High School Curriculum Map Visual Art Art 2D/3D

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "High School Curriculum Map Visual Art Art 2D/3D"

Transcription

1 Quarter and Timeframe (# days/weeks): First Quarter one week Big Ideas: Explore why artists create and introduce vocabulary and art historical periods. Essential Questions/Understandings: Why is it important to understand why an artist creates? Why do artists feel it is important to communicate through art? Art, medium, subject, abstract, ceramic, art criticism, materials, perceive, aesthetics, elements of art, principles of design, formalism, expressiveness, credit line Unit: Introduction to Art VA.9121.C.1.4: Apply art knowledge and contextual information to analyze how content and ideas are used in works of art. VA.912.C.2.2: Assess the works of others, using established or derived criteria, to support conclusions and judgments about artistic progress. VA.912.C.3.1: Use descriptive terms and varied approaches in art analysis to explain the meaning or purpose of an artwork. VA.912.H.1.8: Analyze and compare works in context, considering economic, social, cultural, and political issues, to define the significance and purpose of art. Overview of artists The Visual Experience Unit 1 and art history Art Talk Unit 1 Purpose of Art worksheet (Art Talk-Application Activity 1) Art Criticism of the painting by Janet Fish Compare/contrast Janet Fish Raspberries and Goldfish and Grant Wood s American Gothic Worksheet from Art Talk Analysis Raspberries, Nasturtiums and Goldfish by Janet Fish Describe the colors, shapes and objects that you see in this painting? (Describe) Thinking about the principles of design, analyze the organization of this artwork. (Analysis) What type of balance is used? (Analysis) What is the focal point? (Analysis) What is the mood of this painting? (Interpretation) What is Janet Fish saying in this painting? (Interpretation) Do you feel that this artwork is successful and why? (Judgment)

2 Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks Big Ideas: Identify and draw a variety of descriptive line, outlines and contour lines and to recognize the impact of line in art. Essential Questions/Understandings: How would changing the position and values of lines change the mood of an artwork? Unit: Line VA.912.S.1.1: Use innovative means and perceptual understanding to communicate through varied content, media and art techniques. VA.912.S.1.4: Demonstrate effective and accurate use of art vocabulary throughout the artmaking process. VA.912.S.2.3: Demonstrate visual thinking skills to process the challenges and execution of a creative endeavor. VA.912.O.1.1: Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual coherence. The Visual Experience Unit 2, Chapter 3 Pablo Picasso Art Talk Unit 2, Chapter 4 Charles Schulz Alexander Calder Vincent Van Gogh Line, descriptive line, outline, contour line, hatching, crosshatching, implied line, edge, lines of sight, expressive line, dimension Mirror name design Line as shape design. Make a picture emerge using a varied line design without any outlines around the images. (One line direction) Create Optical Movement Curved line design (Op Art) Hide the clipping: Line drawing where lines can camouflage images 26 Adjectives (lines express emotion) 12 = 13: Lines can be made of images/shapes Art criticism of Keith Haring artwork. Art Criticism: Untitled by Keith Haring Describe the types of lines used in this artwork look both at the foreground and the background. (Description) What is the most important art element in this artwork? (Analysis) What is he trying to communicate through the use of lines? (Interpretation) How successful was Keith Haring in creating a balanced composition? (Judgment)

3 Quarter and Timeframe (# days/weeks): First Quarter - 4 weeks Unit: Shape and Form Big Ideas: Student will be able to perceive and understand the different types of shapes and forms. VA.912.F.1.1: Use divergent thinking, abstract reasoning, and various processes to demonstrate imaginative or innovative solutions for art problems. Essential Questions/Understandings: Why is it important the events of the time period and culture in order to understand the artwork? VA.912.H.2.5: Analyze artwork from a variety of cultures and times to compare the function, significance and connection to other cultures or times. VA.912.O.1.3: Research and use the techniques and processes of various artists to create personal works. VA.912.S.3.10: Develop skill in sketching and mark-making to plan, execute, and construct two-dimensional images or three-dimensional models. Shape, figure, ground, positive shape, negative shape, form, foreshortening, organic, geometric, closed, open Edward Hopper Pablo Picasso M. C. Escher Alice Neel Henry Moore The Visual Experience Unit 2, Chapter 4 Art Talk Unit 2, Chapter 5 Figure- ground tessellation Positive/negative designs Cubism: geometric designs 3-dimensional drawing with shading to create form. Individual project evaluation based on Art criticism of Edward Hopper Analysis House by the Railroad by Edward Hopper Why does the house in this painting seem heavy and closed? (Analysis) What do you see in this painting that you don t see in the Naples area? How is this artwork organized? Discuss balance, horizontal and vertical shapes and forms? (Analysis) Is there any sense of a human presence? (Interpretation) What is the mood of this painting and as the artist been successful in conveying this feeling? (Judgment)

4 Quarter and Timeframe (# days/weeks): Second Quarter 9 weeks Big Ideas: Understand how artists vary hue, value, color, and intensity to create different effects. Unit: Value and Color VA.912.S.3.8: Develop color-mixing skills and techniques through application of the principles of color and light theory. Essential Questions/Understandings: How does color contribute to the unity of an artwork? Can you identify an object if you don t see the color? Explain VA.912.S.2.6: Incorporate skills, concepts and media to create images from ideation to resolution. VA.912.C.1.4: Apply art knowledge and contextual information to analyze how content and ideas are used in works of art. Value, shading chiaroscuro, spectrum hue, primary colors, secondary colors, intermediate colors, complementary colors, monochromatic, intensity, color harmonies, warm colors, cool colors, tints, pigments, binders, solvents Claude Monet Pierre Auguste Renoir Vincent VanGogh Henri Matisse, The Visual Experience Unit 2, Chapter 5 Art Talk Unit 2, Chapter 6 Introduction of a variety of media: watercolor, tempera, oil pastel, chalk pastel, colored pencils Creative Color Wheel design Value study cutting values from magazines/painting Impressionistic painting Monochromatic painting Color harmony project Compare/contrast Monet- Van Gogh paintings Compare/Contrast: Impression Sunrise by Claude Monet and Starry Night by Vincent Van Gogh Both of these paintings are landscapes from the Impressionist period, describe how they differ? How are these paintings similar/different in use of color and line? (Analysis) What is the focal point? (Analysis) Can you identify a color scheme? (Analysis) If you had to own one, which one would you choose and why?

5 Quarter and Timeframe (# days/weeks): Third Quarter 4 weeks Big Ideas: Identify and discuss ways artists create the appearance of space and depth in two-dimensional artworks by identifying horizon lines, vanishing points and converging lines. Unit: Space VA.912.S.2.2: Focus on visual information and processes to complete the artistic concept. VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two-and/or three-dimensional artworks. VA.912.H.1.9: Describe the significance of major artists, architects, or masterworks to Essential Questions/Understandings: What is your understand their historical influences. perspective on perspective? Positive space, negative space, picture, plane, overlapping, high-low placement, linear perspective, vanishing point, one-point perspective, two-point perspective, eyelevel, aerial perspective, framing Renaissance artists: Leonardo davinci Raphael M. C. Escher Georgia Frank Lloyd Wright The Visual Experience Chapter 6, Art Talk Unit 2, Chapter 5 One-point perspective drawing Two-point perspective drawing interior/exterior Choice of perspective drawing Discussion of careers Compare/contrast a Middle Ages artwork with a Renaissance artwork Compare/contrast Très riches heures du Duc de Berry: by the Limbourg Brothers with the School of Athens by Raphael Compare/contrast the color and space in these two artworks? What dominates the space in each of the compositions and why? (Analysis) What is the story behind each of these paintings? What is the mood of these paintings and are they similar? (Interpretation) How does the perspective provide a new way of seeing the subject matter?

6 Quarter and Timeframe (# days/weeks): Fourth Quarter 1 week Unit: Art History Western Art Middle Ages, Renaissance, and High Renaissance Big Ideas: The students will explore the development of artistic styles through time. VA.912.H.2.5: Analyze artwork from a variety of cultures and times to compare the function, significance and connection to other cultures or times. Essential Questions/Understandings: How does the passing of time and events affect the artist s creations? VA.912.O.1.3: Research and use the techniques and processes of various artists to create personal works. The Visual Experience Chapter 15 Illuminated manuscripts Relics Calligraphy Michelangelo Raphael Leonard da Vinci Donatello Donald Jackson Create an illuminated manuscript around your own poem Individual project evaluation based on Art Criticism: St. John s Bible by Donald Jackson compared to the French Books of Hours Describe the immediate differences/similarities that you see in these illuminated manuscripts. (Describe) Identify the color schemes in each. (Analysis) Describe the type of space used. (Describe)

7 Quarter and Timeframe (# days/weeks): Third Quarter 1 week Big Ideas: Students will perceive and create texture in the environment and in artworks. Essential Questions/Understandings: Generally, uniform use of textural pattern and invented texture results in relatively shallow space. Is this true or not? Explain Unit: Texture VA.912.C.1.5: Analyze how visual information is developed in specific media to create a recorded visual image. VA.912.C.2.7: Assess the challenges and outcomes associated with the media used in a variety of one s own works. VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two-and/or three-dimensional artworks. The Visual Experience Unit 2, Chapter 7 Dorothea Lange Art Talk Unit 2, Chapter 7 Robert Rauschenburg Edouard Manet Deborah Butterfield Gloss, matte, actual texture, simulated texture, invented textures, rubbings, collage Create a crossover artwork using both actual and simulated textures Texture Collage Simulated texture using hatching, cross-hatching and stippling Individual project evaluation based on Analysis of painting by Edouard Manet Art Criticism: Oysters by Edouard Manet Describe the textures you see in this painting? (Describe) What do you think is the center of interest and why? (Analysis) How does the artist create a feeling of space? (Analysis) Can you identify a color scheme? (Analysis) How does the artist use chiaroscuro in this painting? (Analysis) This is an early work which was found in Manet s studio at the time of his death. What reasons might a highly successful artist have for keeping a particular work in his possession? (Judgment)

8 Quarter and Timeframe (# days/weeks): Third Quarter 1 week Unit: Principles of Design Big Ideas: The student will understand how artists use the principles of design to create an artwork. VA.912.O.1.1: Use the structural elements of art and the organizational principles of design in works of art to establish an interpretive and technical foundation for visual Essential Questions/Understandings: How does the artist use the principles of design as a recipe to create a piece of artwork? coherence. VA.912.S.3.2: Demonstrate a balance between spontaneity and purpose to produce complex works of art with conviction and disciplined craftsmanship. Unity, variety, emphasis, rhythm, movement, balance, pattern, proportion Andrew Wyeth Grant Wood Andy Warhol Richard Estes Edward Hopper The Visual Experience Unit 2, Chapter 8 Art Talk Unit 3, Chapter 8 Overview of the Principles of Design Non-objective artwork showing focal point using variegated gray papers Analysis of painting by Richard Estes Analysis: Drugstore by Richard Estes Describe how the artist uses the principles of design. (Description) Is this symmetrically or asymmetrically balanced and why? (Analysis) How does the lighting show the time of day and how does this affect the mood of the painting? Is there rhythmic line and where? (Analysis) How long do you think it took the artist to create this painting? If the S was not on the diagonal, would that affect the feeling of this painting? (Interpretation)

9 Quarter and Timeframe (# days/weeks): Third Quarter 3 week Unit: Two-Dimensional Media Big Ideas: Students will recognize and understand the processes and techniques used in two-dimensional media. Essential Questions/Understandings: Can an artist choose a medium and a technique to create different moods in an artwork? Height, width, medium (media), drawing, painting, printmaking, photography, film, video art, computer art, mixed media Sunshine State Standards/Benchmarks: VA.912.H.3.3: Use materials, ideas, and/or equipment related to other content areas to generate ideas and process for the creation of works of art. VA.912.F.1.4: Use technological tools to create art with varying effects and outcomes. VA.912.S.2.6: Incorporate skills, concepts and media to create images from ideation to resolution. The Visual Experience Unit 3, Joseph Stella Chapter 9 Mary Cassatt Albrecht Durer Annie Liebowitz Anne Geddes Art is H.O.T (Higher Order Thinking) Trompe l oeil in value study Figure Study Color mixing Creating visual movement through printmaking Mural painting Analysis of film compared to painting Teacher choice of film: (District approved) Students will analyze the film using the elements of art and the principles of design. Compare the use of the elements and principles to artworks that use paint. For example, in Casablanca, if they used the same texture of clothing in every background, there would be no contrast.

10 Quarter and Timeframe (# days/weeks): Fourth Quarter 1 week Big Ideas: Students will recognize and identify 3-D art forms. Unit: Three-Dimensional Media Sunshine State Standards/Benchmarks: VA.912.C.1.2: Use critical-thinking skills for various contexts to develop, refine and reflect on Essential Questions/Understandings: Thinking about 3- dimensional artwork, what other materials can you imagine being used in the future to create 3-dimensional art? What are the obstacles that you have to overcome when creating a three-dimensional work of art compared to a two-dimensional work of art? an artistic theme. VA.912.S.3.1: Manipulate materials, techniques, and processes through practice and perseverance to create a desired result in two-and/or three-dimensional artworks. VA.912.S.3.7: Use and maintain tools and equipment to facilitate the creative process. VA.912.S.3.3: Review, discuss and demonstrate the proper applications and safety procedures for hazardous chemicals and equipment during the art-making process. Sculpture, relief sculpture, conceptual art, performance art, environmental art, installation art, fiber art, soft sculpture, assemblages Dale Chihuly Louise Nevelson Henry Moore Christo George Segal Rodin Claes Oldenburg Lessons: The Visual Experience Unit 3, Chapter 9 Found sculpture (Louise Nevelson) River Stone Sculpture Garden Plaster sculpture Compare/contrast the Vietnam Wall by Maya Lin to Persian Wall Installation by Dale Chihuly Describe the organic and geometric shapes/forms. (Describe) What has each artist done to create the feeling of rhythm in each artwork? (Analysis) Based on your knowledge of these artworks, list some ideas or feelings you associate with it? (Interpretation) What does this remind you of? (Interpretation) How well does the work relate to the site, its surroundings, the natural elements and changing seasons? (Judgment)

11 Quarter and Timeframe (# days/weeks): Fourth Quarter 1 week Big Ideas: Students will become familiar with the wide range of careers in art. Essential Questions/Understandings: What are the differences between a fine art career and a design career? Make a list of every facet of your life that is touched by an artist? Unit: Careers VA.912.F.2.1: Examine career opportunities in the visual arts to determine requisite skills, qualifications, supply-and-demand, market location, and potential earnings. VA.912.F.2.6: Develop a personal artist statement, resume, presentation, or digital portfolio to interview of an art-related position or exhibition. The Visual Experience Unit 3, Mercer Mayer Chapter 12 Ollie Johnston Art Talk Chapter 14 Frank Lloyd Wright, Gaming design, computer design, environmental design, communications design, web artist, illustrator, multimedia design, photographer, animator, photojournalist, art director, curator, conservator Guest speaker to speak about his/her career in art. Students create critical questions to interview the artist Research a famous illustrator or someone in the art field and an artwork mimicking the style Field trips to local museums and interview the curator, education director, etc. Internship with a local artist.

12 Quarter and Timeframe (# days/weeks): Fourth Quarter 1 week Big Ideas: Non-western cultures represent a wide variety of peoples, geography, history and beliefs. Essential Questions/Understandings: As you explore non- Western artworks, what similarities/differences do you find in the organization of the artwork? Artforms from: China Japan Africa India Oceania Native North and South America Unit: Art History Non Western Art I and II Sunshine State Standards/Benchmarks: VA.912.H.1.1: Analyze the impact of social, ecological, economic, religious, and/or political issues on the function or meaning of the artwork. VA.912.H.1.10: Describe and analyze the characteristics of a culture and its people to create personal art reflecting daily life and/or the specified environment. The Visual Experience Unit 4, Chapter 13 Tokan Shugetsu Art Talk Unit 4, Utagawa Hiroshige Sim Sajong Asian tub demonstrate Sumi e painting Using the techniques of Sumi e, create a landscape Create a mandala Japanese Woodcuts/printmaking

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

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

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

What makes it necessary to have rituals in the Art room?

What makes it necessary to have rituals in the Art room? FOURTH GRADE QUARTER ONE - LINE Why is it important to have Rules What makes it necessary to have rituals in the Art room? rituals and routines in the art room? routines Rituals & Routines: Teacher establishes

More information

ELEMENTS OF ART & PRINCIPLES OF DESIGN

ELEMENTS OF ART & PRINCIPLES OF DESIGN ELEMENTS OF ART & PRINCIPLES OF DESIGN Elements of Art: 1. COLOR Color (hue) is one of the elements of art. Artists use color in many different ways. The colors we see are light waves absorbed or reflected

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

School District of the Chathams Curriculum Profile

School District of the Chathams Curriculum Profile Program of Study: Fine Arts Course Title: Drawing Grade Level: 9-12 PURPOSE/ COURSE DESCRIPTION School District of the Chathams Curriculum Profile Drawing focuses on black and white or monochromatic rendering

More information

Design Elements & Principles

Design Elements & Principles Design Elements & Principles I. Introduction Certain web sites seize users sights more easily, while others don t. Why? Sometimes we have to remark our opinion about likes or dislikes of web sites, and

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

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

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

Elementary Curriculum Map Visual Art First Grade

Elementary Curriculum Map Visual Art First Grade Unit: Line Learning Goal: The student will create an artwork by using a variety of line types. Essential Questions/Understandings: Why do lines have meaning? Why do we associate horizontal lines with being

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

Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4

Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4 Spring 2009 Falmouth Public Schools School: FALMOUTH HIGH SCHOOL Content Area: Visual Art Grade Level: 3-4 WHAT IS IT WE WANT ALL STUDENTS TO KNOW OR BE ABLE TO DO? Description of course The Art Program

More information

Elements of Art Name Design Project!

Elements of Art Name Design Project! Elements of Art Name Design Project! 1. On the Project paper Lightly & Largely sketch out the Hollow letters of your first name. 2. Then Outline in Shaprie. 3. Divide your space into 7 sections (any way

More information

appalachian state university bfa graphic design Candidacy Portfolio Review

appalachian state university bfa graphic design Candidacy Portfolio Review portfolio materials» intro. to graphic design all projects & process book» typography i all projects & process book» three drawings» two works from non-graphic design courses (one of which must be 3d)»

More information

Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts

Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts 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

Georgia Performance Standards Fine Arts

Georgia Performance Standards Fine Arts 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

2009-2010 CURRICULUM MAPPING

2009-2010 CURRICULUM MAPPING 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

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

ELEMENTS AND PRINCIPLES OF DESIGN

ELEMENTS AND PRINCIPLES OF DESIGN APPENDIX A1 4 T T ELEMENTS AND PRINCIPLES OF DESIGN Groups: 1. Select an advertisement. 2. Examine the advertisement to find examples of a few elements and principles of design that you are familiar with.

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

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

PATTERN: A two-dimensional decorative visual repetition. A pattern has no movement and may or may not have rhythm.

PATTERN: A two-dimensional decorative visual repetition. A pattern has no movement and may or may not have rhythm. Project: Elements of Design - NAME Elements: Line, Color, Value, Shape, Space, Texture Principles: Consider what principles you may have used based on the definition of each. Artist to Remember: Research

More information

ART. Art. Art Computer Graphic Art Photography

ART. Art. Art Computer Graphic Art Photography Art Art Computer Graphic Art Photography 93 CERTIFICATE OF ACHIEVEMENT Computer Graphic Art Certificate of Achievement The program is designed to prepare students for entry level positions in various graphic

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

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

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

SCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII

SCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII SCHEME OF SYLLABUS FOR GRAPHIC DESIGN CLASSES XI AND XII INTRODUCTION Graphic design is the creative planning and execution of visual communication. One learns to create a combination of shapes and forms,

More information

Prepared by: Stanton Community Schools

Prepared by: Stanton Community Schools Prepared by: Stanton Community Schools Facilitated by: Michael J. Sieh, Superintendent, Stanton Community Schools Table of Contents ACKNOWLEDGEMENTS... 3 DISTRICT MISSION STATEMENT... 4 GOALS... 4 ART

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

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 YEAR 6 Curriculum Department, Floriana Year 6 51 LEARNING OUTCOMES for YEAR 6 Curriculum Department, Floriana Year 6 52 6.1 AESTHETIC

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

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

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

GRADE 5 VISUAL ARTS CURRICULUM GUIDE

GRADE 5 VISUAL ARTS CURRICULUM GUIDE GRADE 5 VISUAL ARTS CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE SCHOOL

More information

EL DORADO UNION HIGH SCHOOL DISTRICT Educational Services. Course of Study Information Page

EL DORADO UNION HIGH SCHOOL DISTRICT Educational Services. Course of Study Information Page Course of Study Information Page Course Title: Floral and Landscape Design (#703) Rationale: The study of Floral and Landscape Design enables students to develop expressive and intellectual skills while

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

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

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

Course Description Graphic Design Department

Course Description Graphic Design Department Course Description Graphic Design Department Free drawing : 1021705 / 3 Credit Hours This course introduces the student to basic drawing skills and techniques. The emphasis is on traditional approaches

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

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

Maryland State Department of Education VISUAL ARTS GLOSSARY

Maryland State Department of Education VISUAL ARTS GLOSSARY Maryland State Department of Education VISUAL ARTS GLOSSARY Aesthetic Qualities or experience derived from or based upon the senses and how they are affected or stimulated; from the Greek word meaning

More information

Programme of Study Year 7 9 Art framework

Programme of Study Year 7 9 Art framework Programme of Study Year 7 9 Art framework Time Theme In lessons students will learn: Big ideas/constructs (overview of the key learning questions) YEAR 7 Balance We introduce our Year 7 students to the

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

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

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design

Rhode Island Arts Grade Span Expectations K-12 Visual Arts & Design About the Rhode Island K-12 Grade Span Expectations in the Arts Rhode Island Arts Grade Span Expectations K-12 The document, the Rhode Island K-12 Grade Span Expectations in the Arts, has been developed

More information

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

K-12 Visual Arts Unpacked Content

K-12 Visual Arts Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

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

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

Ware Public Schools VISUAL ARTS Grades 5-7

Ware Public Schools VISUAL ARTS Grades 5-7 Ware Public Schools VISUAL ARTS Grades 5-7 SUBJECT MATTER: Visual Arts Grade: 5 Unit/Theme Vales, Shapes, Forms Cartooning Color Theory Abstract Art Shapes vs. Forms The illusion of 3-D from 2-D Is Cézannes

More information

ADVANCED PLACEMENT ART HISTORY 1: PREHISTORIC GOTHIC

ADVANCED PLACEMENT ART HISTORY 1: PREHISTORIC GOTHIC ART DEPARTMENT Arts & Business, Management Health Engineering/Manufacturing Human Natural Resources Communications Marketing & Technology Science & Industrial Technology Services & Agriscience VPAA Meets

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

Art-ART (ART) Courses. Colorado State University 1

Art-ART (ART) Courses. Colorado State University 1 Colorado State University 1 Art-ART (ART) Courses ART 100 Introduction to the Visual Arts (GT-AH1) Credits: Exploration of the development of visual arts. Additional Information: Arts & Humanities 3B,

More information

THE VISUAL ARTS Head of Department: Dawn Clarke

THE VISUAL ARTS Head of Department: Dawn Clarke THE VISUAL ARTS Head of Department: Dawn Clarke Year 7 VISUAL ARTS - Core Subject One Term This is a general art program where students will explore aspects from the following practical areas; painting,

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

2003 Mississippi Visual and Performing Arts Framework VISUAL ARTS

2003 Mississippi Visual and Performing Arts Framework VISUAL ARTS VISUAL ARTS Behind the daily storm of conflict and crisis, the artist continues the quiet work of the centuries, building bridges of experience between peoples, reminding man of the universality of his

More information

One and Two Perspective: Exterior & Interior Design

One and Two Perspective: Exterior & Interior Design One and Two Perspective: Exterior & Interior Design NAME: Linear Perspective is a system of drawing in which the artist attempts to create the illusion of spatial depth on a twodimensional surface. Two

More information

Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14

Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14 Architecture-Art ARCH 202 Introduction to Revit Architecture (3) Preparation of basic 3D architectural information models and (BIM). Manipulation for preparation of individual architectural working drawings,

More information

Wethersfield Public Schools Course Outline

Wethersfield Public Schools Course Outline Wethersfield Public Schools Course Outline Course Name: Design Department: Art Grade(s): 9-12 Level(s): 1 Course Number(s): 86004 Credits:.05 Course Description: This course focuses on the fundamentals

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

FINE ARTS: ART, DRAMA, MUSIC

FINE ARTS: ART, DRAMA, MUSIC FINE ARTS: ART, DRAMA, MUSIC ART F56150 Introduction to 2-Dimensional Art (1 st Semester Only) 9, 10, 11, 12 F56160 Introduction to 2-Dimensional Art (Any Semester) 9, 10, 11, 12 F56000 Ceramics I 9, 10,

More information

ARTS & CRAFTS PRIMARY

ARTS & CRAFTS PRIMARY ARTS & CRAFTS PRIMARY 2013 CONTENTS ByME 2 Arts and Crafts ByME 3 Contents Levels 1 to 6 4 Student s Book 10 Teacher s Material 34 Online Resources 40 ByME THE BEST IS YET TO COME ARTS AND CRAFTS ByME

More information

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer?

Why is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer? Intro to Graphic Design Essential Questions Unit 1: Traditional Tools Why is it important to sketch your ideas away from the computer instead of sketching on the computer and believing your solution is

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

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

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates

Game Design Project. STEP ONE: REVIEW the various Game Templates/Exemplars on the school network K Drive://Mr. Arnett/ASM 3M4M/UNIT 3/Game Templates Game Design Project A video game is an electronic game that involves human interaction with a user interface to generate visual feedback on a video device. The word video in video game traditionally referred

More information

KS3 Art & Design. Project 1: Still Life Introduction and Stimuli. 14 slides, 6 Flash activities

KS3 Art & Design. Project 1: Still Life Introduction and Stimuli. 14 slides, 6 Flash activities Project 1: Still Life Introduction and Stimuli 14 slides, 6 Flash activities What a still life is. What often appears in a still life. What composition is. Project 1: Still Life Materials and 21 slides,

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

[2011] Digital. Photography Lesson Plan 2. The Subject

[2011] Digital. Photography Lesson Plan 2. The Subject Digital [2011] Photography Lesson Plan 2 [This lesson is intended to engage the students with the concepts of art in photography. We will be discussing the use of compositions, background, foreground and

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

KINGSWAY REGIONAL SCHOOL DISTRICT

KINGSWAY REGIONAL SCHOOL DISTRICT KINGSWAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: Cartooning DEPARTMENT: Art DATE ADOPTED: 09/03 GRADE: 9 12 DATE REVISED: 09/11 I. COURSE ORGANIZATION Length: One Year Credits: 5 Periods Per Week: 5

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

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

Wethersfield Public Schools Course Outline

Wethersfield Public Schools Course Outline Course Name: AP Studio Art Department: Art Grade(s): 12 (11 with permission) Level(s): AP, Honors Course Number(s): Credits: 1 Course Description: Wethersfield Public Schools Course Outline Art instruction

More information

DIABLO VALLEY COLLEGE CATALOG 2015-2016

DIABLO VALLEY COLLEGE CATALOG 2015-2016 ART ART Michael Almaguer, Dean Applied and Fine Arts Division Business and Foreign Language Building, Room 204 Possible career opportunities Career options include professions engaged in creating works

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

Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14

Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14 Art Art (ART) Contact the Art Department for further information. (760) 744-1150, ext. 2302 Office: D-14 Associate in Science Degrees - AS Degree requirements are listed in Section 6 (green pages). Graphic

More information

Faculty Dr. Arafat Al-Naim, Dr. Rania Fawzi, Dr. Mohamed Galib, Dr. Majed Kamal Eldeen, Dr. Mohamed Sedeeq, Moh d Musa (M.A.)

Faculty Dr. Arafat Al-Naim, Dr. Rania Fawzi, Dr. Mohamed Galib, Dr. Majed Kamal Eldeen, Dr. Mohamed Sedeeq, Moh d Musa (M.A.) Graphic Design Department The Graphic Design Department at Zarqa University is committed to provide a high quality Design education and teaching new media skills. The Department offers a four-year bachelor

More information

Greenwich Visual Arts Objectives Computer Graphics High School

Greenwich Visual Arts Objectives Computer Graphics High School Media, Techniques and Processes Greenwich Visual Arts Objectives 1. Uses a variety of tools to draw digitally to capture the essence of the subject using an application program such as Apple works Paint

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

Satellite Photo and Video Game Pose Project

Satellite Photo and Video Game Pose Project Project Name: Swedish photographer Christian Aslund was commissioned by the sneaker company Jim Rickey to do an ad campaign, he had a novel idea. Instead of hunkering down in a studio with sneaker models,

More information

FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618. BOE Approval Date: 6/27/05

FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618. BOE Approval Date: 6/27/05 FASHION DRAWING AND ILLUSTRATION GRADES 9-12 [LEVEL 2] EWING PUBLIC SCHOOLS 1331 Lower Ferry Road Ewing, NJ 08618 BOE Approval Date: 6/27/05 Written by: Anne Benedetti Kristy DeFlores-Elliott Raymond Broach

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

Digital Photography Proficient

Digital Photography Proficient Digital Photography Proficient Course Description In this course we will explore digital photography in relation to fine art. Students will be given assigned lectures and writings, semester project, will

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Art Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions

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

GRACE COLLEGE AND SEMINARY CATALOG 2015-2016. Visual, Performing, and Media Arts Department

GRACE COLLEGE AND SEMINARY CATALOG 2015-2016. Visual, Performing, and Media Arts Department GRACE COLLEGE AND SEMINARY CATALOG 2015-2016 Visual, Performing, and Media Arts Department Kim M. Reiff, M.F.A. Chair Richard W. Wanjema, M.F.A. J. D. Woods, M.Div. Part-time Faculty: Cynthia Bryan, M.S.

More information

Prep Art Program. Term 2 2015

Prep Art Program. Term 2 2015 Prep Indonesia This term students will develop a range of skills while manipulating two and three-dimensional materials to create series of artworks based on studies of art in Indonesia. The focus for

More information

Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations. Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations. Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Generic skills Record and explore ideas from first hand observations

More information

Hoover City Schools Secondary Curriculum Arts, 2007-08

Hoover City Schools Secondary Curriculum Arts, 2007-08 Course Information: HCS Curriculum: Arts, Visual 6 - Hoover City Schools Secondary Curriculum Arts, 007-08 Course Title: Creative Crafts Grade Level: 9 Course Description: This class is designed to expose

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

Drawing & Painting I

Drawing & Painting I INDEPENDENCE HIGH SCHOOL Drawing & Painting I COURSE NUMBER: 50.4313001 TEACHER INSTRUCTIONAL PORFOLIO Mr. J. Chase Campbell Visual Art Instructor Art Room GG 123 INDEPENDENCE HIGH SCHOOL Drawing & Painting

More information

Visual Art Grade 5. Curriculum Map. Introduction. How to Use the Arts Education Curriculum Maps. Page 1 of 15

Visual Art Grade 5. Curriculum Map. Introduction. How to Use the Arts Education Curriculum Maps. Page 1 of 15 Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further

More information

Graphic Design. Background: The part of an artwork that appears to be farthest from the viewer, or in the distance of the scene.

Graphic Design. Background: The part of an artwork that appears to be farthest from the viewer, or in the distance of the scene. Graphic Design Active Layer- When you create multi layers for your images the active layer, or the only one that will be affected by your actions, is the one with a blue background in your layers palette.

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

Photography I: Introduction to Photography! Course Syllabus - 2014-2015! River Hill High School - Visual Arts Department!

Photography I: Introduction to Photography! Course Syllabus - 2014-2015! River Hill High School - Visual Arts Department! Photography I: Introduction to Photography Course Syllabus - 2014-2015 River Hill High School - Visual Arts Department Contact Information: Jacob Cecil - jacob_cecil@hcpss.org Class Website: http://cecilrhhs.weebly.com

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