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ART I

essential standards
 

by JuliannaKunstler.com

What Is It We Expect Students to Learn?

Based on Wisconsin Visual Arts Standards
Description of Standard Example of Rigor Prerequisite Skills When Taught? Common Summative Assessment Extension Standards
What is the essential standard 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?

WI standard 1(A): Visual Memory & Knowledge

A.12.2. Students will know advanced vocabulary related to their study of art.

Students will understand and use art terminology.

Students will understand and use Art Terms:

Art-1 vocabulary

none

continued use throughout the course

Everyday class usage

Use terms in conversations and critiques.

Introduce more advanced Art terminology


A.12.3. Students will know and recognize styles of art from their own and other parts of the world.

Students will recognize art styles from different countries.

Students will understand the concept of Photorealism, its origins, and create an artwork in that particular style.

value drawing

grid grawing method

shading techniques

value shading

linear drawing skills

blending values

semester 2

Project performance.

(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
value drawing

Photorealism

 

Depends on individual student:

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

Improve shading technique


WI standard 2(B): Art & Design history, citizenship, and environment

B.12.4. Students will know how artists, designers, and cultures influence art.

Students will recognize the influence of an individual artist on Art.

Students will learn about Linear perspective, its history, inventor, and its importance to Art.

Students will create a series of assignments using Linear perspective.

city perspective
  • use rulers, measurements, draw a grid
  • ability to draw thin and thick lines

 

semester 2

Project performance.

(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
city perspective

2pt Perspective

birdhouse perspective

Birdhouses

 

Depends on individual student:

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

 

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 a drawing and composition
  • demonstrate ability to produce a linear design with specific line requirements

    Drawing with lines
    individual feedback

  • demonstrate eye-hand coordination and sense of proportion

    individual feedback
    Line Repetition Design


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

line repetition:

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/Form

(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,

    See Shapes
    Tangrams
    individual feedback

  • learn the steps to draw objects from observation - further develop eye-hand coordination and sense of proportion

    Hand study
    Drawing Hand
    Flower study
    individual feedback

  • learn to construct tessellations

    individual feedback

  • In addition students will learn advanced coloring techniques for colored pencils and watercolors

    colored pencils w/s
    individual feedback


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

tessellations

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
(summative assessment project)

Hand & Flowers
(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 3: Value

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

Students will

  • understand the importance of VALUE as one of the Elements of Art,
  • learn the related vocabulary,
  • understand how to use a value scale

    Value Scale
    individual feedback

  • learn shading techniques

    Pointillism
    individual feedback

  • learn chiaroscuro

    Chiaroscuro
    individual feedback

  • learn basic form construction (symmetrical figures: cube, sphere, pyramid, cylinder, and cone)
  • learn to use values to create an illusion of depth

    Value design 1 or
    Value Design 2

  • learn the “grid” drawing method

    Learning Grid method
    Value drawing (photorealism)
    individual feedback

 


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

layers holes

  • 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

 

  • 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 9-13

continued use throughout the course


Project performance.

Value design 1
(summative assessment project) or

Value Design 2
(summative assessment project)

Value drawing - photorealism
(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
semester 2
Description of Standard Example of Rigor Prerequisite Skills When Taught? Common Summative Assessment Extension Standards
What is the essential standard 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 4: Color

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

Students will

  • understand the importance of COLOR as one of the Elements of Art,
  • Intuitive color schemes coloring:

    Landscapes coloring

  • learn the related vocabulary,
  • learn COLOR THEORY:

    Color Schemes
    Practice Color Schemes
    individual feedback

  • understand how to mix colors
  • use Color Wheel to choose a color scheme

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

color wheel

  • Mixing secondary and intermediate colors
  • Painting within a defined area,
  • Creating shades, tones, and tints of  colors
  • Creating color values

color triptych


  • basic painting skill - “stay inside the lines”
  • eye-hand coordination
  • painting within a defined area
  • controlling the stroke size and direction

Weeks 1-6

continued use throughout the course


Project performance.

Color Wheel
(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:

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

Unit 5: Space

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

  • Students will understand the importance of SPACE of Art,
  • learn the related vocabulary,
  • learn the types of perspectives
  • understand the principles of building 1 and 2 point linear perspectives
  • understand the concept of aerial perspective
  • learn the impact of value and color in perspective
  • understand how to utilize a "grid plan" approach in building a linear perspective

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

city perspective

  • city plan

birdhouse perspective

  • birdhouses in 2 point perspective

  • use rulers, measurements, draw a grid
  • ability to draw thin and thick lines

Weeks 7-14

continued use throughout the course


Project performance.

(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:

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

Unit 6: Texture

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

Students will

  • understand the importance of TEXTURE as one of the Elements of Art,
  • learn the related vocabulary,
  • understand the concept of "implied" texture
  • be able to create an illusion of texture by various methods
  • learn how to apply a texture to a 3-D form

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

texture balls

  • textured balls
  • understand chiaroscuro pattern
  • value shading
  • understand Patterns

Weeks 15-18

continued use throughout the course


Project performance.

(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:

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