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FOR ART TEACHERS:

Art Essential Standards

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Art I Essential Standards

What Is It We Expect Students to Learn?
Grade: 9-12 Subject: ART I Semester: 1 of 2 Team Members:

Description of Standard

Example of Rigor

Prerequisite Skills

When Taught?

Common Summative Assessment

Extension Standards

What is the essential standards to be learned?  Describe in student-friendly vocabulary.

What does proficient student work look like?  Provide an example and/or description.

What prior knowledge, skills, and/or vocabulary are needed for a student to master this standard?

When will this standard be taught?

What assessment (s) will be used to measure student mastery?

What will we do when students have already learned the standard?

Unit 1: Line

(includes formative assessment - worksheets, practice, and feedback)

Students will:

  • understand the importance of LINE as one of the Elements of Art,
  • learn the related vocabulary,
  • develop the related skills
    • individual feedback
  • learn the types of line
  • use line in drawing and composition
  • demonstrate ability to produce a linear design with specific line requirements
  • demonstrate eye-hand coordination and sense of proportion

Students will create designs made with lines only (line is the only Element of Art used):

Students will demonstrate precision skills in drawing lines:

  • drawing solid, uninterrupted lines,
  • even spacing between straight and curved lines,
  • freehand straight lines,
  • step-by-step design planning.

  • Basic drawing skills
  • Understanding of Forms of Art (drawing, painting, sculpture, etc. )
  • Understanding of Elements and Principles of Art
  • Basic Art vocabulary
  • Drawing solid lines skill
  • Eye-Hand coordination
  • Sense of Proportion

weeks 1-3

continued use throughout the course

Project performance:

Line Repetition Design (summative assessment project)

Rubric:

  • Evidence of artistic ability / Growth.
  • Quality and craftsmanship of the finished project.
  • Application of the given process / steps.
  • Correct use of materials and work space
  • Creativity / originality
  • Specific project requirements

Depends on individual student:

  • Assign a more challenging assignment
  • Move on to the next project

Unit 2: Shape

(includes formative assessment - worksheets, practice, and feedback)

Students will:

  • understand the importance of SHAPE as one of the Elements of Art
  • learn the related vocabulary,
  • understand that everything we see around us is made of shapes/forms,
    • individual feedback
  • learn to identify shapes,
    • individual feedback
  • break down complex shapes into simple geometric shapes, see and recognize shapes,
  • learn the steps to draw objects from observation - further develop eye-hand coordination and sense of proportion
  • learn to construct tessellations
    • individual feedback
  • In addition - students will learn advanced coloring techniques for colored pencils and watercolors

Students will create two projects based on creating shapes and using shapes to create realistic drawings.:

Students will demonstrate two major drawing skills:

  • abstract thinking and planning by constructing a tessellation

  • observational drawing skills
  • ability to stylize lines and shapes

Students will also demonstrate:

  • application of colored pencils techniques to create a 3-D coloring
  • 2 watercolor techniques
  • Understanding of Elements and Principles of Art
  • Identifying geometric shapes
  • Using a ruler
  • Measurement skills
  • Observational drawing skills
  • Basic coloring skills
  • Experience with watercolor paint

weeks 4-8

continued use throughout the course

Project performance:

Tessellations

Hand & Flowers
(summative assessment projects)

Rubric:

  • Evidence of artistic ability / Growth.
  • Quality and craftsmanship of the finished project.
  • Application of the given process / steps.
  • Correct use of materials and work space
  • Creativity / originality
  • Specific project requirements

Depends on individual student:

  • Challenge a student by making the assignments more advanced
  • Assign a more challenging assignment
  • Move on to the next project

Unit 3: Value

(includes formative assessment - worksheets, practice, and feedback)

Students will

Students will demonstrate their skills by creating a series of art assignments:

  • shading techniques
  • value accuracy
  • demonstrate knowledge of chiaroscuro pattern
  • form construction

  • apply various shading techniques, including stippling, cross hatching
  • proper use of grid method
  • create an illusion of depth with values


or

  • create a realistic pencil drawing using a photo as a reference

  • knowledge of basic geometric forms, definitions of axis, base, radius, surface.
  • use rulers, measurements, draw a grid

Weeks 9-18

continued use throughout the course

Project performance:

Value design 1

Value Design 2

Value drawing (photorealism)

(summative assessment projects)

Rubric:

  • Evidence of artistic ability / Growth.
  • Quality and craftsmanship of the finished project.
  • Application of the given process / steps.
  • Correct use of materials and work space
  • Creativity / originality
  • Specific project requirements

Depends on individual student:

  • Challenge a student by making the assignments more advanced
  • Assign a more challenging assignment
  • Move on to the next project

Unit 4: Color

(includes formative assessment - worksheets, practice, and feedback)

 

 

         

Unit 5: Space

(includes formative assessment - worksheets, practice, and feedback)

 

 

         

Unit 6: Texture

(includes formative assessment - worksheets, practice, and feedback)

 

 

         

 

 

 

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