CURRICULUM MAPPING

Transcription

1 Unit/duration: Introduction to Drawing 2 days (Unit 1) Formative Summative What is the purpose of drawing? Knowledge; Comprehension Define drawing Define medium Explain reasons for drawing Describe ways that drawings can be generated Identify the elements and principles of design and how they relate to the drawing process Identify the dominant elements and principles of design in various images Demonstrate understanding through a drawing activity -1 question on the final exam, identifying the dominant element and principle of design in a drawing -completed drawing for activity -slide show and discussion -Students will complete the drawing activity and hand in for participation points -Students will participate in group discussion and written exercises Powerpoint presentation

2 Unit/duration: Line the Simplest of Elements 8 days (Unit 2) Formative Summative How can lines be used in a drawing? Comprehension; Application Define line Replicate lines from overhead transparencies with progression of simple to difficult line combinations Define contour lines Demonstrate how contour lines can be used to draw shapes and represent an image Discuss ways that lines can be used in conjunction with the other elements of line in a drawing Demonstrate how line repetition can be used to create a recognizable object -1 question on the final exam, identifying the dominant element and principle of design in a drawing -1 question on the final exam defining contour lines -contour line project -parallel line drawing project -participation in transparency drawing exercise -Students will score 60% on their projects -Students will participate in group discussion Drawing Transparencies using transparency projector

3 Unit/duration: Line and Shape Hand Design (Unit 3) Formative Summative Analysis; Application How do lines and shapes work together in a drawing? Examine the relationship between line and shape Demonstrate how lines can show movement in a drawing (ribbon that twists around hand and fingers) Use their own hand as subject matter for a drawing Use a variety of lines and shapes within their hand design to create visually pleasing patterns Create UNITY between patterns in hand designs and border designs Demonstrate blending and shading with colored pencil application Show how a single drawing can also be function as a cooperative class project (pre-planned ribbon designs will connect for group display) -1 essay question on the final exam pertaining to lines and shapes in a compare/contrast format -Hand Design project -participation in cooperative activity on individual/group project relationship -Students will score 60% on their project -Students will display their hand project as a group drawing with drawn ribbons connecting Computer projection unit to show digital pictures/examples

4 Unit/duration: Form and Texture Animal Portrait 3 weeks (Unit 4) Formative Summative How do I draw an enlarged, realistic replica of a photo or picture? Analysis; Application Define portrait Use the grid technique to draw accurate proportions of an animal Use the grid technique to enlarge a picture Examine positive and negative space while using the grid technique to draw accurate lines and shapes Use black and white charcoal for realism in their animal portrait (fur, skin, facial feature, etc.) Use vine charcoal as an under-layer to give their animal a realistic look Use informal perspective techniques when considering and drawing a background for their animal portrait -1 essay question on the final exam pertaining to form, texture and depth in a compare/contrast format -fill in the blank question on final exam portrait definition -Animal Portrait project -teacher observation during gridding technique -student/teacher critique of grid technique and proportions before proceeding to charcoal application -correct application of charcoal proceeding teacher demonstration -student will meet with teacher to evaluate grid technique used. 90% accuracy of lines/proportions to continue -Students will score 60% on their project -Students will make a folder for finished animal portrait and teacher will store for display in the Spring Art Show Examples shown on transparency projection unit Internet to choose animal or copy machine to photocopy pet picture (service project)

5 Unit/duration: Line and Shape Mandala 2 weeks (Unit 5) Formative Summative How can lines and shapes be used to create a mandala? Knowledge; Synthesis; Application Define mandala Examine ways that the Buddhist Monks used the concept of the mandala Compare a variety of mandala purposes and meanings Differentiate between symmetrical and asymmetrical balance Differentiate between recognizable and freeform shapes and designs Create a mandala that is a personal representation of personal likes and interests using lines and shapes Use pastels and colored pencil to add color to their mandala -1 essay question on the final exam pertaining to lines/shape/balance in a compare/contrast format -Mandala Project -correct application of pastels and colored pencils proceeding teacher demonstration -Students will score 60% on their project -Students will mat their mandala for display in the Spring Art Show Powerpoint on the history of the mandala

6 Unit/duration: Line, Form and Space Informal Perspective and the American Gothic 2 weeks (Unit 6) Formative Summative How is depth created through informal perspective? Synthesis; Application Define informal perspective as a way to create depth and space in a drawing Identify informal perspective techniques as overlapping, size, placement, detail and shading Define and identify foreground-middle ground-background in two dimensional artwork Research the artist Grant Wood and his famous painting, the American Gothic Create a drawing where the faces of the American Gothic are changed to show a creative alternative to the original subject matter Create depth using informal techniques when drawing the background of the American Gothic re-do Choose a medium that will compliment the chosen subject matter for the project -1 fill-in-the-blank question on the final exam identifying Grant Wood as the painter of the American Gothic -2 essay/drawing questions on the final exam to demonstrate informal perspective knowledge and technique -Worksheet on Grant Wood -American Gothic Re-do project -teacher observation of informal perspective technique during in-class work time -Students will score 60% on their project -Students will score 60% on their Grant Wood worksheet -Students will display their American Gothic Re-do project in the hallway with the option of displaying it in the Spring Art Show Internet to research Grant Wood and look for ideas for subject matter in project

7 Unit/duration: Line, Form and Space Linear Perspective (Unit 7) Formative Summative How is depth created through linear perspective? Synthesis; Application Review one-point perspective Define two-point perspective Define horizon line as an eye-level line in linear perspective drawings Demonstrate use of vanishing points and a t-square to create depth in linear perspective drawings Create a sign with words using two-point perspective that a teacher can use in the classroom (service project) Create a two-point perspective drawing of a city street from a corner view with an emphasis on line, form and space Add details to drawing to add visual interest for the viewer -4 fill-in-the-blank question on the final exam pertaining to linear perspective -1 question on the final exam to demonstrate linear perspective knowledge and technique -linear perspective letter project and city drawing -teacher observation of linear perspective technique during in-class work time -Students will score 60% on their projects -Students will display their city drawing in the hallway with the option of displaying it in the Spring Art Show Microsoft Word used to generate worksheets for one-point perspective review

8 Unit/duration: Form and Value Figure Drawing 5 weeks (Unit 8) Formative Summative Analysis; Application How do I create a realistic drawing of a person? Review gesture drawing and contour line figure drawing Identify correct proportions and variations of the human face Draw a partial face with pencil shading using the pressure transfer method to assist with proportions and detail placement Choose a photograph of yourself or someone you know to make a realistic charcoal drawing with accurate proportions and realistic shading Use the opaque projector to assist in creating a line drawing with accurate proportions of a person Mat and frame portrait drawing Differentiate between different lead hardness in charcoal pencils(h HB B) Analyze how value changes in charcoal portraits can increase or reduce the realistic qualities of the drawing -1 essay question on the final exam pertaining to form and value in a compare/contrast format -fill in the blank question on final exam charcoal hardness differentiation -1/2 face project in pencil - Portrait project in charcoal -student/teacher critique of transfer before proceeding projects -teacher observation and assistance during pencil and charcoal application and shading -correct application of pencil/charcoal proceeding teacher demonstration -Students will score 60% on their projects -students will display their ½ face in the hallway and mat it if they choose to have it in the Spring Art Show -Students will make a mat and frame their finished portrait prior to display in the Spring Art Show Examples shown on transparency projection unit Photocopy of photograph

9 Unit/duration: Form and Value - Pen Rending techniques of Cross-hatch and Scumble (Unit 9) Formative Summative How do I use the pen rending techniques of cross-hatch and scumble to create value changes in a drawing? Analysis; Application Identify scumble and cross-hatch as a pen rendering technique that uses dots to show value changes in a drawing Differentiate between stipple, scumble and cross-hatch Create line drawing with intersecting straight lines in the cross-hatch style that shows value changes Create line drawing with interacting squiggly and curved lines in the scumble style that shows value changes -1 essay question on the final exam pertaining to form and value in a compare/contrast format -fill in the blank and demonstration questions on final exam pen rendering techniques - Cross-hatch scratchboard project project -Scumble project in pen or marker -student/teacher discussion of topic chosen and sketch of ideas -teacher observation and assistance during stippling process -Students will score 60% on their cross-hatch project -Students will score 60% on their scumble project -students will display their projects in the hallway and mat it if they choose to have it in the Spring Art Show Examples shown on transparency projection unit Internet for images-reference for drawing

10 Unit/duration: Shape, Form, Value and Space Informal Perspective and Still Life 1 week Formative Summative How is depth created through informal perspective? How can the addition of shading make shapes turn into forms? Analysis; Application Review informal perspective techniques as overlapping, size, placement, detail and shading Examine different ways that foreground-middle groundbackground can be shown in two dimensional artwork Define still-life and observational drawing Examine how still-life subject matter has changed throughout the history of drawing and painting Create depth using informal techniques when drawing objects in still-life composition Differentiate between vine and compressed charcoal Show correct use of charcoal: vine, compressed and pencil in still-life observation drawing Define a kneaded eraser and use it draw still life objects in the subtractive method with vine charcoal as a base medium Define positive and negative space Product a drawing with correct proportions by looking at positive and negative space created by objects in still-life Show the light source of the still-life composition and use it to make shapes become forms with charcoal shading - fill-in-the-blank questions on the final pertaining to informal perspective, still-life, charcoal -2 essay/drawing questions on the final exam to demonstrate informal perspective knowledge and technique -Still-life project -teacher observation of informal perspective technique during in-class work time -Students will score 60% on their project -Students will display their still-life project in the hallway with the option of displaying it in the Spring Art Show Powerpoint presentation on the history still-life