Art IV Planned Instruction - Art Education Curriculum, Mifflin County School District

MCSD Art Education Curriculum


Art IV Planned Instruction
Title of Planned Instruction: Art IV
Subject Area: Arts and Humanities Grade Level: 12
Prerequisites: Art III (with a grade of C or better) Course Description: This is a mastery level art course designed for college preparation and portfolio preparation. There is particular attention to development of individual students’ style and aesthetic choices. Students are exposed to contemporary artists, philosophies, and museum trips as an integral part of the course. Required Time: 180 hours Course Credit: 1.0 Major Text(s) and Resources:
	Art 21 American Visions Videos, art reproductions
Names of District Subject Area Curriculum Writing Committee:
	Erin M. Bolger Mike Demi Timothy L. Reeder Aimee M. Hubley
Date of Board Approval: March 24, 2005
*Course Objectives and Performance Indicators*

Strand: Arts and Humanities Standard: 9.1 – Production and Exhibition of Visual Art Grade: 12
	Grade Level Objectives	Performance Indicators	Assessment
A.	Know and use the elements and principles of design while working in a variety of media.	Manipulate a variety of art media: drawing, watercolor, acrylics, and clay.	Student production in the high school studio Teacher observation Visual products
B.	Recognize and demonstrate a variety of art elements and principles to produce, review, and revise original art work.	Draw, paint, make prints, sculpt, and engage in mixed media.	Teacher observation Student/teacher problem solving
C.	Integrate and apply advanced vocabulary to the art forms.	Engage in critiques of personal pieces of art and that of classmates.	Student/teacher dialogue Class critiques Written reaction papers
D.	Develop and demonstrate specific styles through the production of a unique work of art.	Study a variety of artistic styles and periods.	Teacher observation Comparative critique Student/teacher dialogue
E.	Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.	Propose an idea, be it still-life, figure, portraiture, landscape, or abstraction, and engage in manipulation of materials.	Teacher observation Student-to-student dialogue (critique) Student’s plan (thumb nail)
F.	Analyze works of art influenced by experiences or historical and cultural events through production, performance, or exhibition.	Engage in art history experiences from a variety of periods, and become discriminating about cultural events.	Journal entries Visual and written critiques
G.	Analyze the effect of repetition while dealing with an art medium.	Emphasize pottery and printmaking.	Student-teacher observation from beginning to end of unit Visual products
H.	Incorporate the effective and safe use of materials, equipment, and tools into the production of works in the arts.	Incorporate the effective and safe use of materials, tools, and equipment into all art production.	Teacher discussions Labels Students’ habits Studio procedures
I.	Distinguish among a variety of regional art events and resources, and analyze methods of selection and admission.	Identify shows and events either by online information or from the Chamber of Commerce.	Student/teacher discussion Computer web sites-juried art shows (i.e., Smithsonian, PSU Arts Festival, Philadelphia Craft Show
J.	Analyze and evaluate the use of traditional and contemporary technologies for producing and exhibiting works in the arts or the works of others.	Research museums with contemporary vs. ancient and classical work and styles of exhibition.	Computer sites Student/teacher discussion
K.	Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.	Appreciate materials used throughout history and experiment with techniques. Traditional Painting Pottery Batik Contemporary Computers Videos Internet Digital Imagery	Discussion Production Comparison

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Strand: Arts and Humanities Standard: 9.2 Historical and Cultural Contexts Grade: 12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Explain the historical, cultural, and social context of an individual work in the arts.	Critique verbally and in written form works of art from other countries and cultures.	Observation Dialogue between student and teacher Library research and presentation of material
B.	Relate works in the arts chronologically to historical events.	Study videos from cave art to post-modernism visual examples of work throughout history.	Dialogue Visual work
C.	Relate works in the arts to varying styles and genres in which they were created.	Discover artists and work by exposure through videos (Vincent and Theo, Frida).	Student to student discussion Video, reproduction critique
D.	Analyze a work of art from its historical and cultural perspective.	Diagnose why cultural events occurred, and compare cultures.	Oral discussion Critiques
E.	Analyze how historical events and culture impact forms, techniques, and purposes of works in the arts.	Relate information from cultures class with art produced (i.e., Michelangelo’s "David" and "Pieta."	Discussion Execution of similar technique when developing art works
F.	Know and apply appropriate vocabulary used between social studies and the arts and humanities.	Engage in dialogue.	Discussion Critiques
G.	Relate works in the arts to geographic regions.	Learn geographic phenomenon.	Discussion Library references and presentations
H.	Identify, describe, and analyze the work of Pennsylvania artists in the visual arts.	Discover and appreciate Wyeth, Thomas Eakins, Peale Family, Mary Cassat, and Alexander Calder.	Observation Discussion
I.	Identify, explain, and analyze philosophical beliefs as they relate to works in the arts.	Identify, describe, and analyze these works.	Discussion Research by reading, videos, computer searches

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Strand: Arts and Humanities Standard: 9.3 Cultural Response Grade: 12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Explain and apply the critical examination processes of works in the arts and humanities. Compare and contrast Analyze Interpret Form a hypothesis Evaluate/form judgments	View video of artistic movements, conduct group discussions, and complete research online of museum artists.	Critiques Discussion
B.	Determine and apply criteria to a person’s work and works of others in the arts.	Discuss aesthetics and artistic elements and principles.	Student-to-student dialogue Critiques
C.	Apply systems of classification for interpreting works in the arts and forming a critical response.	Read art critics (Art in American Art Forum) to gain knowledge of review writing.	Observation Discussion Written reaction
D.	Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary.	Experience Spanish (ESL) students and teachers and teachers and students from different cultures.	Discussion Group panel discussion
E.	Examine and evaluate various types of critical analysis of works in the arts and humanities.	View art videos, do computer searches, and visit museums with docents.	Observation Class discussion Written reaction
F.	Analyze the processes of criticism used to compare the meanings of a work in the arts in both its own and the present time.	Study contextual, formal, and intuitive criticism.	Readings of essays (criticism) Group discussions of critical commentaries (reviews)
G.	Analyze works in the arts by referencing the judgments advanced by art critics as well as one’s own analysis and critique.	Read American Artist, Art Forum, and Art in America.	Discussion Critiques

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Strand: Arts and Humanities Standard: 9.4 Aesthetic Response Grade: 12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Evaluate an individual’s philosophical statement and work in the arts and its relationship to one’s own life based on knowledge and experience.	Investigate famous artists and their intent, and read Art Forum.	Journal writing and sketching Discussion
B.	Describe and analyze the effects that works in the arts have on groups, individuals and cultures.	Look at contemporary artists (i.e., Jon Michel Basquiet, Keith Haring, Andy Warhol).	Reactions, both verbal and written
C.	Compare and contrast the attributes of various audience environments as they influence individual aesthetic response.	Compare fine art (museum) vs. popular art (Thomas Kincaide).	Panel discussion Personal response Critiques
D.	Analyze and interpret a philosophical position identified in works in the arts and humanities.	Read essays on art: American Artists on Art. Discuss judgments about art.	Student-to-student dialogue Class critique Reaction papers

District Recommended Instructional Approach For the Course
To Drive Teacher’s Instructional Activities

Reinforce character traits.
Enhance spatial understanding through art production.
Incorporate design and mathematical concepts into applications of elements of art and principles of design.
Discuss aesthetic principles and their cultural and historic impacts.
Discuss the impact of social and historical events on the creation of art.
Display visual art.
Emphasize safety and care of equipment.
Learn of the lives and philosophies of established artists.
Compose and create original visual art.
Draw, paint, sculpt, mix media, and make pottery.
Show videos, filmstrips, and do computer and library research.
Visit online galleries and museums