Survey of Drawing and Painting Planned Instruction - Art Education Curriculum, Mifflin County School District

MCSD Art Education Curriculum


Survey of Drawing and Painting Planned Instruction
Title of Planned Instruction: Survey of Drawing and Painting
Subject Area: Arts and Humanities Grade Level: Grades 9-12
Prerequisites: None Course Description: This is an introduction and exposure to various types of painting and drawing techniques and art media. This course will provide beginning studio experiences in, but not limited to, portraits, still lifes, landscapes, and computer-generated art work. This will be a brief introduction to artists and movements of important historical impact. Required Time: 90 hours Course Credit: .5 Major Text(s) and Resources:
	Art in America Art 21 Art reproductions Digital camera Art prints Photo manipulating programs
Names of District Subject Area Curriculum Writing Committee:
	Timothy L. Reeder Mike Demi Aimee M. Hubley Ellen N. Reddy Erin M. Bolger
Date of Board Approval: March 24, 2005
*Course Objectives and Performance Indicators*

Strand: Arts and Humanities Standard: 9.1 – Production/Exhibition of Visual Arts Grade: 9-12
	Grade Level Objectives	Performance Indicators	Assessment
A.	Know and use the elements and principles of each art form to create works.	Expand upon color theory concepts, principles, and elements of design.	Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation
B.	Recognize, know, use, and demonstrate a variety of art elements and principles to produce art.	Draw and paint using various media and technology.	Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation
C.	Integrate and apply advanced vocabulary to the art forms.	Demonstrate the use of vocabulary through performance.	Student/teacher dialogue Verbal and written questioning Critiques Portfolios Teacher observation
D.	Demonstrate specific styles in combination through the production of a unique work of art.	Create a work based on a selected artist --chain, trash can paintings --furniture --mixed media	Portfolios Teacher observation
F.	Analyze works of art influenced by experiences of historical and cultural events through cultural events through production performance or exhibition.	Discuss student art displays at school and at Mifflin-Juniata Art Festival or community exhibits.	Portfolios Teacher observation
I.	Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission.	Use Internet for virtual museum tours. Visit local galleries and art festivals.	Portfolios Teacher observation

-----

Strand: Arts and Humanities Standard: 9.2 Historical and Cultural Contexts Grade: 9-12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Explain the historical, cultural, and social context of an individual work in the arts.	Critique in oral/written form. Research by reading, writing, watching videos, computer, and the library.	Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
B.	Relate works in the arts chronologically to historical events.	Discuss artists and events. -- use videos. -- play games. -- show prints.	Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
E.	Analyze how historical events/cultural impact, forms, techniques, and purposes of works in the arts.	Watch art videos. Read in class. Use computer/library.	Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
G.	Relate works in the arts to geographic regions.	Discuss parallel ideas between the curriculums. View local arts. Invite a local artist to discuss his/her work.	Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios
H.	Identify, describe, and analyze the work of Pennsylvania artists.	Host an artist in residence. Use the computer. Read.	Student/teacher dialogue Verbal and written questioning Teacher observation Critiques Portfolios

-----

Strand: Arts and Humanities Standard: 9.3 Critical Response Grade: 9-12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Explain and apply the critical examination processes of works in the arts.	Compare and contrast, analyze, interpret, form and test hypotheses and evaluate judgments about works of arts.	Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
B.	Determine and apply criteria to a person’s work and works of others in the arts.	Class critiques Discussion of local art	Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
C.	Apply systems of classification for interpreting works in arts and forming a critical response.	Use vocabulary. Compare/contrast.	Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
E.	Examine and evaluate various types of critical analysis of works in the arts and humanities (contextual, formal, and intuitive criticism).	Compare/contrast. Form judgments about art. Use vocabulary.	Teacher observation Student and teacher dialogue Verbal and written questioning Critiques
F.	Analyze the processes of criticism used to compare the meaning of a work in the arts in both its own and present time.	View art videos. Participate in class discussion.	Teacher observation Student and teacher dialogue Verbal and written questioning Critiques

-----

Strand: Arts and Humanities Standard: 9.4 Aesthetic Response Grade: 9-12
	Grade Level Objectives	Performance Indicators	Assessments
A.	Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.	Describe, discuss, and form a personal opinion about the arts.	Discussion Critique Verbal questioning
B.	Describe and analyze the effects of art on groups.	Discuss various art movements (How did Impressionism get started?)	Critique Student/teacher dialogue
C.	Compare/contrast the attributes of various audiences, environments as they influence individual aesthetic response.	Describe, discuss, and form a personal opinion about the arts. Compare works in a museum vs. at an arts festival.	Discussion
D.	Analyze and interpret a philosophical position identified in works in the arts and humanities.	Describe, discuss, and form a personal opinion about the arts through self-portraits (VanGogh through Frida Kahlo).	Discussion Critique

Return to Top

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.

K-12 Course List with PDF files

[ K-3 Visual Art ] [ 4, 5 Visual Art ] [ 6, 7 Visual Art] [ Survey of Design ]
[ Survey of Drawing and Painting ] [ Art I ] [ Art I I] [ Art I ] [Art III] [ Art IV ]

Art Curriculum Main Page - MCSD Curriculum Main Page