GRADE: 9-12

COURSE: Art I

TOPIC: Drawing

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques and processes. Content Standard #2: Using knowledge of structures and functions. Content Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas. Content Standard #4: Understanding the visual arts in relation to history and cultures. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard #6: Making connections between visual arts and other disciplines. Waterford High School Student Learning Expectations: Students will be able to: 1. Communicate in Standard English for a variety of purposes. 4. Acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses. 6. Utilize technology to obtain, organize and communicate information, and to solve problems.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
The elements of design are natural properties of the visual world. Communication and personal expression are conveyed through original works of art. Creativity is expressed through the intentional use of various techniques and the process of applying a variety of media. The use of symbols, ideas and themes communicates cultural and aesthetic values. Analyzing and comparing works of art in terms of history, culture and aesthetics, influences your own works of art.	How do you create texture using light and shadows on objects? How do you use a vanishing point to create distance in drawing? How does tone impact the mood and movement of drawing? What is the purpose of a horizon line? What tones, color and shapes create positive and negative space? What is the difference between a shape and a form? What is a gesture drawing?
Knowledge and Skills What students are expected to know and be able to do
Students will know… how an artist applies line, tone, shading, texture, perspective and color to a drawing. the impact of a light source in creating shadows. light creates curves and edges. perspective: one, two and three point, determines the size and position of objects in space. elements of design are used to communicate aesthetic values. color impacts the mood and movement of compositions.	Students will be able to… use a variety of materials such as pencils, colored pencils, chalk pastels, oil pastels, charcoal and inks. 2. compare works of art to one another in terms of history, aesthetics and culture. 3. conceive and create original works of art. 4. apply visual arts knowledge and skills to communicate ideas and personal expression. 5. communicate using proper art vocabulary.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: To create a composition that puts the viewer above or below the horizon. Role: You are the viewer looking at an object or environment. Ex. landscape/seascape. Situation: Create a composition as if you are above or below your subject. Example: you are a bird or a fish. Find the horizon and determine the perspective points. Establish a light source to create depth and to emphasize the impact of your position. Product Performance and Purpose: How can you create the illusion of extreme depth on a flat surface? What artists in history used perspective to create extreme depth? How did they apply it? Other then the use of vanishing points what other elements of design can be used to develop depth and space in a drawing? Note: Teachers will use rubrics to score performance tasks.	Teacher assessment Student assessment Student display
STAGE 3: SUGGESTED RESOURCES
Google Artcyclopedia.com Perspective Without Pain, Phil Metzger Perspective Made Easy, David R Morin Artist’s Guide to Composition, Watson How to Draw and Paint in Pastels, Pencils and Pen & Ink, Stan Smith Dynamic Light and Shade, Burne Hogarth

GRADE: 9-12

COURSE: Art I

TOPIC: Painting

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques, and processes. Content Standard #2: Using knowledge of structures and functions. Content Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas. Content Standard #4: Understand the visual arts in relation to history and cultures. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard #6: Making connections between visual arts and other disciplines. Waterford High School Student Learning expectations: Students will be able to: Communicate in Standard English for a variety of purposes. Acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses. Utilize technology to obtain, organize and communicate information, and to solve problems.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
The elements of design are natural properties of the visual world. Communication and personal expression are conveyed through original works of art. Creativity is expressed through the intentional use of various techniques and the processes of applying a variety of media. The use of symbols, ideas and themes communicates cultural and aesthetic values.	How does time of day impact lighting? How does distance impact color? How does distance impact size? How does point of view impact perspective? How have artists used complementary colors? What is the impact of warm and cool color?
Knowledge and Skills What students are expected to know and be able to do
Students will know… basic color theories and properties: primary, secondary, complementary, analogous, warm, cool, value and hue. basics of one, two and three-point perspective. correct ways to use of a variety of art materials and tools. the impact tonal value has as it relates to color. basic principles of composition.	Students will be able to… mix and blend colors. draw using accurate perspective. use a light source. apply the elements of design. apply the basics of composition to their work. critique their art, and the art of others, using a word bank of critical terms.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: Create an Impressionist portrait using opposite or complementary colors. Role: You are a portrait painter and a client wants their portrait painted in the style of the master Impressionists. Situation: Create a composition as if you are Degas or Van Gogh. Use blue and green shadows in the skin tone. Analyze the colors on your pallet and come up with cool complementary colors for the warm flesh tones. How did you substitute complementary colors for blended colors? Note: Teachers will use rubrics to score performance tasks.	Teacher assessment Student assessment Student display
STAGE 3: SUGGESTED RESOURCES
Google Artcyclopedia.com How to Paint and Draw Portraits, Stan Smith Painting with Acrylic Start to Finish, Barclay Sheaks Elements of Color, Van Nostrand Reinhold Van Gogh, Frank Milner The Color Encyclopedia of the World, Jay Jacobs Impressionism, Phoebe, Pool History of Art , H.W. Janson Great Paintings of the Western World, Gerald F. Brommer

GRADE: 9-12

COURSE: Advanced Art

TOPIC: Drawing

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques and processes. Content Standard #2: Using knowledge of structures and functions. Content Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas. Content Standard #4: Understanding the visual arts in relation to history and cultures. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard #6: Making connections between visual arts and other disciplines. Waterford High School Student Learning Expectations: Students will be able to: Communicate in Standard English for a variety of purposes. Acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses. Utilize technology to obtain, organize and communicate information, and to solve problems.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
The elements of design are natural properties of the visual world. Communication and personal expression are conveyed through original works of art. Creativity is expressed through the intentional use of various techniques and the processes of applying a variety of media. The use of symbols, ideas and themes communicate cultural and aesthetic values. Analyzing and comparing works of art in terms of history, culture and aesthetics influences your own works of art.	How does texture impact the movement and direction of a composition? How does an artist use vanishing points and perspective to create depth in art? How does color selection impact the mood and movement of a drawing? What impact does the composition have on the viewer? How are your emotions and feelings expressed through your artwork? What period of time influenced the style of your art?
Knowledge and Skills What students are expected to know and be able to do
Students will know… how to apply line, tone, shading, texture, perspective and color to a drawing. the impact light has in creating positive and negative space on objects. varying tones can create curves, edges and textures. perspective: one, two and three point, determines the size and position of objects in space. the elements of design are used to communicate aesthetic values. color impacts the mood and movement of compositions.	Students will be able to… apply media using various techniques to create positive and negative space. compare works of art in terms of history, aesthetics and culture. conceive and create original works of art. apply visual arts knowledge and skills to communicate ideas. identify art style: Realism, Impressionism, Cubism, Surrealism and Abstract Expressionism. Mix media to enhance their composition and personal expression through realistic and abstract drawings.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: To create a poster that reflects your personal opinions and beliefs on a selected theme. Role: You are an artist and need to create a poster expressing your opinion on a current subject or event. It will be published as an illustration in an article about you as an artist. Situation: You are having an opening exhibit of your latest work and must capture the theme of the show in a poster. Using any artistic style and technique create this original image. Product Performance and Purpose: How can you create an illusion that reflects the theme of your work through a poster? What other artists have achieved this task? What techniques, materials or use of color can project your feelings and mood on the subject? Note: Teachers will use rubrics to score performance tasks.	Teacher assessment Student assessment Student displays
STAGE 3: SUGGESTED RESOURCES
Google Artcyclopedia.com How to Draw and Paint in Pastels, Pencils, and Pen & Ink, Stan Smith Dynamic Light and Shade, Burne Hogarth Artist’s Guide to Composition, Watson Modern Works of Art, The Museum of Modern Art How to Look at Modern Art, Philip Yenawine Exploring Visual Design, Joseph A. Gatto The Drawing Handbook, Stuart Purser

GRADE: 9-12

COURSE: Advanced Art

TOPIC: Painting

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques and processes. Content Standard #2: Using knowledge of structures and functions. Content Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas. Content Standard #4: Understanding the visual arts in relation to history and cultures. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard #6: Making connections between visual arts and other disciplines. Waterford High School Student Learning Expectations: Students will be able to: Communicate in Standard English for a variety of purposes. Acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses. Utilize technology to obtain, organize and communicate information, and to solve problems.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
The elements of design are natural properties of the visual world. Communication and personal expression are conveyed through original works of art. Creativity is expressed through the intentional use of various techniques and the processes of applying a variety of media. The use of symbols, ideas and themes communicates cultural and aesthetic values. Analyzing and comparing works of art in terms of history, culture and aesthetics, influences your own works of art.	How does texture impact the movement and direction of a composition? How does an artist use vanishing points and perspective to create depth in art? How does color selection impact the mood and movements of a painting? What impact does the composition have on the viewer? How are your emotions and feelings expressed through your artwork? What period influenced the style of your art?
Knowledge and Skills What students are expected to know and be able to do
Students will know… the elements of design are used to communicate aesthetic values. color affects the mood and movement of compositions. basic color theories and properties: primary, secondary, complementary, analogous, warm, cool, value and hue. basics of one, two and three-point perspective. correct use of a variety of painting materials and tools. the impact tonal value has on color. basic principles of composition. the periods and styles of the Realist, Impressionist, Cubist, Surrealist, and Abstract Expressionist painters.	Students will be able to… mix and blend colors including: primary, secondary, complementary, analogous, warm, cool, value and hue. paint using accurate perspective including: one, two and three-point. use a light source to enhance the tone and shading of the painting. apply the elements of design. apply the basics of composition to their work. critique their art, and the art of others, using a word bank of critical terms. conceive and create original works of art. apply visual arts knowledge and skills to communicate ideas and personal expression. mix media to enhance their composition and personal expression through realist and abstract drawings.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: Create an Impressionist landscape from a realistic setting. Role: You are an Impressionist painter. Imagine you are outdoors painting plein air. How would an Impressionist capture the light and color at this time of day? Situation: Create a landscape composition as if you are a master Impressionist. Example: Monet, Degas, Van Gogh, Renoir, Manet, Sisley, Pissarro, Cassatt, etc. How did you substitute complementary colors for blended colors? What brush stroke did you use to create the illusion of dancing light? How this is composition different from other painting styles you have studied? Example; Cubism, Abstract Expressionism, etc. Note: Teachers will use rubrics to score performance tasks.	Teacher assessment Student assessment Rubrics Classroom critiques School/student display
STAGE 3: SUGGESTED RESOURCES
Google Artcyclopedia.com How to Draw and Paint from Nature, Stan Smith Exploring Painting, Gerald Brommer Painting with Acrylic Start to Finish, Barclay Sheaks Elements of Color, Van Nostrand Reinhold Van Gogh, Frank Milner The Color Encyclopedia of the World, Jay Jacobs Impressionism, Phoebe, Pool History of Art , H.W. Janson Great Paintings of the Western World, Gerald F. Brommer How to Draw and Paint Landscapes, Stan Smith

GRADE: 9-12

COURSE: Introduction to 3-D Design

TOPIC: Ceramics

STAGE 1: IDENTIFY DESIRED RESULTS
Content Standard(s) Generalizations about what students should know and be able to do
Established Goals: State and National Content Standards (NAEA) Content Standard #1: Understanding and applying media, techniques and processes. Content Standard #2: Using knowledge of structures and functions. Content Standard #3: Choosing and evaluating a range of subject matter, symbols and ideas. Content Standard #4: Understanding the visual arts in relation to history and cultures. Content Standard #5: Reflecting upon and assessing the characteristics and merits of their work and the work of others. Content Standard #6: Making connections between visual arts and other disciplines. Waterford High School Student Learning Expectations: Students will be able to: 2. Communicate in Standard English for a variety of purposes. 5. Acquire and evaluate information in order to interpret events, issues and/or ideas, and to make informed judgments and responses. 7. Utilize technology to obtain, organize and communicate information, and to solve problems.
Enduring Understandings Insights learned from exploring generalizations via the essential questions (Students will understand THAT…)	Essential Questions Inquiry used to explore generalizations
The elements of design are natural properties of the visual world. Communication and personal expression are conveyed through original works of art. Creativity is expressed through the intentional use of various techniques and media. The use of symbols, ideas and themes communicates cultural and aesthetic values. Analyzing and comparing three dimensional forms in terms of history, culture and aesthetics, influences your own works of art.	1. What are examples of positive and negative space in everyday life? 2. What are the three basic methods of hand building clay? 3. How was pottery used in various cultures throughout history? 4. What textures and patterns did you use to embellish your project? 5. What advantage does the wheel give a potter when creating ceramic forms? 6. What are the functions of glazes?
Knowledge and Skills What students are expected to know and be able to do
Students will know… 1. ways to create forms using the methods of pinch, coil, slab and the wheel. 2. sculpture is a three-dimensional abstract and realistic form. 3. relief is a two-dimensional forms with a common background. 4. textures are surface embellishments that can be used as patterns of personal expression. 5. pottery and sculpture have recorded history and culture throughout time.	Students will be able to… 1. conceive and create original pieces of pottery and sculptures based on the elements of design. 2. apply media and techniques to create abstract or realistic pottery. 3. compare works of art to one another in terms of history, aesthetics and culture. 4. use proper vocabulary and skills to communicate ideas and personal expression through ceramic projects.
STAGE 2: DETERMINE ACCEPTABLE EVIDENCE
Performance Task(s) Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS (Goal, Role, Audience, Setting Performance, Standards)	Other Evidence Application that is functional in a classroom context only to evaluate student achievement of desired results
Goal: To build a piece of pottery using all three hand-forms Role: As a potter you are responsible for designing and constructing a container that incorporates three construction methods. Situation: Use t