| Period |
|
Content |
Purpose/ Objectives |
Activities & Resources |
Areas of Interaction |
Assessments |
September
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Introduction to Drawing : |
Introduction to drawing from observation and Elements of Design.
|
Students learn the necessary skills to observe objects from life and convey this to a 2-dimensional surface. Students will discover various methods of shading that convey form from observation.
|
Students will draw increasingly complex still-lifes from observation. Students will use contour line to establish spatial relationships. Observation will focus on positive shape and negative space and overlapping.
|
How do we see our environment? (Approaches to Learning, Environment)
|
Assessment will be based on growth and effort as evident through a portfolio of drawings. Students will show an understanding of vocabulary and concepts through in-class discussions. Home reading assignments from Discovering Art History will be graded.
|
|
|
October
|
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.
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Introduction to Drawing : |
Introduction to drawing and Elements of Design.
|
Students learn the necessary skills to observe objects from life and convey this to a 2-dimensional surface. Students discover various methods of shading that convey form from observation. Students explore a variety of media.
|
Students draw increasingly complex still-lifes. Students learn to depict 3-D shapes with value and implement shading and shadow through multiple methods.
|
How do we see our environment? (Approaches to Learning, Environment)
|
Assessment will be based on growth and effort as evident through a portfolio of drawings. Students will show an understanding of vocabulary and concepts through in-class discussions. Home reading assignments from Discovering Art History will be graded.
|
|
|
November
|
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.
|
Students are encouraged to experiment with subject matter and techniques.
|
How can I express what interests me? (Health and Social Education)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Written Exhibition Review : |
This is an out-of-class assignment that requires students to visit a museum or gallery on their own and write a critical analysis using concepts and vocabulary from class.
|
To utilize the resources of New York City. To observe and analyze a work of art. To implement learned concepts and vocabulary. To articulate ideas and organize written work.
|
The student will locate an exhibit they would like to attend and make arrangements to go. The student will spend time synthesizing the art and developing their own ideas. They will organize their thoughts into a written reflection that describes the art and ideas they have learned.
|
How does one evaluate a work of art?
|
Students will be graded on clear and organized written presentation of their experience.
|
|
|
| |
Self-Portrait from Observation : |
Students expand their ability to observe through studying human proportion and personal details. Reference artists are utilized based on current exhibits, for example Leonardo da Vinci.
|
Utilize the elements of design to draw a recognizable self-portrait. Through intense observation of detail, students are able to render images with true accuracy.
|
Students draw an introductory self-portrait to gage progress. Students persevere in a labor-intensive finished self-portrait. Students research the reference artist and attend a gallery or museum to view the art first-hand. Home assignments will include drawing facial features that express various emotions.
|
How are unique physical characteristics expressed in the human face? (Approaches to Learning, Homo faber)
|
Assessment is based on focus, effort, understanding of concepts and willingness to help others. Completion of home assignments and research.
|
|
|
December
|
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.
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Self-Portrait from Observation : |
Students expand their ability to observe through studying human proportion and personal details. Reference artists are utilized based on current exhibits, for example Leonardo da Vinci.
|
Utilize the elements of design to draw a recognizable self-portrait. Through intense observation of detail, students are able to render images with true accuracy.
|
Students draw an introductory self-portrait to gage progress. Students persevere in a labor-intensive finished self-portrait. Students research the reference artist and attend a gallery or museum to view the art first-hand. Home assignments will include drawing facial features that express various emotions.
|
How are unique physical characteristics expressed in the human face? (Approaches to Learning, Homo faber)
|
Assessment is based on focus, effort, understanding of concepts and willingness to help others. Completion of home assignments and research.
 Self-Portrait Rubric
|
|
|
January
|
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.
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Self-Portrait from Observation : |
Students expand their ability to observe through studying human proportion and personal details. Reference artists are utilized based on current exhibits, for example Leonardo da Vinci.
|
Utilize the elements of design to draw a recognizable self-portrait. Through intense observation of detail, students are able to render images with true accuracy.
|
Students draw an introductory self-portrait to gage progress. Students persevere in a labor-intensive finished self-portrait. Students research the reference artist and attend a gallery or museum to view the art first-hand. Home assignments will include drawing facial features that express various emotions.
|
How are unique physical characteristics expressed in the human face? (Approaches to Learning, Homo faber)
|
Assessment is based on focus, effort, understanding of concepts and willingness to help others. Completion of home assignments and research. Students complete a reflection their experience.
|
|
|
February
|
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.
|
Students are encouraged to experiment with subject matter and techniques.
|
How can I express what interests me? (Health and Social Education)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Introduction to Color Theory : |
Students will learn the color mixing, hues and intensity through various paint mediums.
|
Students experiment with materials while learning about color mixing, complimentary and analogous colors, warm and cool colors.
|
Basic still-life paintings allow students to focus on observed color analysis. Abstract qualities of color in relation to music and symbolism provide conceptual exploration.
|
Why is color important? (Health and Social Education, Homo-Faber)
|
Students will be assessed on effort, understanding of concepts and materials, creativity, willingness to help others.
|
|
|
March
|
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.
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Abstraction and Music : |
Students combine the Elements of line, shape, color and texture to explore the Principles of Design including rhythm, movement, and pattern. Emphasis is given to self expression and group communication. Collaboration with the Music Department clarifies content and expands its application.
|
Direct application of the Elements of Design learned through portraiture establishes a deeper understanding of composition. Students create visual compositions that express abstract concepts such as emotions and music. Students gain a deeper understanding the link between visual and musical compositions.
|
Students research the origins of Modern Abstraction and Expression in Discovering Art History. As a bridge, collages are made using geometric shapes to translate realistic pieces from art history. Students create a brief abstract journal that documents moods from day to day. Students share these in a class critique. Then music is used as a device to inspire abstraction; considering, mood, tempo, pitch, and rhythm. The Music Department faculty facilitate discussion.
|
How are emotions influenced by music?(Health and Social Education)
How can I communicate in a non-verbal way?(Approaches to Learning)
|
Assessment is based on completed reading assignments, journal assignment, at home music assignment as well as in class participation, understanding of concepts and implementation of Principles of design.
|
|
|
April
|
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.
|
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)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Abstraction and Music : |
Students combine the Elements of line, shape, color and texture to explore the Principles of Design including rhythm, movement, and pattern. Emphasis is given to self expression and group communication. Collaboration with the Music Department clarifies content and expands its application.
|
Direct application of the Elements of Design learned through portraiture establishes a deeper understanding of composition. Students create visual compositions that express abstract concepts such as emotions and music. Students gain a deeper understanding the link between visual and musical compositions.
|
Students research the origins of Modern Abstraction and Expression in Discovering Art History. As a bridge, collages are made using geometric shapes to translate realistic pieces from art history. Students create a brief abstract journal that documents moods from day to day. Students share these in a class critique. Then music is used as a device to inspire abstraction; considering, mood, tempo, pitch, and rhythm. The Music Department faculty facilitate discussion.
|
How are emotions influenced by music?(Health and Social Education)
How can I communicate in a non-verbal way?(Approaches to Learning)
|
Assessment is based on completed reading assignments, journal assignment, at home music assignment as well as in class participation, understanding of concepts and implementation of Principles of design.
|
|
|
| |
Perspective : |
Students learn basic atmospheric and linear perspective. Students research the Renaissance, in collaboration with the History Department, and take a field trip to the Metropolitan Museum to see artwork first hand.
|
Students challenge themselves to see their 3-D environment and translate this on to a 2-D surface. Using the Elements and Principles of Design, students learn to create realistic compositions of interiors.
|
Students trace examples from art history of each method and discuss the methods. Students look at the art room and school hallways to create a one-point perspective drawing. Students will explore neighborhood streets and buildings to create two and three-point perspective drawings from observation.
|
How can we interpret our environment? (Enviroment,Homo-Faber)
|
Students will be assessed on focus, effort, understanding of concepts, willingness to help others and completion of drawings.
|
|
|
May
|
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.
|
Students are encouraged to experiment with subject matter and techniques.
|
How can I express what interests me? (Health and Social Education)
|
Creative Journal entries are graded on craftsmanship, effort, creativity and/or observation, and risk-taking.
|
|
|
| |
Atmospheric Perspective : |
Students visit Central Park and paint landscapes from observation. Students research other landscape artists to gain inspiration.
|
Students will combine their knowledge of the Elements of Design to paint landscapes, actual and conceptual. Students will gain a broader understanding of art history.
|
Students learn the basic theory of atmospheric perspective through Renaissance artists as well as cross-cultural references. Students visit Central Park to paint landscapes and utilize all that they have learned throughout the year.
|
What can our environment teach us? (Environment, Approaches to Learning, Homo-Faber)
|
Students will be assessed on craftsmanship, ability to self assess, understanding of concepts, completion of research and thoughtful paintings.
|
|
|
June
|
Atmospheric Perspective : |
Students visit Central Park and paint landscapes from observation. Students research other landscape artists to gain inspiration.
|
Students will combine their knowledge of the Elements of Design to paint landscapes, actual and conceptual. Students will gain a broader understanding of art history.
|
Students learn the basic theory of atmospheric perspective through Renaissance artists as well as cross-cultural references. Students visit Central Park to paint landscapes and utilize all that they have learned throughout the year.
|
What can our environment teach us? (Environment, Approaches to Learning, Homo-Faber)
|
Students will be assessed on craftsmanship, ability to self assess, understanding of concepts, completion of research and thoughtful paintings.
|
|
|
