What Needs to Be Covered in Art 1 High School Curriculum
When you have the hazard to design your own curriculum, it's easy to get stuck. In that location'south just and then much y'all could include, but whatshouldyou include? Of course, that "should" depends on your teaching philosophy and your student population. No affair which direction y'all go, it can be overnice to have a concrete example. That'southward why, today, I'm sharing the entire curriculum for my Visual Arts course.
This yr-long course is mandatory for all sophomores at my school, many of whom have never previously taken art. Information technology aims to build on their rookie skills while simultaneously developing their capacity to make their own artistic choices past tapping into their interests.
Below you'll run across all 6 units cleaved into 3 different categories: the materials you'll demand, the scaffolding exercises students do to build skills, and the more involved summative assessment assignment that asks students to put together everything they've learned. I promise you lot notice information technology helpful!
A Sample Visual Arts Curriculum Map
Unit 1: Graffiti-Inspired Pattern
Materials
- Paper
- Pencils
- Colored Pencils
- Markers
Scaffolding Assignments
- Dry-erase lath lettering experiments
Students practice unlike kinds of graffiti lettering and font styles on dry-erase boards. The low-force per unit area materials let for lots of practice and encourage student experimentation.
- Graffiti Alphabet
Students design each letter using a different technique or artistic concept being studied (warm/cool/neutral colors, complementary colors, one-signal perspective, overlapping, and gradation).
- One Discussion and I Image Pattern
This is a determinative assignment where students cull one discussion that reflects some aspect of identity. They design that word and combine it with a drawn and colored epitome, using artistic conventions studied.
Summative Assessment: Code Name Pattern
The Code Name assignment asks students to invent and blueprint a name that represents some attribute of their identity. Along with the design of that name, students are required to implement a symbolic prototype and a visual metaphor to reflect who they are. The artist argument that follows engages students to explain the meaning behind their name and creative choices.
Unit 2: Painting
Materials
- Acrylic Paint (Reddish, Yellowish, Blueish, Magenta, White, Red Oxide, Yellow Oxide)
- Brushes
- Cups for Water
- Palette Knives
- Palettes (cardboard works well)
- Rags
- Paper
- Cardboard or other painting surface
Scaffolding Assignments
- Value Scales
Using white on i side and a formula of 4 parts bluish, 2 parts red, and one role yellow to make the darkest value on the other, students must pigment a value calibration.
- Coordinating Color Value Scales
Afterward choosing three coordinating colors, students create value scales of between five and ix values for each colour in their analogous scheme.
- Painting an Orange
Students draw and paint an orange noticing the lite and shadow and building upon their value scale lessons. Photocopies work best for reference materials so students tin can use them from course to course.
- Painting an Orangish II
This assignment is the aforementioned as the previous except students are asked to paint the groundwork get-go and move into the foreground terminal.
- Painting an Apple
Students draw an apple and paint information technology in, including the groundwork. Photocopies work all-time for reference materials so students can use them from class to class.
- Painting a Flower
Students draw and pigment a flower. Photocopies work all-time for reference materials so students can utilize them from course to class.
Summative Assessment: Painting with a Purpose
Students create a painting on a slice of cardboard that expresses some sort of message. The bulletin can exist of any kind, such equally personal, serious, humorous, or political. Students are required to implement a painted frame of some kind into their piece, as well every bit symbolic imagery. Words are optional. Students must too employ at least iii artistic conventions studied over the year.
Unit 3: Create a Cartoon Graphic symbol
Materials
- Acrylic Paint (and supplies)
- Markers
- Colored Pencils
- Paper
- Cell Phones
Scaffolding Assignment
- Cartoon Character Mash-Up
Using a cartoon characteristic confront guide, students exercise cartoon various characters using unlike styles of facial features.
Summative Cess: Create a Drawing Graphic symbol
Students create a new drawing character. The character can exist based off existing characters, only must exist altered significantly to be an original cosmos. Students must use paint for at least half of the piece and can cull to utilise colored pencils and markers for the other half. I too ask students to create a 30-2nd story for their grapheme that they nowadays in front of the class.
Unit of measurement iv: Portraiture
Materials
- Acrylic Pigment (and supplies)
- Markers
- Colored Pencils
- Paper
Scaffolding Assignment
- Face Drawing Challenge
This is more of a weekly event where I do drawing lessons with the students who want them. Others will practice cartoon diverse photocopies of faces on their own during form.
Summative Assessment: Portrait Piece
Students describe and paint a portrait of their option. Many students employ their phones for visual references. I also have diverse photocopies of faces as well. Students must paint at to the lowest degree one-half of the composition with the choice to utilize colored pencils or markers if needed. Application of ii or more than artistic conventions studied is also required.
Unit 5: Paper Plate Mask
Materials
- Small Paper Plates
- Tin Foil
- Hot Glue Guns and Hot Glue Sticks
- Newspaper
- Flour
- H2o
- Painting Supplies
Assignment: Painted Papier-Mâché Mask
Students engage in the process of 3-dimensional work through a mask. Facial features are created using tinfoil including eyebrow ridges, a nose, and lips. Using hot mucilage, students apply the features to their plates. Papier-mâché is and then used to encompass the facial forms and create a mask. Students depict and pigment the face however they like incorporating creative conventions studied throughout the year.
Unit six: Independent Final Project
Materials
Everything you have PLUS whatsoever is left in the budget for buy. Some examples from my class would be: plaster, painting supplies, cardboard, canvas board, clay, wood, paper, colored pencils, markers, and pastels.
Assignment
Students have 7 weeks to create a proposal sketch, go that approved by me, and then generate their best piece of art. There are three requirements to this project: 20 or more than hours of piece of work, completion of at least one art piece, and a terminal presentation to the form. I keep runway of time each day by making hourly tallies in my course book. Students cull to work individually or in groups of 2 or iii, and the media they apply is their own choice. This concluding projection always leads to high levels of intrinsic motivation and quality work.
Throughout this year-long course, my goal is for students to meet themselves as artists while building basic skills. This course map has transformed countless students from assertive art has no relevance in their lives to knowing they are truly artists.
What are your nigh successful units throughout the year?
What farther questions do you have about the units and assignments discussed here?
Magazine manufactures and podcasts are opinions of professional education contributors and practise not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked almost in the telescopic of their educational experiences.
Source: https://theartofeducation.edu/2016/07/19/look-engaging-visual-arts-course-map/
Post a Comment for "What Needs to Be Covered in Art 1 High School Curriculum"