Unit 1

Understandings:

Essential Questions:

Rituals and Routines

Color Theory

Value

·         Color is an essential part of art and design.

·         Color choice is a conscious and thoughtful process.

·         Choice of color has an impact on both the art/design and audience.

·         Value can create variety from only using a single color

How do colors relate to one another?

Why do some colors look better together than others?

How does color effect the feeling or mood of the work of art?

How can value be used to enhance color?

Performance Tasks: Students will create an original piece of art using Radial Design with a focus on color theory. Radial Design will be created using a minimum of at least 4 lines in each section and anchored in historic cultural examples such as mandalas, rose windows and the Mayan/Aztec calendars. Radial Design will be colored using a specific, identifiable color scheme such as complementary, triad, analogous, warm or cool colors. The students will use shading techniques to create changes in value within the Radial Design

Criteria for success: Quality of Radial Design. Use of a specific cultural exemplar for creation of design. Use of a specific, identifiable color scheme, and change of value within the image.  

Unit 2

Understandings:

Essential Questions:

Line

Value

·         Line can be used as the foundation of most images

·         Contour line creates an “outline” for an image

·         Line can be used to create value

How are contour lines used to create the foundation of a work of art?

What would outline be useful for in the field of art/design?

How can line be used to create a variety of values?

Performance Task: Students will create an original piece of art using Contour self-portrait that will be duplicated and combined with their knowledge of color theory to represent 4 different versions of themselves. Students will look at the portraits of Andy Warhol as examples of how color can be used to enhance/effect the same image.

Students will create an original work of art using scratchboard to create an image that uses only line to create value. Students will analyze the work of MC Escher to see how a variety of applications of line can create differences in value.

Criteria for success: Quality of Contour drawings and contour self-portraits. Use of previous knowledge in color theory in color choice in each of 4 versions of contour drawings.

Quality of image using only line to create value. Use of a variety of types of line in the creation of their image.

Unit 3

Understandings:

Essential Questions:

Shape

Value

·         Shape is used in conjunction with line as the building block of images in the art/design field

·         Shape can be actual, implied, geometric or organic

·         Shape becomes 3D with the addition of value

How is shape used in the creation of images?

What is the difference between the types of shape used in images?

How does the addition of value affect shape?

Performance Task: Students will create an original work of art that depicts the façade of a home/building they would like to see built using overlapping shapes. Students will analyze the work of architect Frank Lloyd Wright to determine how layering of shape can create interest within the design of the façade of a building.

Students will create an original work of art that uses a variety of different size repeated and overlapping shape to create an interesting composition colored using oil pastel to create a variety of changes in value. Students will analyze the work of artists Wassily Kandindky, Paul Klee and El Lizzetzty as examples of how to use repetitive shape as the foundation of a work of art.

Criteria for success: Quality of building plan and design. Understanding of the process of an architect. Ability to understand, identify and appropriately classify shape.

Quality of the repeated shape image and use of previous knowledge of color and value to complete repeated shape image.  

Unit 4

Understandings:

Essential Questions:

Space/Perspective

Value

·         3D space can be created on a 2D surface through the use of linear perspective

·         Overlapping can also create the illusion of 3D space on a 2D surface

·         Space can be both Positive and Negative

How can you create the illusion of 3D space using linear perspective?

How do overlapping objects/shapes create an illusion of 3D space?

How do Positive and Negative space effect each other.

Performance Task: Students will create an original piece of art, rendering a conceptual cityscape that uses both linear perspective and overlapping shape to create the illusion of 3D space on a 2D surface.

Students will analyze the artwork of Piranisi to frame their concepts about the use of linear perspective to create the feeling of a 3D space on a 2D surface.

Students will create an original work of art using the letters of their name in a way that the overlap to create areas of positive and negative space. Students will analyze the tessellations of MC Escher as well as contemporary design to frame their concept of use of positive and negative space within a work of art to assist in the development of their original work of art. 

Criteria for success: Quality of cityscape, appropriately using the concepts of linear perspective and overlapping of objects/shapes.

Quality of positive/negative space drawing focusing the balance between positive and negative space within the work of art.

Unit 5

Understandings:

Essential Questions:

Form/Texture

Value

·         Form is a 3D shape

·         Form can be actual or implied

·         Texture describes how the surface of an object feels

·         Texture can be actual or implied

How does working with actual form differ from 2D media?

How can you use value to create implied form?

How does the texture of an object/sculpture affect its look?

How can you create the illusion of texture using 2D media?

Performance Task: Students will create an original work of art that uses form and texture to create a sculpture of an item of food, applying the process of working in 3D to creating a work of art. Students will analyze the work of Claes Oldenburg to frame their own work.

Students will create an original work of art by creating a landscape that has the illusion of being 3D using implied form and implied texture. Students will analyze the work of Vincent Van Gogh to frame their work in creating an original landscape drawing the uses implied texture.

Criteria for success: Quality of sculpture, including use of texture.

Quality of landscape painting. Use of implied form and texture to create illusion of 3D on 2D surface

Unit 6

Understandings:

Essential Questions:

Composition

Value

·         The layout of a work of art is a conscious process that considers the use of individual elements and principles to help create areas of emphasis that lead the viewer through the work

·         The rule of thirds is a valuable and time tested way to organize the composition of a work of art

·         Composition is different from subject matter

·         A successful composition uses the elements and principles in a way that has unity

How does an artist choose to layout the composition of their work?

Why is the rule of thirds a successful way to organize a composition?

How does composition differ from subject matter?

What is unity?

Performance Task: Students will create an original work of art based on the work of street artist Jerkface, using a pop culture icon that repeats and overlaps to fill the composition.

Students will create an original Still life drawing where students can use a view finder to help select an interesting composition. Students will analyze the still life drawings of Edouard Manet and Janet Fish to frame the concept of choosing a successful composition from a grouping of objects.

Criteria for success: Quality of drawings including ability to layout composition using elements and principles of art, rule of thirds and focal point(s) within composition