12th Grade Art Curriculum
~ The primary intentions of this curriculum are to foster creative problem-solving and multi-dimensional expression through the means of art-making. While moving through each project, students will work towards developing deeper and more varied modes of thinking while experiencing new and traditional materials and the multitude of ways in which they can construct and re-invent these materials.
Art as Symbol
~ Symbols have been depicted since the earliest forms of communication between humans. They have been used to explain the types of cultures they’ve come from as well as major events that took place during those times. As artists, it is important for us to acknowledge the importance of symbols and how they can effectively be used to convey meaning.
(2 Weeks)
What can we learn about the lives of ancient cultures through their art and artifacts?
What does their art depict?
What type of aesthetic was used?
What can we learn about our own culture through our visual surroundings?
Objectives:
- Identify an ancient culture and what their art and/or artifacts symbolized
- Compare their various depictions to what we popularly depict in our culture
- Take one of their ideas/depictions and develop your own design from their original depiction
- Evaluate how well your image depicts the original idea
Thinking flexibly - Creating, imagining, innovating - Remaining open to continuous learning
Assessment Tools:
Rubric/ Critique
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Popular Magazines
Supplies: ($)
Pencils/ Sketchbook/ Paper/ Illustration Board/ Ink/ Brushes/ Artist Tape
Art as Shape
~ Shapes can be found anywhere one looks, and the employment of shapes has been the foundation of every creative enterprise throughout history. As artists, it is imperative that we understand how shapes relate within any and every art form. For our purposes here, we will investigate how shapes can have a harmonious relationship with one another.
(2 Weeks)
How can an artist create a harmonious relationship between positive and negative shape?
Objectives:
- Identify and define the two major elements of shape
- Demonstrate your understanding of the use of positive and negative shape through various ink sketches
- Design an inanimate object using two different colors only to denote positive and negative shape (the relationship should be harmonious)
- Evaluate the strengths and weaknesses of your design
Persisting - Thinking flexibly - Striving for accuracy - Creating, imagining, innovating
Assessment Tools:
Rubric/ Critique
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Magazines
Supplies: ($)
Pencils/ Sketchbook/ Paper/ Illustration Board/ Ink/ Acrylic Paint/ Brushes/ Artist Tape/ Tracing Paper
The Art of Color
~ Color has embodied many different qualities throughout Art History. As artists, it is important for us to study the different manners in which color has been utilized in art-making. For our purposes here, we will be studying how it has been used as a primary means of expression.
(2 Weeks)
Where in Art History is color used as a primary means of expression?
What color elements are being utilized?
Objectives:
- Identify an era/movement in Art History where color is the primary means of expression
- Demonstrate your understanding of the color elements being employed
- Explain why the artists of your particular era/movement use color the way they do
- Choose two elements of color that are strongly utilized by the artists you’re researching
- Create a painting using just those two color elements in either vertical or horizontal bands
- Evaluate your work by comparing the color elements of your artists’ work and your own piece
Metacognition - Striving for accuracy - Listening with understanding and empathy
Assessment Tools:
Rubric/ Critique/ Presentation
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books
Supplies: ($$)
Pencils/ Sketchbook/ Paper/ Acrylic Paint/ Brushes/ Artist Tape/ Canvas/ Stretchers/ Pliers/ Staple Guns
The Art of Illusion
~ Developing the illusion of space has been a primary endeavor of artists for hundreds of years. As artists, it is necessary that we understand and when necessary employ the various methods for depicting illusory space. For our purposes here, we will be choosing two of these methods in the creation of a still-life.
(2 Weeks)
What artists throughout Art History have used a strong sense of illusory space in their artworks?
What types of space were utilized?
Objectives:
- Identify various artists throughout Art History that strongly employ illusory space
- Compare the different methods of creating illusory space
- Create a drawing of a still-life utilizing a combination of two different illusory elements
- Present your ideas and influences to the class
- Evaluate the strengths and weaknesses of your work
Listening with understanding and empathy - Thinking and communicating with clarity and precision - Remaining open to continuous learning
Assessment Tools:
Rubric/ Critique/ Presentation
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books
Supplies: ($)
Pencils/ Sketchbooks/ Paper (heavy weight - 18x24 or larger)/ Pastels
The Art of the Figure
~ The figure has been a fixture in art for thousands of years. As artists, we must understand how and why the figure has been used throughout history in order to intelligently and successfully use it within our own works. For our purposes here, we will be using the gestural qualities of the figure to develop abstracted sculptures.
(3 Weeks)
What different periods in Art History use the figure as a primary subject of depiction?
What are some reasons artists chose to depict the female figure so often?
What two artworks during the turn of the 20th century challenged the typical manner in which women were depicted in art?
Why might these artworks have been seen as inappropriate?
Objectives:
- Identify different periods in Art History where the figure is used widely as a subject
- Explain why the figure was used as a primary subject during these different periods
- Compare and contrast the use of the female figure throughout different periods in Art History
- Create gesture drawings of the figure with stick and ink
- Use your two-dimensional gestural practices to design a three-dimensional gestural abstraction to be execute in clay
- Evaluate the strengths and weaknesses of your work
Persisting - Thinking flexibly - Creating, imagining, innovating
Assessment Tools:
Rubric/ Critique
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books
Supplies: ($$$)
Pencils/ Ink/ Sketchbook/ Paper/ Clay/ Clay Shaping Tools/ Kiln
Art as Self
~ The self-portrait has been used by critics and artists alike as a psychological and metaphorical representation of the self. As artists, we need to seek to understand the many methods in which artists choose to represent themselves. For our purposes, we will create three depictions of ourselves using the ideas of representation, trace and symbol.
(3 Weeks)
What are some different ways artists have represented themselves throughout Art History?
Objectives:
- Identify various self-portraits made throughout Art History
- Compare the different methods of representation used by different artists
- Identify the basic measurements of the human head and face
- Use these measurements to make a representational self-portrait using pencil
- Using both digital and traditional media, create a self-portrait based on the idea of trace
- Study and compare various symbolic and/or non-representational self-portraits throughout Art History
- Create a symbolic/ non-representational self-portrait using mixed media and/or collaged materials
- Compare and contrast the similarities and differences of each of your pieces
Persisting - Thinking Flexibly - Apply past knowledge to new situations
Assessment Tools:
Rubric/ Critique/ Writing
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Printers/ Art History Books
Supplies: ($$)
Pencils/ Sketchbook/ Paper/ Magazines/ Miscellaneous Collage Materials/ Acrylic Paint/ Brushes/ Glue (spray adhesive)/ Mirrors
Art as Narrative
~ For thousands of years, artists have used their work to tell a story, whether it be of a singular event or of a way of life. As artists, we must explore the different methods of artistically telling a story in order to strengthen our own uses of narrative. For our purposes here, we will be using narrative to create works about events from our own lives.
(2 Weeks)
How have artists used their artworks to tell a story?
What type of stories are being told?
How effective is their means of story-telling?
Objectives:
- Identify different artists throughout Art History that have used their works to tell a story
- Compare the different types of stories being told as well as how they are told/ depicted
- Choose one artwork to analyze and present to the class
- Create a narrative piece about an event that has happened in your life (something that has possibly personally affected you)
- Present your work to the class
- Evaluate the strengths and weaknesses of your work
Thinking flexibly - Metacognition - Thinking and communicating with clarity and precision
Assessment Tools:
Rubric/ Critique/ Presentation/ Writing
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Other Books
Supplies: ($$$)
Pencils/ Sketchbook/ Paper (heavy weight)/ Colored Ink/ Canvas/ Acrylic Paint/ Brushes/ Stretchers/ Pliers/ Staple Gun/ Gesso
Art as Response
~ Ever since art has been accessible, artists have been making work in response to other artworks. As artists, it is important for us to understand that we can critically and emotionally respond to another work of art. For our purposes here, we will be responding to works of art using the same medium as well as responding to works of art of a different medium with the hopes of developing an understanding of the similarities and differences between the two modes of response.
(3 Weeks)
How have artists responded to other art throughout Art History?
Why did they do this?
Objectives:
- Identify artists throughout Art History who have responded to other artworks with their own work
- Explain/ describe why the artists chose to respond to particular artworks
- Choose an artwork from Art History to respond to in the same medium
- Choose a work of art (any medium) to respond to in a different medium
- Compare and contrast the effectiveness of responding to art in the same medium vs. responding in a different medium
Questioning and posing problems - Metacognition - Responding with wonderment and awe
Assessment Tools:
Rubric/ Critique/ Presentation/ Writing
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Literature/ Audio-Video Equipment
Supplies: ($-$$$)
To be determined by the students
The Art of Defiance
~ Some of the most renowned artists in history have been those who opposed the traditional methods of art-making of their time periods. As artists, we must investigate these acts of defiance in order to understand how Art History has been affected by these decisions. For our purposes here, we will be creating works that defy some sort of pre-determined convention.
(3 Weeks)
How have artists made works that defied the traditional art of their day?
Objectives:
- Identify artists throughout Art History that have made work which opposed the traditional artwork of the time period
- Describe their acts of defiance and how they affected the way Art was viewed
- Compare different artists acts of defiance (how do they differ/ how are they similar)
- Choose either an idea of subject matter or medium to respond to
- Create a piece that defies the conventions of your chosen subject matter or medium
- Present your work to the class
- Evaluate the strengths and weaknesses of your work
Metacognition - Questioning and posing problems - Thinking and communicating with clarity and precision
Assessment Tools:
Rubric/ Critique/ Presentation/ Proposal/ Writing/ Self-Reflection
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Audio-Visual Equipment
Supplies: ($-$$$)
To be determined by the students
The Four Elements
~ Ideas such as the four elements have been utilized to much different degrees for thousands of years, across many disciplines, and throughout many cultures. As artists, we should explore ideas such as these in order to put our modes of thinking to the test. For our purposes here, we will be creating multi-paneled/ multi-dimensional pieces based on the idea of the four elements.
(3 Weeks)
How have artists used the four elements in their work?
What are some similarities and differences between environmental art and traditional art?
Objectives:
- Identify different artworks that use the ideas of earth, air, fire & water
- Explain how these artists used these elements
- Examine the similarities and differences between the different artworks
- Create a piece of your own that employs the ideas of the four elements (the piece must have at least two panels or cover two different dimensions)
- Present your work to the class
- Evaluate the strengths and weaknesses of your work
Applying past knowledge to new situations - Questioning and posing problems - Gathering data through all senses
Assessment Tools:
Rubric/ Critique/ Presentation/ Proposal/ Writing/ Self-Reflection
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books
Supplies: ($-$$$)
To be determined by the students
Yin & Yang
~ The principles of yin & yang have been explored through many different disciplines and across many different cultures. As artists, it is important to explore ideas such as these in order to understand the varying reasons for making artwork. For our purposes here, we will be creating pieces based on the principles of yin &yang (which ultimately involve the idea of relationship, both literally and metaphorically).
(3 Weeks)
How have artists throughout Art History used the elements of yin & yang in their work?
Objectives:
- Identify different artists or cultures that have used the elements of yin & yang in their artworks
- Compare and contrast different works
- Describe different methods for employing the elements of yin & yang
- Create a piece based around the elements of yin & yang
- Present your work to the class
- Evaluate the strengths and weaknesses of your work
Thinking flexibly - Gathering data through all senses - Questioning and posing problems
Assessment Tools:
Rubric/ Critique/ Presentation/ Proposal/ Writing/ Self-Reflection
Visual Resources/ Equipment:
Projector/ Internet/ Computer/ Art History Books
Supplies: ($-$$$)
To be determined by the students
Art as Monument
~ Artists have been creating monuments for thousands of years. As artists ourselves, we should investigate the different reasons and methods for creating monuments. For our purposes here, we will be developing monuments for any event or achievement from World History.
(3 Weeks)
What type of monuments have artists constructed throughout Art History?
Objectives:
- Identify different monuments made throughout Art History
- Explain/ describe why these monuments were made
- Analyze how effectively the monument represents what it is commemorating
- Choose any event or achievement in World History
- Create a monument for this event or achievement
- Present your work to the class
- Evaluate the strengths and weaknesses of your work
Applying past knowledge to new situations - Gathering data through all senses - Questioning and posing problems
Assessment Tools:
Rubric/ Critique/ Presentation/ Proposal/ Writing/ Self-Reflection
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ World History Books
Supplies: ($-$$$)
To be determined by the students
Final Project
~ As artists, we must strive to find both the will and reason to keep creating. This is a dynamic that every artist faces, and it is important to understand that this is the nature of the creative impulse. For our purposes here, we will be creating artworks entirely of our own invention (both subject and medium will be determined individually).
(3-4 Weeks)
Why is art important?
Why is it important to you?
Why should it be important to other people?
Objectives:
- Develop an understanding of why art is important
- Describe its importance
- Choose any medium and subject
- Create a work based on your choice of medium and subject
- Present your work to the class
- Evaluate your strengths and weaknesses
Metacognition - Applying past knowledge to new situations - Creating, imagining, innovating
Assessment Tools:
Critique/ Self Assessment/ Proposal/ Writing
Visual Resources/ Equipment:
Projector/ Internet/ Computers/ Art History Books/ Other
Supplies: ($-$$$)
To be determined by the students
Friday Debates
~ The purpose of this activity is to expand the thinking and curiosity of each student. Students often have strong opinions about various subjects but rarely have the opportunity to voice or think critically about their opinions. They will be engaged with issues related to the arts, philosophy, morality, ethics, and society. The intention of each will be to develop more well-rounded thinkers.
This will occur every Friday of the year
Objectives:
- The first and third Fridays of every month the students will be broken into two groups and given a question or statement to respond to
- In their groups, the students will be given a stance to gather information about and argue against the other group
- Students will be individually responsible for a one page analysis of both sides of the argument
- The second and fourth Fridays of every month the students will argue their points they’ve researched against one another
Projector/ Internet/ Computers/ Art History as well as other Historical Reference Books/ Audio-Visual Equipment
Supplies:
Pencils/ Paper/ Printer/ Ideas
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