Today, some people believe the source of art lies in the soul of the individual artist,

Size: px
Start display at page:

Download "Today, some people believe the source of art lies in the soul of the individual artist,"

Transcription

1 Huntington and Scott Gallery Programs INSPIRING ART How Lessons from the Past Can Inspire New Art Grades 4 8 I. Introduction Today, some people believe the source of art lies in the soul of the individual artist, and that art is the product of genius. This lesson plan explores another view of art. In the late 18th and early 19th centuries, art educators believed that the best art was derived from ancient and Renaissance examples. Art schools were established to teach these traditions. One of the most important schools established at the time was the Royal Academy of Arts in London. This school, and its first president, Sir Joshua Reynolds, are the subject of this lesson plan. II. Objectives Students will explore the training of artists and learn that they are professionals, earning a living through their art. Like other professionals, artists train for their jobs. Some serve as apprentices. Others enroll in art schools. Some learn on their own. Students will identify the many different types of jobs that require art training. Students will be introduced to the Royal Academy of Arts, founded in 1768, and discover why it is an important example of an art school. Many of the artists featured at the Huntington studied at the Royal Academy, which is located in London. Students will learn about Sir Joshua Reynolds who was the first president of the Royal Academy. He is an important person in history, as a painter and a theorist on art and art education. His writings, assembled in Discourses on Art, provide students with primary source material. 1

2 III. IV. Standards Assessed Visual Arts Standards California Department of Education Standard 1.0 Artistic Perception: Processing, analyzing, and responding to sensory information through the language and skills unique to the visual arts. Standard 2.0 Creative Expression: Creating, performing, and participating in the arts. Standard 3.0 Historical and Cultural Context: Understanding the visual arts in relation to history and culture. Standard 4.0 Aesthetic Valuing: Responding to, analyzing, and making judgments about works in the visual arts. Standard 5.0 Connections, Relationships, and Applications: Connecting and applying what is learned in each art form to learning in other art forms, subject areas, and careers. Background Information The Royal Academy of Arts in London, established in 1768, provided a curriculum that focused on the great art of the past: from the ancient cultures of Greece and Rome, and the more recent civilization of Renaissance Italy. Students drew from plaster casts of ancient works, and reproductions of famous paintings. They were also encouraged to travel to Italy, to see these great monuments of art firsthand. The goal of the Academy s program was to provide a foundation, grounded in lessons from the past, which would allow the aspiring artist to both continue these great traditions and contribute to them. Sir Joshua Reynolds, the first president of the Academy, explained: It is vain for painters or poets to endeavour to invent without materials on which the mind may work, and from which invention must originate. Nothing can come of nothing. (Discourse VI, 210f.) 1 The Royal Academy played many important roles. It offered courses. It provided an exhibition venue for its students and professors, called academicians. And through the lectures and writings of its president, Sir Joshua Reynolds, it developed ideas on the value of art education and the purpose of art: to uplift and improve the moral fabric of society. Among the people attracted to the Royal Academy were many American artists. During the colonial and early republic periods, there were no comparable opportunities here, for study or exhibition of one s art. Artists like John Singleton Copley and Benjamin West, who became the 1 Sir Joshua Reynolds, Discourses on Art, ed. Robert R. Wark (New Haven and London: Yale University Press, 1997), 99. 2

3 Academy s second president in 1792, are represented in the Scott Gallery at the Huntington. Many important paintings by Sir Joshua Reynolds are included in the Huntington's main gallery. Today, students can learn about the origins of the Royal Academy and explore key topics: How does the classical past influence artists of later generations? Who was Sir Joshua Reynolds, and how did his art and his ideas on art inspire artists of his own time? Why did American artists like John Singleton Copley leave home and study in London, at the Royal Academy? Background on John Singleton Copley Two paintings at the Huntington, displayed in the Scott Gallery, demonstrate why one American artist John Singleton Copley decided to leave home and study in London, at the Royal Academy. Copley was born in As a boy, he showed great talent in art. But growing up in Boston, he had little access to see art. There were no museums to visit, no schools to attend, and no ancient monuments to study. He taught himself to draw and paint, copying from prints of famous works of art. His natural talents are evident in Sarah Jackson, a painting he made in Boston around Her facial features are strong and specific, her clothing painted realistically, and her overall demeanor suggests self confidence and sophistication. But the figure seems a bit stiff, immobile. The outlines are harsh. Copley knew, already at this time, that he needed to go to school, and he wanted to move to London, to study at the Royal Academy of Arts. One of his paintings, from around this time, was shipped to London and shown to Sir Joshua Reynolds. Although Reynolds was amazed that Copley had this kind of talent, given the fact that he hadn't attended art school, he still criticized his style as having a hardness in the drawing, coldness in the shades, and over minuteness. He also recommended Copley move immediately to London, and commence his studies, before it was too late in life, and before your manner and taste [are] corrupted or fixed by working your little way at Boston. 2 Copley heeded this advice. The painting, Charles, Lord Western, and Shirley Western, from around 1783, shows some of the new skills he acquired in London. His figures are now quite active, their arms outstretched. His brushwork is lively, with individual strokes suggesting movement of the dog and a breeze blowing across the outdoor terrace. Overall, the composition is more complicated. Today, some people prefer Copley s Boston style to the one he developed in London. Important to our discussion is Copley s own preference: he remained in London, joining the circle of artists associated with the Royal Academy of Arts. 2 John W. McCoubrey, American Art, (Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1965), 11. This report from Reynolds was repeated, in this letter, by Captain R.G. Bruce. 3

4 V. Lesson Activities A. Pre-visit activities for the classroom 1. Assemble and display images from the classical and Renaissance periods. Key works might include the Parthenon and the sibyls (female prophets) from Michelangelo s Sistine Chapel paintings. Works of classical sculpture, showing the entire human form, can also be included. Ask students to describe the details of these works. Encourage them to find as many details as possible. Using the vocabulary list below, practice using words they will hear on the docent tour. (For students in grades 6 8 who have studied these periods, have them make this selection and explain why each work is important.) Explain that some of the art they will see at the Huntington was inspired by the kind of art they ve assembled in this activity. 2. Lead a discussion on art education, stressing that artists, like other professionals, attend school to prepare for future jobs. At the Huntington, they will see works by artists who studied at the Royal Academy of Arts in London. As appropriate to the grade level, read a quote by the Academy's first president, Sir Joshua Reynolds that reveals his belief in an art education that builds on lessons from the past. How can the study of the past help an artist? How can the study of art at the Huntington benefit students today? B. Museum visit 1. Reynolds believed artists should combine elements from the past and present. Encourage your students to look for both at the museum. Docents will help them identify details related to the classical and Italian Renaissance traditions. These may include references to ancient mythology, in stories presented and details included. Earlier art also influenced the way artists composed their works in the late 18th and early 19th centuries. Encourage your students to notice a careful balance of parts; strong, clear colors; the use of geometric shapes; and a general feeling of calm in the works they see. Also notice details that belonged to the period when the work was made specifics like fashion and the identity of the people portrayed. 2. If your tour takes place in the Huntington Gallery, encourage your students to look along the bottom of frames for the initials, R.A., which refer to the artist as a Royal Academician, or elected member of the Royal Academy. C. Post-visit activities for the classroom 1. Discuss the importance of public education in the United States. Lead a general discussion on life in the American colonies, when no schools of art were available. How did Americans learn to make art? How would your students feel, if they knew they had a talent and no chance to improve it, by going to school? Or, if they had no chance of becoming a professional artist? Why do artists need to go to school? 4

5 2. Ask your students to step back in history and imagine being the artist, John Singleton Copley. (Girls, as they wish, could assume a fictional character of a woman artist.) Copley grew up in Boston, where he taught himself to draw and paint. He realized his limitations and wanted to be a better artist. To do this, he knew he had to leave home and go to London, to study at the Royal Academy. He moved there in Have your students write a letter from London, one Copley will send his family in Boston. The year is Copley has just finished painting Charles, Lord Western, and Shirley Western, and wants to tell his family about the new style he has learned, comparing it with what he did in Boston, in Sarah Jackson. He describes the Royal Academy and a lecture, or Discourse, he heard by the Academy's president, Sir Joshua Reynolds. He ends the letter with a reflection on how his education is changing his career as an artist. For this activity, students can draw on the observations made during their visit to the Huntington, incorporate a quote by Reynolds, and draw their own conclusion as to whether Copley made the right decision to leave home and pursue his professional dreams by studying in London, at the Royal Academy. 3. For students in grades 6 8, who are conversant in the art of earlier cultures, organize a debate on the merits of mining the past for ideas to use in modern art. Distribute the following quote by Reynolds: He therefore who is acquainted with the works which have pleased different ages and different countries, and has formed his opinion on them, has more materials, and more means of knowing what is analogous to the mind of man, than he who is conversant only with the works of his own age or country. What has pleased, and continues to please, is likely to please again: hence are derived the rules of art, and on this immoveable foundation they must ever stand. (Discourse VII, 515f.) 3 Next, ask them to develop a list of key art objects and monuments from the past, consulting class textbooks and other classroom materials. For the debate, divide the class into two groups. One group argues with Reynolds, that these monuments are important sources of inspiration for artists. The other group argues they are irrelevant. Conclude debate with a discussion of art education today. If the class could organize its own art academy, as Reynolds did in the 18th century, what would they want students to learn? What would form the foundation of their school of art? 3 Reynolds,

6 Vocabulary Vocabulary Academicians Academy Background Balance Classical Colonial Column Commission Composition Diagonal lines Discourse Foreground Horizontal lines Masterpiece Middle ground Painting Plaster casts Portrait artists who are elected by members of an art school, or academy, to become lifetime members and typically teachers an art school the most distant part of a scene the arrangement of elements to create equilibrium, typically through symmetry (an equal distribution of elements) or asymmetry (with a cluster of elements in one area of the composition) a style name given to art made in ancient Greece and Rome describes areas settled by people sent out from their native country for the purpose of settlement; often refers to British colonies of North America an architectural form, a vertical support that rests on the base and supports a roof to order (and agree to pay for) a work of art the organization of elements in a work of art lines that are at an angle the name given to lectures presented by Reynolds at regular meetings of the Royal Academy the nearest part of the scene lines that run side to side major work of any great artist the area between the foreground and the most distant part of a scene a picture created with paint sculptures made of plaster, to imitate important ancient works of art and studied by art students a painting or sculpture of a particular person 6

7 Vocabulary Renaissance a style name given to art made, originally, in Italy in the late 15th and 16th centuries; the style later became adopted in most European countries Royal Academy of Arts a school of art founded in London in 1768 by King George III Style Texture Vertical lines the characteristic expression of an individual artist, or group of artists the tactile (touchable) quality of the surface of an art object lines that are straight up and down 7

WWHS Visual Arts Program Tips

WWHS Visual Arts Program Tips WWHS Visual Arts Program Tips Visualize a school that has a passion for the arts and the academics and you will see Walt Whitman HS. We offer a wide range of visual art experiences and the Art Department

More information

Davis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts

Davis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts with Media Arts VISUAL ART Standard 1: Language of Visual Art: Presenting The student will identify and communicate using a variety of visual art terms. 1. Compare and contrast works which are similar

More information

Keywords for the study of Junior Cert art

Keywords for the study of Junior Cert art able abstract acrylic activity aesthetic/aesthetics analyze ancient animation applied arch arches architect architectural architecture art art process artist artistic artists arts artwork artworks assemble

More information

Let the beauty we love be what we do. -Rumi

Let the beauty we love be what we do. -Rumi Let the beauty we love be what we do. -Rumi Advanced Placement Art History What is Art History? From the cave ceilings at Lascaux to the computer based imagery of today, the history of art is a story of

More information

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design

Gedney Church End and Lutton St. Nicholas Federated Primary Schools. Policy for the Teaching of Art and Design Gedney Church End and Lutton St. Nicholas Federated Primary Schools Policy for the Teaching of Art and Design Contents: Introduction Expectations in Key Stage 1 Expectations in Key Stage 2 Aims Teaching

More information

Realistic Art & Proportion

Realistic Art & Proportion Notes 9/8 Name: Period: Date: Realistic Art & Proportion Realistic art is art that shows recognizable objects; just like things you would see in real life. Sometimes, realistic art looks so real, it almost

More information

2012 VISUAL ART STANDARDS GRADES K-1-2

2012 VISUAL ART STANDARDS GRADES K-1-2 COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will

More information

Botanical Illustration for the Classroom

Botanical Illustration for the Classroom Botanical Illustration for the Classroom Bringing Art to Science... Partially supported with funds provided by the American Society of Botanical Artists Applying botanical illustration techniques to teach

More information

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.

Standard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts. ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and

More information

Schools Online Project

Schools Online Project Schools Online Project In association with the Cornwall Museums Group and Cornwall Council Background to the collection Learning resources and content for the Cornwall Council Schools Art Collection Online

More information

Lesson Plan. Playful Portraits

Lesson Plan. Playful Portraits Early Childhood (Ages 3 5) Lesson Plan Playful Portraits Molleno Altar Screen Altar Screen, Molleno, About 1825 Overview Students will explore Molleno s Altar Screen to learn more about portraits. They

More information

Degree Type Bachelor of Art (BA) Degree Title Art

Degree Type Bachelor of Art (BA) Degree Title Art Degree Type Bachelor of Art (BA) Degree Title Art Focus: Visual Art A Bachelor of Arts in Art will provide students with an opportunity to express themselves using a variety of creative disciplines and

More information

How To Learn Art At A Junior High

How To Learn Art At A Junior High Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Curriculum Course Description: The fourth grade visual art curriculum provides experiences for students to explore their

More information

Reading: The Diverse Cultures of Ancient Egypt / Mummy Portrait 1

Reading: The Diverse Cultures of Ancient Egypt / Mummy Portrait 1 Contents PRE-VISIT ACTIVITIES Reading: The Diverse Cultures of Ancient Egypt / Mummy Portrait 1 Portrait Mask 2 Dionysos 3 Questions from the Reading Passage 4 VISIT ACTIVITIES Worksheet 1 5 Worksheet

More information

Art Foundation at Kings Oxford

Art Foundation at Kings Oxford Art Foundation at Kings Oxford www.kingscolleges.com The fastest route to a creative degree Any student wanting to study an Art and Design-related degree course at a UK university, including British nationals,

More information

AP ART HISTORY 2015 SCORING GUIDELINES

AP ART HISTORY 2015 SCORING GUIDELINES AP ART HISTORY 2015 SCORING GUIDELINES Question 8 In his Notebooks, Leonardo da Vinci wrote the following: The painter is lord of all types of people and of all things. If the painter wishes to see beauties

More information

Beacon s Education Program:

Beacon s Education Program: Beacon s Education Program: Why it works 2101 Livingston Street Oakland, CA 94606 510.436.4466 beaconday.org Part One: Curriculum Spirals Beacon s Education Program is based upon a system which we call

More information

ART A. PROGRAM RATIONALE AND PHILOSOPHY

ART A. PROGRAM RATIONALE AND PHILOSOPHY ART A. PROGRAM RATIONALE AND PHILOSOPHY Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performing

More information

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1

ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:

More information

St Joseph s Catholic Primary School

St Joseph s Catholic Primary School St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human

More information

Standard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.

Standard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes. Lesson 9 Picasso and Cubism: Self-Portraits How are many sides of an object expressed at once? How is a subject reconstructed into planes, forms and colors? LESSON OVERVIEW/OBJECTIVES This lesson focuses

More information

Students will complete these drawings/paintings throughout the length of this curriculum in this specific order.

Students will complete these drawings/paintings throughout the length of this curriculum in this specific order. This training and curriculum is created from the best and most effective traditional methods and techniques used in 19th-century European academies and private ateliers, the apprentice system of the renaissance.

More information

HIGH SCHOOL COURSE OUTLINE

HIGH SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Visual/Performing Arts Course Title Art & Animation 1-2 Course Code 1044 Grade Level 9-12 Course Length

More information

TExES Art EC 12 (178) Test at a Glance

TExES Art EC 12 (178) Test at a Glance TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test

More information

Campbellsport School District Art and Design Performance Standards and Benchmarks

Campbellsport School District Art and Design Performance Standards and Benchmarks CSD Performance Standards for Art and Design describe what Campbellsport School District students will know and be able to do within this subject area. Each CSD performance standard is aligned to one or

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 028: ART

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES FIELD 028: ART PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Art Materials and Processes Composition and Unity Art and Culture ART MATERIALS AND PROCESSES Identify techniques,

More information

Master of Arts and Master of Fine Arts Art: M.A., M.F.A.

Master of Arts and Master of Fine Arts Art: M.A., M.F.A. Master of Arts and Master of Fine Arts Art: M.A., M.F.A. Program Description The Division of Fine and Performing Arts offers the Master of Arts and Master of Fine Arts degrees in Studio Art. The Master

More information

Visual Arts. Madison Public Schools Madison, Connecticut

Visual Arts. Madison Public Schools Madison, Connecticut Visual Arts Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Visual Arts Curriculum Guide If you plan to use the whole or any parts

More information

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

SCHEHERAZADE LESSON PLAN. Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade Content focus: Music Visual Arts Language Arts History/Social Sciences SCHEHERAZADE LESSON PLAN Discovering the world of the Arabian Nights fairy tales through the music of Rimsky-Korsakov s Scheherazade

More information

PRESCHOOL ART EDUCATION PROGRAM

PRESCHOOL ART EDUCATION PROGRAM PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certified

More information

Every Painting Tells A Story

Every Painting Tells A Story George Chambers (British, 1803-1840). The Crew of HMS Terror Saving the Boats and Provisions on the Night of 15th March (1837), 1838 Every Painting Tells A Story Beaverbrook Story Starter Teacher Kits

More information

Bangor School Department Grades 9-Diploma Visual Arts Standards

Bangor School Department Grades 9-Diploma Visual Arts Standards Bangor School Department Grades 9-Diploma Visual Arts Standards A. Disciplinary Literacy Visual Arts: Students show literacy in the art discipline by understanding and demonstrating concepts, skills, terminology,

More information

Cartooning and Animation MS. Middle School

Cartooning and Animation MS. Middle School Cartooning and Animation Middle School Course Title Cartooning and Animation MS Course Abbreviation CART/ANIM MS Course Code Number 200603 Special Notes General Art is a prerequisite, or department permission

More information

Study Sheet: Painting Principles

Study Sheet: Painting Principles Study Sheet: Painting Principles Study Sheet: Painting Principles 1.1.2 Study: Getting Perspective Study Sheet Art Appreciation (S1685684) Name: Date: 1 of 4 10/15/12 9:13 AM Study Sheet: Painting Principles

More information

Every Painting Tells A Story

Every Painting Tells A Story Salvador Dalí (Spanish, 1904-1989). Equestrian Fantasy: Lady Dunn, 1954 Every Painting Tells A Story Beaverbrook Story Starter Teacher Kits MIDDLE YEARS: GR. 5-8 wag.ca/schools Winnipeg Art Gallery 300

More information

Art & Design: Identity

Art & Design: Identity Art & Design: Identity Badge of the Anti-Apartheid Movement Great Britain 1984 Guide for teachers 7 Introduction Art & Design guides for teachers The collections of the British Museum have inspired artists

More information

HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014

HACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014 HACKETTSTOWN, NEW JERSEY Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014 Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction Developed by:

More information

VAPA (Visual Arts) VISUAL ARTS

VAPA (Visual Arts) VISUAL ARTS VISUAL ARTS VAPA (Visual Arts) ART 1-2 This course will introduce the student to the various ways of producing artistic pieces in the areas of drawing, design, color, painting, three-dimensional, and printmaking.

More information

A.P. Studio Art: 2-D Design Syllabus Utica Community Schools

A.P. Studio Art: 2-D Design Syllabus Utica Community Schools A.P. Studio Art: 2-D Design Syllabus Utica Community Schools Course Resource Texts: Tansey & Kleiner, Gardner s Art Through the Ages, Harcourt Brace College Publishers, 1996. Wilkins, David G., Schultz,

More information

Art Programs. Art Associate in Arts Degree*

Art Programs. Art Associate in Arts Degree* Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide

More information

MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY

MT. DIABLO UNIFIED SCHOOL DISTRICT COURSE OF STUDY COURSE TITLE: ANIMATION I COURSE NUMBER: 4435 CBEDS NUMBER: 2908 DEPARTMENT: Visual Arts or Visual and Performing Arts LENGTH OF COURSE: One Year CREDITS PER SEMESTER: 5 GRADE LEVEL(S): 10-12 REQUIRED

More information

Composition and Layout Techniques

Composition and Layout Techniques Composition and Layout Techniques Composition Techniques Composition Composition is the placement or arrangement of visual elements or ingredients in a work of art, as distinct from the subject of a work.

More information

ST. MICHAEL S CE SCHOOL ART & DESIGN POLICY SUMMER 2015

ST. MICHAEL S CE SCHOOL ART & DESIGN POLICY SUMMER 2015 ST. MICHAEL S CE SCHOOL ART & DESIGN POLICY SUMMER 2015 A CELEBRATION AND UNDERSTANDING OF THE SCHOOL S AIMS AND OBJECTIVES FOR TEACHING AND LEARNING IN THIS CURRICULUM AREA St Michael's C.E Primary School.

More information

Photography (ART221, 222, 225, 226) Curriculum Guide

Photography (ART221, 222, 225, 226) Curriculum Guide Photography (ART221, 222, 225, 226) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org

More information

At the heart of our mission is our responsibility to be an educational resource.

At the heart of our mission is our responsibility to be an educational resource. Education Programs Ongoing programs At the heart of our mission is our responsibility to be an educational resource. At the Timken Museum of Art, we believe that education is the most significant contribution

More information

HIGH SCHOOL COURSE OUTLINE

HIGH SCHOOL COURSE OUTLINE OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH SCHOOL COURSE OUTLINE Department Visual/Performing Arts Course Title Digital Art & Imaging Course Code 1046 Grade Level 9-12 Course Length

More information

INTERIOR DESIGN. Total Credits: 70 Studio Credits: 46 Academic Credits: 24. SEMESTER I Credits: 18 Studio Credits: 12 Academic Credits: 6

INTERIOR DESIGN. Total Credits: 70 Studio Credits: 46 Academic Credits: 24. SEMESTER I Credits: 18 Studio Credits: 12 Academic Credits: 6 DELAWARE COLLEGE OF ART AND DESIGN 600 N MARKET ST WILMINGTON DELAWARE 19801 302.622.8000 INTERIOR DESIGN Total Credits: 70 Studio Credits: 46 Academic Credits: 24 SEMESTER I Drawing I 3 2D Design I: Black

More information

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission)

Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Visual and Performing Arts Subject Template (Required Information needed to prepare for course submission) Course Purpose: What is the purpose of this course? Please provide a brief description of the

More information

Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009

Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009 Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten

More information

The Art Institute of Philadelphia Catalog Addendum GAME ART & DESIGN

The Art Institute of Philadelphia Catalog Addendum GAME ART & DESIGN The Art Institute of Philadelphia Catalog Addendum GAME ART & DESIGN See AiPrograms.info for program duration, tuition, fees, and other costs, median debt, federal salary data, alumni success, and other

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013 High School, Adopted 2013 117.C. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter C. High School, Adopted 2013 Statutory Authority: The provisions of this Subchapter C issued

More information

Visual Arts Scope and Sequence

Visual Arts Scope and Sequence ART PRODUCTION Visual Arts Scope and Sequence LINE Recognize lines and line characteristics in the environment I R R R Identify and explore tools that make lines (pencils, crayons, markers, paint brushes)

More information

NO. OF CREDITS: 6 QUARTER CREDITS WA CLOCK HRS: 60 [semester equivalent = 4.00 credits] OREGON PDUs: 60

NO. OF CREDITS: 6 QUARTER CREDITS WA CLOCK HRS: 60 [semester equivalent = 4.00 credits] OREGON PDUs: 60 COURSE TITLE: MUSEUM MASTERS IN THE CLASSROOM NO. OF CREDITS: 6 QUARTER CREDITS WA CLOCK HRS: 60 [semester equivalent = 4.00 credits] OREGON PDUs: 60 INSTRUCTOR: Debora Supplitt, M.Ed. (360)254-1200 supplitt@comcast.net

More information

ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN

ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN LESSON #1 LINES CONCEPT THE DOT by Peter H. Reynolds TEACHING KINDERGARTEN LESSON #1 LINES & THE DOT OBJECTIVE The student should be able to 1)

More information

Earth Art: Creating Patterns in Nature

Earth Art: Creating Patterns in Nature Earth Art: Creating Patterns in Nature SEASONS: SUBJECTS: PREP TIME: EXT. SUBJECT: LESSON TIME: X MATERIALS For the class: computer with Internet access, camera (optional), outdoor space with a variety

More information

Arts High & Arts Middle School Programs

Arts High & Arts Middle School Programs MIDDLESEX COUNTY 2014-2015 Class Catalogue & Applications Arts High & Arts Middle School Programs The Award-Winning Arts Education Programs for Gifted and Talented Students Open to Public, Private & Home

More information

Art History ARTH ART HISTORY. 2015-16 Sacramento City College Catalog. Degree: A.A. Art History AA-T Art History for Transfer

Art History ARTH ART HISTORY. 2015-16 Sacramento City College Catalog. Degree: A.A. Art History AA-T Art History for Transfer Art History ARTH Degree: A.A. Art History AA-T Art History for Transfer Division of Humanities and Fine Arts Chris Iwata, Dean Performing Arts Center 137 916-558-2551 Art History Associate in Arts Degree

More information

How To Learn To Be A Creative Artist

How To Learn To Be A Creative Artist Grades 9 12 Visual Arts Introduction Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts,

More information

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. GRAPHIC DESIGN (Beginning)

TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California. GRAPHIC DESIGN (Beginning) TAMALPAIS UNION HIGH SCHOOL DISTRICT Larkspur, California Course of Study GRAPHIC DESIGN (Beginning) I. INTRODUCTION Beginning Graphic Design is a one-semester Fine Arts elective course intended for students

More information

Schools Programme. All workshops (unless otherwise stated):

Schools Programme. All workshops (unless otherwise stated): Schools Programme Classify real animal specimens Examine skulls to learn about diet Discover what a tooth key is Design a building tile Write a museum object label and much more To encourage engagement

More information

Jefferson Township Public Schools. Technology Curriculum. Video Production II: Television Studio. Grades 10, 11 & 12. August 2011

Jefferson Township Public Schools. Technology Curriculum. Video Production II: Television Studio. Grades 10, 11 & 12. August 2011 Jefferson Township Public Schools Technology Curriculum Video Production II: Television Studio Grades 10, 11 & 12 August 2011 Video Production II Curriculum 2011 Page 2 TABLE OF CONTENTS JEFFERSON TOWNSHIP

More information

Studio Art. Introduction and Course Outline

Studio Art. Introduction and Course Outline Studio Art Introduction and Course Outline PACE High School An Independent Ohio Community School Welcome to the Studio Art course. During this semester you will learn to use the basic materials and techniques

More information

Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7

Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7 Norman Public Schools VISUAL ART ASSESSMENT GUIDE FOR GRADE 7 2013-2014 VISUAL ART NPS ARTS ASSESSMENT GUIDE Grade 7 This guide is to help teachers incorporate the Arts into their core curriculum. Students

More information

Researching the Great Masters and Their Works

Researching the Great Masters and Their Works Researching the Great Masters and Their Works A culminating project cooperatively planned by Shari Martin and Shannon Libke 2 0 0 2 E122.7 Teaching Materials from the Stewart Resources Centre Table of

More information

And. Sharon Shaffer, Ph.D. Executive Director, Smithsonian Early Enrichment Center Smithsonian Institution

And. Sharon Shaffer, Ph.D. Executive Director, Smithsonian Early Enrichment Center Smithsonian Institution Looking At Art With Toddlers by Katherina Danko-McGhee, Ph.D. Early Childhood Art Education Coordinator, University of Toledo Early Childhood Consultant to the Toledo Musem of Art And Sharon Shaffer, Ph.D.

More information

VISUAL COMMUNICATION NEWS

VISUAL COMMUNICATION NEWS SCHOOL OF ART & DESIGN VISUAL COMMUNICATION NEWS BA (HONS) ANIMATION BA (HONS) ART & DESIGN MEDIA PRACTICE (ONE YEAR TOP-UP) BA (HONS) GRAPHIC DESIGN BA (HONS) PHOTOGRAPHY FdA MEDIA CREATIVES IMAGES: FINAL-YEAR

More information

2015 2016 Tour and School Programs

2015 2016 Tour and School Programs 2015 2016 Tour and School Programs The Toledo Museum of Art offers guided tours for K-12 and university students, led by trained volunteer docents. Docent-led tours provide student groups engaging, interactive,

More information

Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 2 weeks. New Jersey Core Curriculum Content Standards

Roselle Public Schools Visual & Performing Arts Curriculum Units of Study K-12. Unit Length: 2 weeks. New Jersey Core Curriculum Content Standards Unit/Chapter Title: Unit 1 Shape Unit Length: 2 weeks Course/Grade: Visual Art Grade 8 Interdisciplinary Connection: Language Arts Unit Overview: In this unit, students will learn how to use highlights

More information

Certificate Programs. interior design. fashion marketing. fashion design. jewelry design. restoration. fine arts graphic design.

Certificate Programs. interior design. fashion marketing. fashion design. jewelry design. restoration. fine arts graphic design. Certificate Programs jewelry design ARCHITECTURE fine arts graphic design fashion marketing interior design fashion design restoration Since 1973 Istituto Lorenzo de' Medici Certificate Programs LdM Mission

More information

Fine Arts at Collin College

Fine Arts at Collin College Associate of Arts Degree in Art - 60 Credit Hours Department Chair: Carter Scaggs SCC-A249 972.881.5867 Academic Advisors: John Ciccia SCC-G148 972.881.5563 Torrey West PRC-F132 972.377.1513 The Visual

More information

VISUAL ARTS VOCABULARY

VISUAL ARTS VOCABULARY VISUAL ARTS VOCABULARY Abstract Artwork in which the subject matter is stated in a brief, simplified manner; little or no attempt is made to represent images realistically, and objects are often simplified

More information

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE

DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE

More information

artist credit: Melba Cooper

artist credit: Melba Cooper What s Write About Art? Art Criticism is a field of study within the arts that is based in various philosophy of how we can gain insight and meaning from art works and arts experiences. The process leads

More information

Butte County Regional Occupational Program

Butte County Regional Occupational Program Butte County Regional Occupational Program COURSE DESCRIPTION COURSE TITLE CBEDS TITLE CBEDS NO. Digital Photography Commercial Photography 5755 JOB TITLES DOT NO. Photographer 143.457.010 News photographer

More information

Art Programs. Art Associate in Arts Degree

Art Programs. Art Associate in Arts Degree Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide

More information

The Flat Shape Everything around us is shaped

The Flat Shape Everything around us is shaped The Flat Shape Everything around us is shaped The shape is the external appearance of the bodies of nature: Objects, animals, buildings, humans. Each form has certain qualities that distinguish it from

More information

Program of Study. Animation (1288X) Level 1 (390 hrs)

Program of Study. Animation (1288X) Level 1 (390 hrs) Program of Study Level 1 (390 hrs) ANI1513 Life Drawing for Animation I (60 hrs) Life drawing is a fundamental skill for creating believability in our animated drawings of motion. Through the use of casts

More information

Certificate Programs. interior design. fashion marketing. fashion design. jewelry design. restoration. fine arts graphic design

Certificate Programs. interior design. fashion marketing. fashion design. jewelry design. restoration. fine arts graphic design Certificate Programs jewelry design ARCHITECTURE fine arts graphic design fashion marketing interior design fashion design restoration Istituto Lorenzo de' Medici Certificate Programs LdM Mission Istituto

More information

Arts High & Arts Middle School Programs

Arts High & Arts Middle School Programs MIDDLESEX COUNTY 2015-2016 Class Catalogue & Applications Arts High & Arts Middle School Programs The Award-Winning Arts Education Programs for Gifted and Talented Students Open to Public, Private & Home

More information

*Supply students with paper and art materials when necessary.

*Supply students with paper and art materials when necessary. Reflections/Refractions: Self-Portraiture in the Twentieth Century A lesson compiled by the National Portrait Gallery, Smithsonian Institution, for the exhibition Reflections/Refractions: Self-Portraiture

More information

The Kelvingrove Review Issue 5

The Kelvingrove Review Issue 5 Friendship and Loss in the Victorian Portrait: May Sartoris by Frederic Leighton By Malcolm Warner New Haven; London; Fort Worth: Yale University Press and the Kimbell Art Museum, 2009. (ISBN: 978-0-300-12135-3).

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Art Foundations Course Number: 5213 Department: Art Grade(s): 9-12 Level(s): Academic Credit: 1 Course Description Art Foundations

More information

Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection

Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection New York State Office of General Services Curatorial/Tour Services 29 th Floor, Corning Tower Albany, NY 12242 518.473.7521

More information

COURSE TITLE: ADVANCED TEXTILES & FASHION DESIGN LENGTH: FULL YEAR GRADES 10 12 SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:

COURSE TITLE: ADVANCED TEXTILES & FASHION DESIGN LENGTH: FULL YEAR GRADES 10 12 SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: COURSE TITLE: ADVANCED TEXTILES & FASHION DESIGN LENGTH: FULL YEAR GRADES 10 12 SCHOOL: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 Advanced Textiles & Fashion Design - 2 Rutherford

More information

Contextual Relevancy

Contextual Relevancy North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate

More information

COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:

COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: COURSE TITLE: PHOTOGRAPHY 2 GRADES 9-12 LENGTH: ONE SEMESTER SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 PHOTOGRAPHY 2 2 Rutherford High School Rutherford, NJ Photography 2

More information

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana

ART AND DESIGN. Syllabus for Primary Schools. Curriculum Department, Floriana ART AND DESIGN Syllabus for Primary Schools Curriculum Department, Floriana RATIONALE Curriculum Department, Floriana i THE ART AND DESIGN PROGRAMME For Primary Schools Rationale Art is the visual language.

More information

Labels to attach to this envelope will be sent to your proctor with the examination. You will not need postage.

Labels to attach to this envelope will be sent to your proctor with the examination. You will not need postage. ART 6A/7A/8A Art, First Semester #7035, 7056, 7067 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A,

More information

Designing a Pixar Film

Designing a Pixar Film At Pixar Animation Studios, we think our entire filmmaking process is a design process, alternating iterations of planning and implementation, all centered on storytelling. Like a painter, imagining the

More information

Associate of Applied Science Physical Therapist Assistant. McLENNAN COMMUNITY COLLEGE

Associate of Applied Science Physical Therapist Assistant. McLENNAN COMMUNITY COLLEGE Associate of Applied Science Physical Therapist Assistant McLENNAN COMMUNITY COLLEGE 2015-2016 Degree Description Accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE) of

More information

Degree Type Bachelor of Fine Arts (BFA) Degree Title Art

Degree Type Bachelor of Fine Arts (BFA) Degree Title Art Degree Type Bachelor of Fine Arts (BFA) Degree Title Art Focus: Graphic Design A Bachelor of Fine Arts with Graphic Design Concentration at UTRGV prepares students for serious professional work in the

More information

mass & Figure / plinth & Canopy

mass & Figure / plinth & Canopy ss 2010: Universität für Angewandte Kunst, Wien, o. Univ. Prof. Greg Lynn MASS (PLINTH) & FIGURE (CANOPY): COMPOSITE AND/OR INTRICATE TECTONIC This semester we will continue the topic of producing massive

More information

Envision Visual Arts (EVA) Classes. Drawing and Design is the foundation course for all other Digital and Fine Art courses,

Envision Visual Arts (EVA) Classes. Drawing and Design is the foundation course for all other Digital and Fine Art courses, Envision Visual Arts (EVA) Classes Drawing and Design is the foundation course for all other Digital and Fine Art courses, and is a wonderful class for those just getting starting in arts classes or for

More information

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm>

The National Arts Education Standards: Curriculum Standards <http://artsedge.kennedy-center.org/teach/standards/standards.cfm> Discipline-Based Art Education: Theoretical Curriculum Model Discipline-Based Art Education (DBAE) is an approach to arts education developed and formalized in the early 1980s by the Getty Center for Arts

More information

Two-Year Post-Professional Degree (Path A) MASTERS OF ARCHITECTURAL DESIGN & URBANISM (MADU) With a Concentration in Classical Architecture

Two-Year Post-Professional Degree (Path A) MASTERS OF ARCHITECTURAL DESIGN & URBANISM (MADU) With a Concentration in Classical Architecture Two-Year Post-Professional Degree (Path A) MASTERS OF ARCHITECTURAL DESIGN & URBANISM (MADU) With a Concentration in Classical Architecture ARCH 61011 Introduction to Architectural Representation 0 TOTAL

More information

The Fantastic Undersea Life of. Dan Yaccarino. www.randomhouse.com/kids Illustrations 2009 by Dan Yaccarino

The Fantastic Undersea Life of. Dan Yaccarino. www.randomhouse.com/kids Illustrations 2009 by Dan Yaccarino The Fantastic Undersea Life of JACQUES COUStEAU Dan Yaccarino www.randomhouse.com/kids Illustrations 2009 by Dan Yaccarino Dive In! Fantastic Activities for the Classroom About the Book From his first

More information

A Teachers Guide to: 11 October 2013 5 January 2014

A Teachers Guide to: 11 October 2013 5 January 2014 A Teachers Guide to: Kara Walker We at Camden Arts Centre are Exceedingly Proud to Present an Exhibition of Capable Artworks by the Notable Hand of the Celebrated American, Kara Elizabeth Walker, Negress.

More information

A Modern Vision: Charles Bayliss, Photographer, 1850 1897

A Modern Vision: Charles Bayliss, Photographer, 1850 1897 A Modern Vision: Charles Bayliss, Photographer, 1850 1897 Charles Bayliss photographed Australian people and places and is considered to be one of the most important Australian photographers of the nineteenth

More information

Middle School Course Catalog

Middle School Course Catalog Middle School Course Catalog 2015-2016 1 P a g e Mater Academy of Nevada School Mission Statement The mission of Mater Academy of Nevada is to provide an innovative, challenging, multi-cultural education,

More information

Visual Communications: Art & Graphic Design

Visual Communications: Art & Graphic Design Visual Communications: Art & Graphic Design Prof. Donna Proper, Chair Visual Communications Dept. The Visual Communications Department has a history of more than a half-century of innovation and excellence.

More information