| Curriculum Map 2006-2007 | |||
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The Dwight School |
| Period | Content | Purpose/ Objectives | Activities & Resources | Areas of Interaction | Assessments | |
| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
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| Process Art : | The students are assigned a lengthy project that emphasizes the importance of process over product. Students are challenged with multiple steps and detailed instructions. Past projects include works formed from recycled materials as observed in Folk Art and various types of tessellations. |
The students learn craftsmanship, perseverance, patience and increased focus. Students gain a deeper appreciation for artwork through hands-on experience. Students are allowed to combine creative and analytical skills. |
Students conduct background research based on readings, videos and class field trips. Knowledge is achieved through in-class and at-home cumulative projects. Topics include objects made from recycled materials in the tradition of Folk Art and collage tessellations based on M. C. Escher's complicated graphics. |
What is more important, the process of art-making or the final art product? (Homo Faber, Approaches to Learning) |
Assessment is based on perseverance, attitude, attention to detail, application of knowledge and completed project. Students also assess their own progress. |
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| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Process Art : | The students are assigned a lengthy project that emphasizes the importance of process over product. Students are challenged with multiple steps and detailed instructions. Past projects include works formed from recycled materials as observed in Folk Art and various types of tessellations. |
The students learn craftsmanship, perseverance, patience and increased focus. Students gain a deeper appreciation for artwork through hands-on experience. Students are allowed to combine creative and analytical skills. |
Students conduct background research based on readings, videos and class field trips. Knowledge is achieved through in-class and at-home cumulative projects. Topics include objects made from recycled materials in the tradition of Folk Art and collage tessellations based on M. C. Escher's complicated graphics. |
What is more important, the process of art-making or the final art product? (Homo Faber, Approaches to Learning) |
Assessment is based on perseverance, attitude, attention to detail, application of knowledge and completed project. Students also assess their own progress. |
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| Printmaking : | Students learn the process and materials of printmaking through hands-on experience and art historical research. |
The students experience a new medium that most have never tried. Lino cuts and monoprint processes are explored. Students learn specific tools and materials. Students research applicable artists and art movements, such as Andy Warhol and Pop Art or Japanese printmaking of the Edo Period. |
Students work in pairs to create monoprints and gain experience with the materials. Pop Art or Japanese printmaking discussed using Discovering Art History textbook and in-class videos. Students improve their printing technique by making a series line prints. |
How does the ability to reproduce images effect cultures? (Homo faber, Approaches to Learning) |
Assessment is based on application of knowledge and technique, completed reading and assignments and questions, diligent completion of prints, classroom participation, and citizenship. |
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| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Introduction to Drawing and Painting : | Students implement the Elements of Design to drawing still-life objects and painting elements from nature. Drawings include contour line, methods of shading to convey 3-dimensions and understanding of positive shapes and negative space. Painting includes color mixing and methods of watercolor painting. |
Students enhance their ability to observe form, detail and color in their surroundings. Students learn basic skills to translate 3-dimensional form onto 2-dimensional surface. Students experience a variety of mediums to increase awareness. |
Basic still-life arrangements are observed to understand contour line, positive/negative shapes, and shading. Students observe, draw and paint objects from nature such as leaves and flowers. Finding unique subtleties of form and color are emphasized. |
How can we more accurately see our surroundings? (Environment, Approaches to Learning) |
Students are assessed on focus, effort, implementation of Elements of Design, craftsmanship, and improvement. |
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| Written Exhibition Review : | Students must select and view a current exhibition and write a critical analysis. |
Process visual information into words. Implement vocabulary learned through reading assignments and in-class discussion. Practice essay writing Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. Discover their artistic preferences |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. |
How does one evaluate a work of art? (Health and Social Education, Approaches to Learning) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
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| Creative Journal Assignments : | |
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| Observational Drawing : | |
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| Written Exhibition Review: : | |
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| Printmaking : | Students learn the process and materials of printmaking through hands-on experience and art historical research. |
The students experience a new medium that most have never tried. Lino cuts and monoprint processes are explored. Students learn specific tools and materials. Students research applicable artists and art movements, such as Andy Warhol and Pop Art or Japanese printmaking of the Edo Period. |
Students work in pairs to create monoprints and gain experience with the materials. Pop Art or Japanese printmaking discussed using Discovering Art History textbook and in-class videos. Students improve their printing technique by making a series line prints. |
How does the ability to reproduce images effect cultures? (Homo faber, Approaches to Learning) |
Assessment is based on application of knowledge and technique, completed reading and assignments and questions, diligent completion of prints, classroom participation, and citizenship. |
|
| Creative Journal Assigments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Process Art : | The students are assigned a lengthy project that emphasizes the importance of process over product. Students are challenged with multiple steps and detailed instructions. Past projects include works formed from recycled materials as observed in Folk Art, various types of tessellations, and block printmaking. |
The students learn craftsmanship, perseverance, patience and increased focus. Students gain a deeper appreciation for artwork through hands-on experience. Students are allowed to combine creative and analytical skills. |
Students conduct background research based on readings, videos and class field trips. Knowledge is achieved through in-class and at-home cumulative projects. Topics include objects made from recycled materials in the tradition of Folk Art, collage tessellations based on M. C. Escher's complicated graphics, and printmaking inspired by Andy Warhol. |
How can the the process of art-making be more important than the final art product? (Homo Faber, Approaches to Learning) |
Assessment is based on perseverance, attitude, attention to detail, application of knowledge and completed project. Students also assess their own progress.  Tessellation Rubric |
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| Creative Journal Drawing : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Written Exhibition Review : | Students must select and view a current exhibition and write a critical analysis. |
Process visual information into words. Implement vocabulary learned through reading assignments and in-class discussion. Practice essay writing Compare and contrast general knowledge of other cultures. Learn objective and subjective analysis. Discover their artistic preferences |
Complete preparatory reading and assignments. Participate in class discussion. Research and attend an exhibit. Take complete notes for written paper using teacher-provided outline and assignment criteria. |
How does one evaluate a work of art? (Health and Social Education, Approaches to Learning) |
Evidence of attending a current exhibit. Draft deadline and evaluation. Final draft assessment based on assignment criteria: Answering assigned questions, providing a clear description of the artwork viewed, assessing the artwork based on general knowledge of other cultures or world history, clarity of ideas, organized presentation of paragraphs, spelling, grammar. |
|
| Introduction to Drawing and Painting : | Students implement the Elements of Design to drawing still-life objects and painting elements from nature. Drawings include contour line, methods of shading to convey 3-dimensions and understanding of positive shapes and negative space. Painting includes color mixing and methods of watercolor painting. |
Students enhance their ability to observe form, detail and color in their surroundings. Students learn basic skills to translate 3-dimensional form onto 2-dimensional surface. Students experience a variety of mediums to increase awareness. |
Basic still-life arrangements are observed to understand contour line, positive/negative shapes, and shading. Students observe, draw and paint objects from nature such as leaves and flowers. Finding unique subtleties of form and color are emphasized. |
How can we more accurately see our surroundings? (Environment, Approaches to Learning) |
Students are assessed on focus, effort, implementation of Elements of Design, craftsmanship, and improvement. |
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| Creative Joural Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Creative Journal Assignments : | Students are required to do a weekly artwork in their research workbook (also called a personal journal). These entries may be whatever the students chooses and may include any medium. |
This is a weekly opportunity for the student to create what they choose and to receive feed-back from the teacher. This is an opportunity for self expression or technical practice. By the end of the trimester, students witness their own improved abilities. |
Students share their journals with each other in class discussions and open studio opportunities. Students are encouraged to come to the art studio during free time to experiment with a variety of supplies. |
How can I express what interests me? (Health and Social Education) How can images say something that words cannot express? (ATL) |
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking. |
|
| Introduction to Drawing and Painting : | Students implement the Elements of Design to drawing still-life objects and painting elements from nature. Drawings include contour line, methods of shading to convey 3-dimensions and understanding of positive shapes and negative space. Painting includes color mixing and methods of watercolor painting. |
Students enhance their ability to observe form, detail and color in their surroundings. Students learn basic skills to translate 3-dimensional form onto 2-dimensional surface. Students experience a variety of mediums to increase awareness. |
Basic still-life arrangements are observed to understand contour line, positive/negative shapes, and shading. Students observe, draw and paint objects from nature such as leaves and flowers. Finding unique subtleties of form and color are emphasized. |
How can we more accurately see our surroundings? (Environment, Approaches to Learning) |
Students are assessed on focus, effort, implementation of Elements of Design, craftsmanship, and improvement. |
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