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| NYS Standards | Performance Objectives | Text Resources | Resources (Suggested Activities) | Cross-Curricular Connections | Assessment Question | |||
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Students will explore The Elements of Art and the Principles of Design through various Art projects. Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Increase ability in drawing and painting from observation. • Use computer digital images through various methods into artwork. • Create animation by traditional and computer assisted methods. Color and Light • Explore the different properties of color as it applies to the creation of various effects: light, vibrations. Mixing color, and the use of complimentary colors. Space and Structure • Focus on problem solving in the creation of additive and subtractive sculpture. • Use linear perspective in drawing and panting. Movement • Become familiar with various print making techniques and methods and use the properties of printmaking to strengthen students understanding of movement. |
MSTe—Standard 7 (E,I,C)— Interdisciplinary Problem Solving 2. Solving interdisciplinary problems involves a variety of skills and strategies, including effective work habits; gathering and processing information, generating and analyzing idea; making connections among the common themes… Students participate in extended culminating (M,S,Te) project. The project would require students to • Work effectively • Gather and process information • Generate and Analyze ideas • Observe common themes • Realize ideas • Present results |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
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Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Use available print and electronic resources to collect images and ideas for artwork. • Use available research methods (print, electronic, original sources) to gather information and form opinions. Color, Light, Movement • Use available research methods to look at images and focus on how color light and movement help convey meaning in a work of art. |
ELA Standard 1—Language for Information and Understanding 1. (I) Listening and reading to acquire information and understanding involves collecting data, facts, and ideas, discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources. Students: • Compare and synthesize information from different sources • Use a wide variety of strategies for selecting organizing, and categorizing information • Relate new information to prior knowledge and experience |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
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Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Consult and reflect on journals and/or sketchbooks for previously solved problems, sketches, etc. • Compare and contrast various techniques • Vary techniques to achieve desired results • Compare and contrast effects or various techniques/mediums • Takes notes about problems and solutions in journals and sketchbooks for ideas for future works |
ELA Standard 3—Language for Literary Responses and Expression—Students will read, write, listen, and speak for literary response and expression. 2. (I) Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered. Students: • Write stories, poems, literary essays, and plays that observe the conversations of genre and contain interesting and effective language and voice. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
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Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Consult and reflect on journals, sketchbooks, working portfolio etc. for previously solved problems, sketches, etc. • Compare and contrast various techniques used successfully, unsuccessfully in previous work. • Vary techniques to achieve desired results. • Vary mediums to achieve desired results. • Compare and contrast effects or various mediums and techniques while work is on progress. • Take notes about problems and solutions in journals and in sketchbooks for ideas for future works. |
ELA Standard 3—Language for Critical Analysis and Reflection (I) Listening and reading to analyze and evaluate experiences, ideas, information, and issues, requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluation based on different sets of criteria. Students: • Understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those different perspectives in texts and presentations… • Evaluate their own and others work based on a variety of criteria. MSTe Standard 6-- Interconnectedness: Common Themes—Students will understand the relationships and common themes that connect mathematics, science and technology, and apply the themes to these and other areas of learning. Optimization—6 (I) In order arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs. Students: • Determine the criteria within constraints; it is often necessary to make trade offs. Students: • Determine the criteria and constraints of a simple decision making process. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
|
Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Select, prepare, and display art work in local galleries or libraries and community exhibits, focusing on presentation of work in relationship to surrounding space • Participate in class or small group critiques. • Select and prepare work for presentation in the NYSATA Portfolio Project at the intermediate level. |
CDOS Standard 3a Universal Foundation skills-- Personal Qualities—3 (I) Personal Qualities generally include competence in self-management and the ability to plan, organize, and take independent action. Students: • Demonstrate leadership skills in setting goals, monitoring progress, and improving performance. 4 (I)—Interpersonal Qualities Positive interpersonal qualities lead to teamwork and cooperation in large and small groups in family, social, and work situations. Students: • Demonstrate the ability to work with others, present facts that support arguments listen to dissenting points of view, and reach a shared decision. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. |
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Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Use a variety of mediums and techniques in artwork • Focus on a medium and/or technique that student develops competency in, and create a series of works in that medium and/or technique • Focus on a medium and/or technique that is challenging and solve problems in a series of works in that medium and/or technique • Combine mediums to overcome challenges and build on strength • Explore the emotional effects/qualities of various mediums • Observe the way various artists/cultures use different mediums in their work. |
MSTe Standard 6— Interconnectedness: Common Themes—Student will understand the relationships and common themes that connect mathematics, science and technology, and apply the themes to these and other areas of learning. Optimization—6(I) In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade offs. • Determine the criteria and constraints of a simple decision making problem. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
|
Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Create art works using computer software, digital cameras, scanners, copiers, images from the internet, film, video, etc. • Combine images drawn from electronic sources into mixed media artworks Color and Light • Use painting programs to explore the properties of color mixing Space and Structure • Demonstrate understanding of and competency in linear perspective using drawing programs |
MSTe Standard 5—Technology— Students will apply technology knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs. 3(I) Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge. Students: • Use a computer system to connect to and access needed information from various internet sites. • Use computer hardware and software to draw and dimension prototypical designs. • Use computer as a modeling tool. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
|
Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Visit museums, galleries and local venues to view artwork • Participate in studio tours and lecture/demos sponsored by cultural and community organizations • Visit on-line galleries or take virtual tours of museums Space and Structure • Study art in public spaces to learn how art works interact with their environment, and learn that structure and space have a reciprocal relationship |
CDOS Standard 3a—Fundamental Skills—Information Management 6(I) Information management focuses on the ability to access and use information obtained from other people, community resources, and computer networks. Students: • Use technology to acquire, organize, and communicate information by entering, modifying, retrieving, and storing data. |
Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. | |||
|
Elements of Art Color (and Light)* Line Shape Texture Space (and Structure)* Form Volume Value *Area of emphasis Principles of Design Variety Unity Movement* Balance Emphasis Proportion Repetition Contrast Rhythm *Area of emphasis |
Introducing Art Glencoe Publications Understanding Art Glencoe Publications |
• Research art careers and art based technical careers • Explore educational and technical programs locally available • Visit local colleges, universities and technical schools to learn about art programs • Invite arts professional and vocational counselors to class for Q & A. |
CDOS Standard 1: Career Development (E,I,C) Students will be knowledgeable about the world of work, explore career options and relate personal skills, aptitudes, and abilities to future career decisions. | Students will create a portfolio. This culmination of an entire semesters work will assess the proficiency and skill level in art. |