Primary, Secondary, Tertiary Color Wheel ContourOutline Monochromatic Primary, Secondary, Tertiary GestureLine of Sight Analogous Monochromatic Outline

Shape Complementary Analogous Line of SightForm Split Complementary Complementary ShapeGeometric Shape Triadic Split Complementary FormOrganic Shape Shape Triadic Geometric Shape

Value Form Space Organic ShapeHigh Key Geometric Shape Positive ValueLow Key Organic Shape Negative High Key, Low KeyContrast Space Picture Plane ContrastCenter of Interest Create Illusion of 3-D on 2-D surface Create Illusion of 3-D on 2-D surface Chiaroscuro

Space Positive Composition Center of InterestCreate Illusion of 3-D on 2-D surface Negative Perspective SpacePositive Picture Plane Texture Create Illusion of 3-D on 2-D surfaceNegative Composition Real, Implied PositivePicture Plane Texture NegativeComposition Real, Implied Picture PlaneVanishing Point Balance Balance CompositionPerspective Emphasis Harmony Vanishing PointLinear perspective Movement Emphasis Perspective

Texture Unity Rhythm Linear perspectiveReal Movement Texture Color TheoryImplied Unity Real Warm

Implied CoolVariety Variety Advancing/Receding ColorsBalance Balance Color WheelEmphasis Harmony Primary, Secondary, TertiaryUnity Emphasis Monochromatic

Unity AnalogousProportionRhythmMovement

DRAWING I PAINTING I ADVANCED PAINTING ADVANCED DRAWINGSUBJECT MATTER/THEMEComposition Exploration Composition Exploration Composition Composition

Still Life Still Life Still Life Still LifeLandscape Landscape Landscape LandscapeFigures Figures Figures FiguresImagination Imagination Imagination ImaginationSelf Portrait Self Portrait Self Portrait Self Portrait

Bone Structure Bone Structure Bone Structure Bone StructureExpression Expression Expression Expression

Grid MethodDevelopment of Eye/Hand Coordination Grid Method Color to convey mood/emotion Grid Method

Development of Eye/Hand Coordination Various Innovative Materials as Picture Plane Various Innovative Materials as Picture PlaneFurniture

CRITIQUE & Self Evaluation CRITIQUE & Self Evaluation Grid Method CRITIQUE & Self EvaluationDevelopment of Eye/Hand Coordination Development of Eye/Hand CoordinationCRITIQUE & Self Evaluation

SKETCHBOOK REQUIRED SKETCHBOOK REQUIRED SKETCHBOOK REQUIRED SKETCHBOOK REQUIREDHISTORY/CULTUREMasters & Styles Masters & Styles Masters & Styles Masters & Styles Current Trends Current Trends Current Trends Current Trends

Museum/ Gallery Visitation Museum/ Gallery Visitation

INTERDISCIPLINARY CONNECTIONSTechnology Technology Technology TechnologyWriting Writing Writing Writing

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3D- DESIGN & STAINED GLASS ART PORTFOLIO ILLUSTRATION ADVANCED ARTMATERIALS MATERIALS MATERIALS MATERIALS Media Technique Media Technique Media Technique Media Technique

Drawing Tools All available painting media All available painting mediaPencils Scoring All available drawing media Student choice All available drawing media All available inlcuding

Color Stained Glass Processes All available surfaces including: All available surfaces Mixed MediaMarkers Student choice of available media Student choice. Cleaning Tools Direct Observation Cleaning Tools

Sharpie guided by university admissionsrequirements and art instructor. but not limited to:

Surfaces BlendingPapers Choices inlcude 2-d and 3-d Stippling

Drawing experimentation. WashGrid Crosshatching

Glass LayeringMirror ShadingWood Broken Color

CollageTools Sgraffito

Cutting Oil SpatteringGlass Cutter ScumblingScoring Tools Mixed MediaSolderSoldering IronsFluxPatinaPliersBreaking PliersCopper FoilSquaresWire

Eye ProtectionGlovesProper Venthilation

3D- DESIGN & STAINED GLASS ART PORTFOLIO ILLUSTRATION ADVANCED ARTELEMENTS & PRINCIPLES OF DESIGN

LineLine Quality Students will exhibit understanding Students will exhibit understanding Students will exhibit a thorough understandingOutline of compositional proficiency by the use of compositional proficiency by the use of compositional proficiency by the use

Shape of all related elements & principles of all related elements & principles of all related elements & principles Form of design. of design. of design.Geometric ShapeOrganic Shape A self-evaluation will be provided for Individualized rubrics to check for understanding. Individualized rubrics to check for understanding.

all 8 lessons required to check understandingSpace of elements & principles demonstrated

Positive within the portfolio.NegativePicture PlaneComposition

Texture

ColorColor Theory

Variety

Balance

Emphasis

Unity

3D- DESIGN & STAINED GLASS ART PORTFOLIO ILLUSTRATION ADVANCED ARTSUBJECT MATTER/THEMEComposition Although subject is mostly dependent upon admissions Compositions to include but not limited to: Composition to include 2-d & 3-d to include but

2-D & 3-D Design requirements of selected universities, students will Exaggeration, distortion & manipulation of visual not limited to the folllowing:be expected to complete one composition in each elements to create drama, mood, character & of the following: situation. Still Life

Landscape/ Architectural DesignStill Life Production of cohesive & articulate illustrations FiguresLandscape/ Architectural rendering ImaginationFigure Conceptualization & problem solving, & translation Self PortraitImagination of the spoken word to visual imageSelf Portrait3 of choice Advanced 2-dimensional design

Mandatory deadlines as given in the "real world"

HISTORY/CULTUREMasters & Styles Masters & Styles

Past & Present History of Glass Masters & Styles Current Trends Current TrendsMaster Artists Current Trends Museum/ Gallery Visitation Museum/ Gallery VisitationStained Glass Terminology Museum/ Gallery Visitation Childrens Literature

Advertising Design

INTERDISCIPLINARY CONNECTIONSChemistry of Glass Technology Business TechnologyScience AdvertisingGlass Blowing English Literature

Technology

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ART HISTORY: Trends/Seeing AP STUDIO ART CERAMICS INTERIOR DESIGNMATERIALS MATERIALS MATERIALS MATERIALS Media Technique Media Technique Media Technique Media Technique

Red Clay BodyMedia & Techniques are explored according White Clay Body Scoringto the specific artists, periods & movements. Student choice of available media Student choice. Assorted Glazes Slip Interior Design Text Presentation

guided by university admissions Underglaze Hand building Mat Board/ Display Board Designrequirements and art instructor. Pinch Mechanical Pencils Drafting

Coil Layout Bond Paper LayoutChoiced will also be guided by Tools Slab Graph Paper Space Planningstudent selection of which type of Wire Tool Wheel Architectural Scales Public Speakingportfolio submission: Sgraffito Needle Architectural Templates

2-D Design Wooden Shaping Tools Fine Line MarkersDrawing Sponges Sharpies3-D Design Canvas Cloth Glue Stick

Plastic Bags Interor Design Trade MagazinePyrometric Cones Interior Design Web ResourcesDrying RackPottery Wheel(s)Kiln

Requires Venthilation

ART HISTORY: Trends/Seeing AP STUDIO ART CERAMICS INTERIOR DESIGNELEMENTS & PRINCIPLES OF DESIGN

Line LineLine Variation Line VariationLine Quality Students will exhibit understanding Students will exhibit understandingContour of compositional proficiency by the use Shape of compositional proficiency by the use Gesture of all related elements & principles Form of all related elements & principles Outline of design. Geometric Shape of design, as they relate to interiors.Line of Sight Organic Shape

Shape Individualized rubrics to check Individualized rubrics to checkForm for understanding, Space for understanding.Geometric Shape PositiveOrganic Shape Negative

ValueHigh Key TextureLow Key RealContrast ImpliedCenter of Interest

SpacePositive VarietyNegative BalancePicture Plane HarmonyComposition EmphasisVanishing Point UnityPerspective RhythmLinear perspective

TextureRealImplied

VarietyBalanceHarmonyEmphasisUnityRhythm

ART HISTORY: Trends/Seeing AP STUDIO ART CERAMICS INTERIOR DESIGNSUBJECT MATTER/THEME

Consists of historical periods & movements Consist of student choice guided Functional vs. Sculptural Understanding House Planswith relevance to the Art History textbook. by the Advanced Placement Board Requirements 2-D to 3-D Color Theory

of Quality, Concentration & Breadth. Ceramics Terminology Creating Interior BackgroundsChemistry of Glazes & Clay Furniture, Lighting, Windows, Fixtures & Accessories

Arranging & Selecting Furniture (Spatial) Textiles

HISTORY/CULTURESame as above. Within each specific concentration student must Past & Present history of Ceramics including Influences on Housing: Environmental, Cultural

show exploration of past & present artists/cultures. Artists & Movements Housing Styles: Periods and Trends

INTERDISCIPLINARY CONNECTIONSAny which might pertain to student selection of Science & Art Family & Consumer Sciences

All including Technology portfolio content. Technology Technology Education (Drafting & Web based)Technology Graphic Design (Board Layout)

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Bacon Academy Art Department Curriculum Sequence

Prepared by

Paula Tamborra Berglund

Jodi S. Mendlinger

44

HE ARTS

not only enrich community, the arts are community. Perhaps better than all other symbols, the arts cut across separations; they give rise to many voices, making it possible for

people who are racially, economically and ethnically divided to begin to understand one another on a more authentic level. The arts connect each new generation to those that have gone before. The arts are society’s gift to itself; linking hope to memory, inspiring courage and discipline, enriching our celebrations, making our tragedies bearable.

-Ernest Boyer, Former U.S. Secretary of Education Former President of the Carnegie Foundation for the Advancement of Teaching

COLCHESTER VISUAL ARTS

ASSESSMENT PRE K – 12

Amanda Couch, Grade 11

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ASSESSMENT MAP OVERVIEW

As in other subjects, students should be tested in the arts and their art work evaluated in order to determine what they have learned. and arts education programs should be evaluated to determine their effectiveness -Toward Civilization A Report to the United States Congress on Arts Education National Endowment for the Arts

Colchester Public Schools have made student learning assessment a priority. The art educators have prepared assessments for each grade level to coincide with the mission statements of their respective schools, the district, and the Connecticut State Standards. This section lists ways to measure proficiency and how students progress in the Visual Arts. Art can have academic measure comparable to other core academic subjects. Although there are many ways in which to determine student proficiency, portfolio assessment can provide one strategy for measurement. This collection of work will allow one to understand the progressive growth needed for each student.

Art instructors integrate experiences into a disciplined program of knowledge, establishing age appropriate skills that can be assessed. Within each school we have provided examples of rubrics that can be implemented for assessment purposes or modified to meet lesson objectives. These rubrics and assessment tools will track progress with and across grade levels to determine proficiency.

47

PREK-2 COLCHESTER ELEMENTARY SCHOOL

METHODS OF ASSESSMENT

Olivia Mendlinger, Self-Portrait with Butterflies, Oil Pastel, Kindergarten

48

STRATEGIES FOR ASSESSMENT: Sources Used:

• Bloom’s Taxonomy • National Standards of Visual Arts (Achievement Standards)

Types of possible Assessments:

• Self Assessment End Reflection Sheet • Group Assessment (Group critique) • Peer Critiques • Performance-based Rubric

Students will differentiate a variety of media, techniques, and processes. (Verbal) (CS 1 and Bloom’s Knowledge and Analysis) Students will describe how different media, techniques and processes cause different effects and personal responses. (Verbal, Written) (CS 1 and Bloom’s Comprehension) Students will use different media, techniques and processes to communicate ideas, feelings, experiences and stories. (Visual, Verbal) (CS 1 and Bloom’s Application) Students will use art media and tools in a safe and responsible manner. (CS 1 and Bloom’s Knowledge, Comprehension, and Application) Students will use the elements of art and principles of design to communicate ideas. (Visual, Verbal) (CS 2 and Bloom’s Application) Students will explore and understand a variety of content for works of art. (Visual, Verbal) (CS 3 and Bloom’s Comprehension) Students will select and use subject matter, symbols and ideas to communicate meaning. (Visual) (CS 3 and Bloom’s Application) Students will know that the visuals arts have both a history and specific relationships to various cultures. (Verbal) (CS 4 and Bloom’s Knowledge) Students will identify various purposes for creating works of art. (Verbal) (CS 5 and Bloom’s Knowledge) Students will describe visual characteristics of works of art using visual arts terminology. (Verbal) (CS 5 and Bloom’s Comprehension)

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Students will recognize that there are different responses to specific work of art.(Verbal) (CS 5 and Bloom’s Analysis) Students will describe their personal responses to specific works of art using visual art terminology. (Verbal, Written) (CS 5 and Bloom’s Comprehension) Students identify possible improvements in the process of creating their own work. (Verbal) (CS 5 and Bloom’s Evaluation) Students will demonstrate understanding of how the visual arts are used in the world around us.(Verbal, Visual) (CS 6 and Bloom’s Application)

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Student’s Name: __________________ Class: ___________________

Artist’s Reflection

Art Project: Art Process: Art Materials:

Art Skills

1. I followed the directions for the project. 2. I used the materials appropriately.

? Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

Creativity 3. I used my own ideas in this project. 4. I used my imagination. 5. I included personal details .

Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

Effort 6. I put my best effort into my artwork. 7. My behavior was cooperative and kind.

Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

The thing I like best about my artwork is: One thing I would like to change about my artwork is:

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GRADES 3 - 5 JACK JACKTER

INTERMEDIATE SCHOOL METHODS OF ASSESSMENT

Andrea Goldstein, Self Portrait, colored pencil, Grade 4

53

STRATEGIES FOR ASSESSMENT: Sources Used:

• Bloom’s Taxonomy • National Standards of Visual Arts (Achievement Standards)

Types of possible Assessments:

• Self Assessment End Reflection Sheet • Group Assessment (Group critique) • Peer Critiques • Performance-based Rubric

Students will differentiate a variety of media, techniques, and processes. (Verbal) (CS 1 and Bloom’s Knowledge and Analysis) Students will describe how different media, techniques and processes cause different effects and personal responses. (Verbal, Written) (CS 1 and Bloom’s Comprehension) Students will use different media, techniques and processes to communicate ideas, feelings, experiences and stories. (Visual, Written) (CS 1 and Bloom’s Application) Students will use art media and tools in a safe and responsible manner. (CS 1 and Bloom’s Knowledge, Comprehension, and Application) Students will identify the different ways visual characteristics are used to convey ideas. (Visual, Verbal) (CS 2 and Bloom’s Knowledge) Students will describe how different expressive features, and ways of organizing them, cause different responses. (Visual, Verbal) (CS 2 and Bloom’s Comprehension) Students will use the elements of art and principles of design to communicate ideas.(Visual, Verbal) (CS 2 and Bloom’s Application) Students will explore and understand a variety of content for works of art. (Visual, Verbal) (CS 3 and Bloom’s Comprehension) Students will select and use subject matter, symbols and ideas to communicate meaning. (Visual) (CS 3 and Bloom’s Application) Students will know that the visuals arts have both a history and specific relationships to various cultures. (Verbal) (CS 4 and Bloom’s Knowledge)

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Students will identify specific works of art as belonging to particular cultures, times and places. (Verbal, Written) (CS 4 and Bloom’s Knowledge) Students will create art work that demonstrates an understanding of how history or culture can influence visual art.(Visual, Verbal) (CS 4 and Bloom’s Synthesis) Students will identify various purposes for creating works of art. (Verbal) (CS 5 and Bloom’s Knowledge) Students will describe visual characteristics of works of art using visual arts terminology. (Verbal) (CS 5 and Bloom’s Comprehension) Students will recognize that there are different responses to specific work of art. (Verbal) (CS 5 and Bloom’s Analysis) Students will describe their personal responses to specific works of art using visual art terminology. (Verbal, Written) (CS 5 and Bloom’s Comprehension) Students identify possible improvements in the process of creating their own work. (Verbal) (CS 5 and Bloom’s Evaluation) Students will identify connections between characteristics of the visual arts and other arts disciplines. (Verbal) (CS 6 and Bloom’s Knowledge) Students will identify connections between the visual arts and other disciplines in the curriculum. (Verbal) (CS 6 and Bloom’s Knowledge) Students will describe how the visual arts are combined with other arts in multimedia work. (Verbal) (CS 6 and Bloom’s Comprehension) Students will demonstrate understanding of how the visual arts are used in the world around us. (Verbal, Visual) (CS 6 and Bloom’s Application)

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Student’s Name: __________________ Class: ___________________

Teacher’s Reflection

Art Project: Art Process: Art Materials:

Art Skills

1. You followed the directions for the project. 2. You used the materials appropriately.

? Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

Creativity 3. You used my own ideas in this project. 4. You used my imagination. 5. You included personal details .

Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

Effort 6. You put my best effort into my artwork. 7. Your behavior was cooperative and kind.

Outstanding Very Good Good Needs Work Outstanding Very Good Good Needs Work

The thing I like best about your artwork is: One suggestion I have for you is:

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CAROUSEL STUDY SHEET History Write two or more things you have learned about the history of carousels: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Vocabulary Write the meanings of these words. ♦ carousel ♦ basic shapes ♦ outline ♦ primary colors ♦ tempera paint ♦ background Answer these questions in complete sentences. (If you need more room, you may write on the back of the paper.) 1. How did you make your carousel sketches? (basic shapes, outlines…) __________________________________________________________________________________________________________________________________ 2. What did you put in the background of your picture? __________________________________________________________________________________________________________________________________ 3. What story does your carousel composition tell? ___________________________________________________________________________________________________________________________________________________________________________________________________

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GRADES 6 - 8 WILLIAM J. JOHNSTON

MIDDLE SCHOOL METHODS OF ASSESSMENT

Ryan Petro,, Contour Line Self Portrait, Black ink, Grade 8

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MISSION STATEMENT

William J. Johnston Middle School is committed to embracing the spirit of the changing adolescent. In a community where respect for self and others is highly valued, each students is empowered to employ high standards in taking responsibility to make good personal and academic choices. The school recognizes the changing needs of Colchester’s rapidly growing district and student culture. As the middle school student embarks upon a search for identity, WJJMS strives to nurture the whole child. Balance and stability are provided within a safe environment allowing the student to learn to effectively take the risks necessary to realize her/his ultimate potential.

William J. Johnston Middle School Staff

Melissa Goodwin, WJJMS, Oil, Gr. 12

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Art Rubric –Mid-semester Evaluation

Content Standard #1: Students will understand, select, and apply media, techniques and processes.

Check & comment here . Assignment: 6th Cartoon

Strip___

Description Good Average Needs work

Title Bubble Letters or other creative script . . .

Character is original

. . . Character Portrait

Includes shoulders

Full Frontal Figure Slide

Figure is proportionate except for head which is exaggerated in size for humor. Character portrait is adequately repeated and recognizable Clothes describe roundness and wrinkles to show bend Background is included with color

Overall Craftsmanship Outlined and colored neatly

¾ Full Figure Slide

Figure is proportionate except for head which is exaggerated in size for humor. Character portrait is ¾ view and is adequately repeated and recognizable Clothes describe roundness and wrinkles to show bend in ¾ view of figure Background is included with color

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Content Standard #6: Students will make connections between Visual Arts, other disciplines and daily life.

Check & comment here . Assignment: 7th Ceramic

Clay__________


2 pinch pots are similar . . .

Rims are scored, slipped and attached w/out visible seam

. . .

Hollow Form

Form has been shaped to relate to selected subject

. . .

Thickness is approx. 1 cm. or if thicker, has been hollowed to appropriate wall thickness

. . .

Attachments are well formed , consistent, and attached by scoring and slipping

Attachments/Appendages

Air has not been trapped between sections

. . .

Facial Features ( if necessary ) Are attached, carved, and or impressed

Form is smooth or contains finished textures

. . .

Glaze has been applied evenly or contains finished textures

Craftsmanship

Glaze has been wiped clean from bottom surfaces

Is it free from mistakes that distract from the unity and effectiveness of the whole?

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Content Standard #1: Students will understand, select, and apply media, techniques and processes

Check & comment here . Assignment: Watercolors __________


Based on observation . . .

Contour sketch done lightly . . .

Drawing of Subject

Subject is off center . . .

Utilizes controlled wash technique

. . .

Shows roundness through shading and/or layering of values of color

Painting of Subject

Is masked out before background is applied

. . .

Background/Negative Space

Contrasts with subject Uses various textural techniques Is Atmospheric/ Shows mood

Finished Product

Painting is complete Painting has been sealed/varnished

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Art Rubric - an Artwork Assessment Form

Check & comment here . Category

Your name ________________________ Artist's name ______________________


How does this work compare to previous work by same person?

. . .

Does it show more feeling and expressiveness? . . .

Does it show more thought? . . .

Growth

Does it show more skill? . . .

How original, innovative, and daring is the work? . . . Creativity

Does it extend or change from past work done by same student? . . .

How well does the work solve the problems outlined in this assignment?

. . . Fulfills Assignment

Are the variations from the assignment made for a valid reason? . . .

Is the making of the work appropriate for the style of art being made?

. . . Care

Didn't rush to get it done, but paid attention to consistency in the work. . . .

Was the student cooperative & generous in discussions & in helping others without doing it for them?

. . . Helpful

Were good questions asked? . . .

Did the student stay on the job? . . . Work Habits

Were conversations with classmates about the artwork, not other topics? . . .

How are principles of design and composition used to make the visual elements work well? . . . Composition

And Design Is it free from mistakes that distract from the unity and effectiveness of the whole? . . .

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GRADES 9-12 BACON ACADEMY HIGH SCHOOL

METHODS OF ASSESSMENT

Josh DeLillo, Self Portrait, Charcoal, Grade 12

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MISSION STATEMENT

Bacon Academy is a partnership of students, staff, parents, and community dedicated to fostering academic and personal excellence within a safe environment. Academic Expectations The Bacon Academy student will effectively:

o Communicate in a variety of ways o Read, analyze, and evaluate information from multiple sources o Use problem-solving skills across the disciplines o Use technology as a tool for learning

School and Civic Expectations The Bacon Academy student will:

o Develop and maintain a healthy lifestyle o Demonstrate active civic participation and the ability to cooperate in a diverse

world o Create an environment of respect and take appropriate action against harassment,

abuse, and discrimination

Katie Loomis, Bacon Academy, Oil, Grade 12

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STRATEGIES FOR ASSESSMENT: The art department utilizes a variety of assessment strategies for evaluating student proficiency. The following sample assessments are provided. These should be linked with the Connecticut Performance Standards for Visual Arts as well as Bacon Academy’s mission statement.

o Self assessment: Teacher derived to provide students with the necessary

expectations of objective o Rubrics: rating scale teacher derived check sheet that allows student to understand

if the criteria of given objective has been met. o Formal testing: terminology – goals – objectives o Quizzes o Writing Assignments:

Self evaluation reviews Museum reviews On-line reviews Critique reviews Peer reviews Artist (past & present) reviews Art research Art History research Career reflections

o Sketchbook: Self evaluation Teacher evaluation periodically provided Individual review between teacher & student

o Critiques: Class discussion informal or formal

o Portfolio Assessment for college admission and/or career preparation and Advanced Placement College Board

Individual portfolios (actual pieces & digital) Student CD (photo review) Slides

o Student Exhibitions*

*Exhibiting student artwork plays a vital role in the Bacon Academy Art Program. It is imperative that students are provided an opportunity to share the results of their work with peers, family, and community. The process of presenting artwork is in itself of educational value.

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Drawing I The Self Portrait Connecticut Visual Arts Content Standard 1: Students will understand, select and apply media, techniques and processes. Connecticut Visual Arts Content Standard 2: Students will understand and apply elements and organizational principles of art.

1. Scale 1/4” = 3/4” 2. 1/4” grid on photo 3. 3/4” grid on preliminary 4. Outline of face on preliminary 5. Final drawing executed on 12 x 18 white bond paper 6. Grid Features on drawing match features on photo (eyes, nose etc) 7. Complete use of Value (full scale from black to white)

Use 5 out of the 8 Values below:

OR

Complete use of hatching & cross hatching as a value technique (full scale from light to dark) Use 5 out of the 8 Values below:

8. Execution must show similarity to self 9. Proportions need to be accurate 10. Must have a 3-D quality on a 2-D surface 11. Contour lines must disappear…. NO OUTLINES! 12. Background added for complete composition. Completion of # 1-4 = 70 Completion of # 1-8 = 80 Completion of # 1-12 = 90 Completion of anything above and beyond = plus 1 – 10 points.

To get from 90 to 100, the final presentation must exclude smudges, erasures, wrinkles in paper, folds….anything that will take away from the overall presentation of the image will take away points from your grade!!! The Final Self Portrait must be painstakingly crisp and clear, beautifully blended with sharp value contrast… in other words, it should be the best quality art you have ever created. You must submit BOTH papers for the grade.

Bacon Academy Mission Statement Academic Expectation(s):

Communicate in a variety of ways. Read, analyze, and evaluate information from multiple sources.

Use technology as a tool for learning.

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Art Rubric - an Artwork Assessment Form

Check & comment here . Category

Your name ________________________ Artist's name ______________________


How does this work compare to previous work by same person?

. . .

Does it show more feeling and expressiveness? . . .

Does it show more thought? . . .

Growth

Does it show more skill? . . .

How original, innovative, and daring is the work? . . . Creativity

Does it extend or change from past work done by same student? . . .

How well does the work solve the problems outlined in this assignment?

. . . Fulfills Assignment

Are the variations from the assignment made for a valid reason? . . .

Is the making of the work appropriate for the style of art being made?

. . . Care

Didn't rush to get it done, but paid attention to consistency in the work. . . .

Was the student cooperative & generous in discussions & in helping others without doing it for them?

. . . Helpful

Were good questions asked? . . .

Did the student stay on the job? . . . Work Habits

Were conversations with classmates about the artwork, not other topics? . . .

How are principles of design and composition used to make the visual elements work well? . . . Composition

And Design Is it free from mistakes that distract from the unity and effectiveness of the whole? . . .

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MERICA’S creative industries are our nation’s leading export, with over $60 billion annually in overseas sales.

-Election 2000: Campaigning for Public Arts Support (NASAA), Volume 5, Issue N

APPENDIX

79

VOCABULARY

VOCABULARY PREK – 2 Line straight curved wavy zig-zag vertical horizontal diagonal Shape circle / oval square triangle rectangle Color primary secondary color wheel ROYGBV warm & cool colors Texture rough smooth Space groundline background overlapping

Form three-dimensional ball tube flat cylinder sphere Value light medium dark highlight shadow Principles of Design pattern repetition symmetry Drawing & Painting pastels tempera watercolor watercolor resist Printmaking monoprint rubbings stamping

Three-Dimensional 3-D pinch-pull sculpture glazing Crafts / Mixed Media mosaic weaving collage Subjects portrait self-portrait features landscape groundline horizon cityscape seascape still life highlight shadow Historical / Cultural realistic abstract Impressionism architecture

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VOCABULARY 3 -5 Line vertical horizontal diagonal spiral contour Shape negative – positive geometric shapes organic shapes free form shapes Color primary secondary intermediate warm & cool complementary neutral Texture actual implied Form cylinder sphere cube cone light source Value shades [gray] tints shadow highlight

Space overlapping perspective vanishing point point of view Principles of Design composition contrast balance symmetry asymmetry radial pattern repetition mirror image Drawing & Painting tempera pastel watercolor watercolor resist quality of line Printmaking monoprint relief print transfer Three-Dimensional papier mache armature found object construction slab construction pinch pot glazing

Crafts / Mixed Media Mixed media mosaic collage weaving Subjects / Themes portrait self-portrait profile facial features landscape horizon background middleground foreground still life arrangement Historical / Cultural realistic abstract ancient cultures symbols/symbolism Primitive (American, multicultural) Post-Impressionism Pop Art Reflection describe analyze interpret evaluate

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VOCABULARY 6-8 abstract Abstract Expressionism acrylic additive sculpture advancing color aesthetics analogous analogy animation application applied art architecture armature art art movement art and nature art and politics art and technology art criticism art history art production art vocations assemblage asymmetrical balance atmosphere background balance bas-relief binder biomorphic bisque calligraphic canvas caricature cartoon carving ceramic cityscape collage color color theory comic art comparison complementary composition concave Contemporary Art contour contrast convex

craftsperson criticism decoration depth description design detail diagonal distortion dominant earth tones effigy elaboration elements of design emotion emphasis earthenware clay evaluate exhibition experimentation expression fantasy figure-ground reversal fine arts foreground form frontal view Functional Art gesture geometric glaze green-ware grid harmony horizon line horizontal hue illusion illustration illustrator imagery imagination Impressionism inspiration intaglio intensity intermediate color interpret

intuition invention juxtapose Kinetic Art landscape light line linear perspective line quality local color measurement medium/media mobiles modeling monochromatic mass monolithic monotype montage mood motif movement murals natural negative space neutrals non-functional Non-Objective Non-Representational Objective &

Representational observation observational drawing opaque organic originality overlap palette pattern perception perpendicular perspective petroglyph photographic photography pictographs picture plane pigment

plastic Pointillism point of view portfolio portraiture positive pottery predict primary colors primitive principles of

design printmaking profile proportion radial pattern radiating Realism receding colors relationships relief sculpture Renaissance rendering repetition rhythm scale sculpture seascape secondary colors self portrait self critique self assessment shadow shade shape simultaneous contrast size solvent space still life style/ stylized subject matter subtractive sculpture summarize Surrealism symbolism

symmetry synthesis tension tertiary colors texture three

dimensional tint tone transfer translucent transparent two-dimensional unity value vanishing point variety vessel vertical visual communication visual history visual illusion visualize volume warm/cool

colors watercolor weight width

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VOCABULARY 9-12

Abstract Academic relevance Achromatic Advancing color Advertisement/logo Aesthetics Aesthetic pluralism After image Analogous colors Analogy Analysis Animation Application Approximate symmetry Arch Architect Architecture Armature Arrangement Art Art and Nature Art and politics Art and religion Art and technology Art as language Art criticism Art history Art production Art vocations Artisan Artistic style Assemblage Asymmetrical balance Atmosphere Avant garde Background Balance Bas-relief Body language Calculation Calligraphy Caricature Cartoon Change Chiaroscuro Cityscape

Close Closure Collage Color Comic art Commercialisms Comparison Complementary

colors Composite Comprehend Concave Construction Contemporary art Contour Contrast Contrapposto Convex Craftsperson Criticism Cultural pluralism Curiosity Decoration Demonstrate Depth Description Design Design board Detail differentiation Digital photography Distortion Dominant Double

complimentary Earth color Elaboration Elements of art Embellishment Emotion Emphasis Empathy Environmental

Design Exhibition Experimentation Expression

Façade Fantasy Fashion Fashion design Figure/ground reversal Flexibility Fluency Foreground Form Formal analysis Fragmentation Frontage/rubbings Functional art Generalizaition Genre Geometric Gesture Graphic Design Grid Harmony Hieroglyphics Historical progression Horizon line Hue Identification IIlustration Illusion Illustraor Imagery Imagination Implied line Impressionism Industrial Design Infer Installation Intensity Interior Design Interpret Intuition Invention Kinetic Art

Landscape Lens Light Light Theory of Color Line Linear Perspective Local color Measurement Memorabilia Metaphor Mobility Modeling Monochromatic Montage Mood Motif Mural Proportion Psychological Effects

of Color Photorealism Radial Pattern Radiating Ranking Rationale Realistic Art Realistic Art Reanaissance Receding Colors Refinement Reflection Relationships Renaissance Rendering Repetition Research Rhythm Rubric Scale Sculpture Seascape Secondary Colors Self-image Self-question

Sensuality Sequencing Shade Shadow Shape Simile Simultaneous Contrast Size Skeletal shape Social relevance Space Split Compliments Still Life Storyboard Style Subject Matter Summarize Surrealism Synthesis Tension Tertiary Colors Texture Three Dimensional Time Lapse Tint Tone Transfer Transformation Triadic Two Dimensional Unity Uniformity Urban Value Vanishing Point Variation Vision Visual Communication Visual History Visual Illusion Visualize Volume Warm & Cool Color Weight Width

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ARTISTS

Faith Ringgold Leonardo da Vinci Michelangelo Jackson Pollack Rembrandt Picasso Albrecht Durer Chuck Close Piet Mondrian Franz Marc Mary Cassatt Henri Mattisse Alexander Calder Sandy Skoglund Frank Lloyd Wright Andy Warhol Claude Monet Caravaggio Renoir Wayne Thiebaud Edvard Munch Andy Goldsworthy Andrew Wyeth Goya Georgia O’Keeffe Marc Chagall Vincent van Gogh Joan Miro Christo & Jean Claude Louis Comfort Tiffany Jacob Lawrence Janet Fish Duane Hanson

Rene Magritte Edward Hopper Winslow Homer Donatello Paul Gaugin Raphael Grandma Moses M.C. Escher Louise Nevelson Mark Rothko Sandro Botticelli Keith Haring Henri de Toulouse-Lautrec Walt Disney James Rosenquist Elizabeth Murray Jan Vermeer Frieda Kahlo Marcel DuChamp Diego Rivera Frida Kahlo Amedeo Modigliani Grant Wood Paul Cezanne Henry Moore Velasquez Atemisia Gentilleschi Peter Paul Rubens Romero Britto Jan Vermeer Romare Beardon Alice Neal Constantin Brancusi

84

ART MOVEMENTS Cave Paintings Chinese Art Japanese Art Native American Art Impressionism Post-Impressionism Abstract Surrealism Realism Dada Renaissance Expressionism Photography Architecture Installation Art American Folk Art Assemblage Photorealism Baroque Rococo Cubism Animation Digital Sculptural Art Egyptian Art African American Art Fauvism Op Art Neoclassicism Pop Art Greek/Roman Art Time Based Contemporary

85

CAREER OPTIONS

HAT

VOCATIONS

ARE DERIVED

FROM

ART?

TURN THE PAGE,

YOU’LL SEE.

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200+ CAREERS FOR ARTISTS

ARCHITECTURE &

INTERIORS Architect Landscape Architect Urban/Regional Planner Environmental Designer Architectural Renderer Landmark Preservationist Architectural Graphics Architectural Writer/Critic Space Planner Facilities Manager Architectural Model Maker Interior Designer Furniture Designer Color Consultant Photo Stylist Showroom Director Manufacturer’s Rep Retail Store Owner/Mgr. Floral Designer Marine Architect FASHION & TEXTILES Fashion Designer Costume Designer Accessories Illustrator Textile Designer Textile Chemist Textile Engineer Textile Artist Fashion Illustrator Pattern Maker Apparel Management Fashion Merchandising Retail Buyers Embroidery Designer Wholesale Showroom Mgr. Fashion Coordinator Boutique/Store Owner/Mgr. Fashion Editor/Writer Rug Designer ARTS ADMINISTRATION Grants Officer Community Development Programs Coordinator STUDIO ART Painter Sculptor Photographer Printmaker Potter Portrait Artist

Model Maker for Sculptor Mural Artist Stained Glass Artist ILLUSTRATION Editorial Illustrator Newspaper Illustrator Magazine Illustrator Medical Illustrator Biological Illustrator Wildlife Illustrator Scientific Illustrator Technical Illustrator Book Illustrator Record Illustrator Catalogue Illustrator Animator Architectural Illustrator Cartoonist Police or Courtroom Artist Furniture Illustrator Industrial Illustrator MARKETING ART Gallery Owner/Director Art Dealer Corporate Consultant Gallery Assistant Appraiser Auction Gallery Antique Dealer Paper Merchant Framer Art Appraiser Art Shipper Sales Representative for Artist / Artist Materials

ART EDUCATION & ART THERAPY Teacher:

Elementary Secondary Graduate Recreation Center

Museum Educator School District Art Supervisor Artist- in – Residence Special Ed. Supervisor Instructor/ Writer Art Therapist Art Historian

DESIGN & DISPLAY Exhibition Designer Trade Show Designer Window Display Designer Retail Display Designer Visual Merchandiser Bank Note Designer Neon Designer Product Display Designer Mannequin Decorator PHOTOGRAPHY Fashion Photographer Photojournalist Press Photographer Architect. Photographer Ecological Photographer Portrait Photographer Product/Food Photographer Corporate Photographer Museum Photographer Medical Photographer Illustration Photographer Photogrammetrist Aerial Photographer Sports Photographer Holographer Audio Visual Designer Audio Visual Photographer Multi-image Producer Multi-image Technician Custom Lab Technician Photo Retoucher Camera Repair Technician INDUSTRIAL DESIGN Product Designer Automobile Designer Mold Maker Transportation Designer Housewares Designer Lighting Designer Furniture Designer/Mfg. Toy Designer Tool/Equipment Designer Cartographer Stencil Maker Wallpaper Designer Flatware Designer Package Designer

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PUBLICATION Editorial Art Director Art Director Editorial Illustration Illustrator Graphic Designer Production Manager Book Designer Layout Designer/Artist Fine Press Owner / Director Photo Editor Researcher Book/Magazine Editor Writer/Critic Pre-Press Worker Web Artist MUSEUMS Director Curator/Assistant Associate Curator Education Director Research Associate Publications Coordinator Publications Writer Publications Designer Preparator Exhibitions Installer Paper & Print Conservators Exhibition Designer/Artist Archivist Art Librarian Docent Historic Site Supervisor Conservator GRAPHIC DESIGN Ad Agency Art Director Corporate Art Director Retail Store Art Director

Municipal Graphic Designer Architectural Graphic

Designer Advertising Designer Airbrush Artist Mechanical & Production

Supervisor Outdoor Advertising Designer Outdoor Advertising Artist Audio Visual Producer Computer Graphics Designer Book/Record Graphic

Designer Graphic Arts Industry

Technician Advertising Layout Artist Paste up Artist Calligrapher Sign Painter Multimedia Designer Type Designer Television Graphic Artist Signage Designer CRAFTS Artist for Commissions Designer for Industry Craft Center Director/Teacher Cooperative Workshop Space

Director Ceramicist Ceramic Decorator Fiber Artist Textile Artist Weaver Furniture Maker Jewelry Maker Designer Goldsmith Silversmith Bookbinder Glassblower Quilter Model maker

THEATER &

PERFORMANCE Scenic Designer Scenic Artist Scenic Builder Costume Designer Lighting Designer Puppet Designer/Artist Make-Up Artist Sound Artist/Technician FILM – VIDEO –

COMPUTERS & SOUND Independent Filmmaker Documentary Filmmaker Film & Video Director Art Director Film Editor Production Manager Cinematographer Film & Video Producer Production Technician Set Designer Scene Painter Costume Designer Make-up Artist/Designer Animator Video Game Designer Title Designer Sound Technician Computer Graphics Designer Computer Game Designer Computer Software Designer Special Effects Designer Special Effects Technician Audio-Visual Artist Audio-Visual Designer Camera Operator Multimedia Designer

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RESOURCES The Connecticut State Department of Education www.sde.ct.gov/sde/. Connecticut State Board of Education, The Arts Connecticut: A Guide to K-12 Program Development in the Arts, 2002. Hume, Helen D., The Art Teacher’s BOOK OF LISTS, c. 1998, Prentice Hall, Paramus, NJ. Dunn, Phillip C., Point of View Series CURRICULUM, Creating Curriculum in Art, 1995, The National Art Education Association, Reston, Virginia.

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ART BUDGET CURRICULUM IMPLEMENTATION QTY.

COST PER ITEM 2007-2008 2008-2009 2009-2010

EXTENDED COST

CESDigital Cameras 20 250.00 500.00 4,500.00 5,000.00Texts, Grade 2 25 60.00 1,500.00 1,500.00Color Printer 1 250.00 250.00 250.00TOTAL 6,750.00

JJISDigital Cameras 20 250.00 500.00 4,500.00 5,000.00Texts, Grade 3 25 60.00 1,500.00 1,500.00Texts, Grade 4 25 60.00 1,500.00 1,500.00Texts, Grade 5 25 60.00 1,500.00 1,500.00TOTAL 9,500.00

WJJMSTexts, Grade 6 30 60.00 1,800.00 1,800.00Texts, Grade 7 30 60.00 1,800.00 1,800.00Texts, Grade 8 30 60.00 1,800.00 1,800.00Digital Cameras 40 250.00 5,000.00 5,000.00 10,000.00Color Printer 2 250.00 250.00 250.00 500.00Laptops 2 1,300.00 2,600.00 2,600.00Projectors 2 800.00 1,600.00 1,600.00Projector Bulbs 2 300.00 600.00 600.00Mimeo Interactive Wand 2 599.00 1,198.00 1,198.00Jumpdrives 2 60.00 120.00 120.00Document Cameras 2 250.00 500.00 500.00Pug Mill 1 2,000.00 2,000.00 2,000.00TOTAL 24,518.00

BALaptops 2 1,300.00 2,600.00 2,600.00Projector 1 800.00 800.00 800.00Projector Bulbs 2 300.00 600.00 600.00Mimeo Interactive Wand 1 599.00 599.00 599.00Texts, Design 12 55.00 660.00 660.00Digital Cameras 20 250.00 2,500.00 2,500.00 5,000.00Mat Cutter 1 1,500.00 1,500.00 1,500.00Jump Drives 2 60.00 120.00 120.00Texts, Painting 24 60.00 1,440.00 1,440.00Pug Mill 1 2,000.00 2,000.00 2,000.00Potters Wheel 1 1,500.00 1,500.00 1,500.00Color Printers 2 250.00 250.00 250.00 500.00TOTAL 17,319.00

TOTAL 23,498.00 16,339.00 18,250.00 58,087.00

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YRAMIDS,

cathedrals, and rockets exist not because of geometry, theories of structures

or thermodynamics, but because they were first a picture – literally a vision – in the minds of those who built them.

-Eugene Ferguson, Historian

art in education the curriculum document …€¦ · developing visual arts literacy provides the...

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