1 Day

2Days

Opening Week
 Syllabus and letter to parents
 Rules and Expectations
 Portfolio Construction
 Measuring
 Construction
 Following instruction

What are the visual arts and how do they affect our lives?
In what way are the visual arts used in commerce?
How are the arts used to persuade, explain and/or express thought and questions?
What is art and who decides what is good or bad art?

 Approaches to Learning
 Community Service

 Approaches to Learning
 Community Service

Collection of signed return
letters to parents

Degree of craftsmanship
Accuracy of measuring
Following instruction
Criterion A

3 Weeks

3 Weeks

Drawing and spatial Skills
Print out of cartoon boy
covered with a half inch grid
 Students make one inch grid     on drawing paper and draw the boy on the one inch grid
 Students draw boy freehand using the one inch grid drawing as their guide
 
Creative Drawing Skills
Various cartoon facial features are given to students
Students use the features to create unique  and unusual creatures
Students are introduce to use of color

How do we understand proportions of our face?
Can I tell proportions of the face without the grind?

What happens when I experiment with different proportions of the face? Must all art be realistic?
Does color change the way I see the mood or the feel of my drawing?

Homo Faber

Homo Faber

Boy in Grid and Boy    Freehand   Projects
Spatial Abilities, Neatness
Were the features drawn in the correct position
Did students follow the thickness and thinness of the line
Did the students draw the boy freehand correctly
Criterion A, B
Cartoon Creatures
How unusual and creative were the creatures?
Were the complimentary colors used to shade? Criterion: A,

3 Weeks

2 Weeks

 3 Weeks

Positive and Negative Space
Students are introduced to the Japanese art of _Notan_
Notan is used to understand the visual aspects of positive and negative space using black and white paper
Students practice by cutting out photos from magazines and arranging them on newsprint. The shapes are outlined onto the newsprint and the positive space is colored in black. The positive has become the negative.
The final project-Students draw their own positive space on a black rectangle. These shapes are cut out and flipped to the outside of the paper. This creates a positive and a negative of the same shape. The black paper is then glued down to a white paper.

What is negative space?

Does negative space influence how we see the positive space?

Which is the positive space and which is the negative space?

Homo Faber
Common Sense

How well did the students cut out the photos and did they put them into interesting compositions using the negative space?
Did students understand how they changed the positive space to the negative space?
Did the student use good motor skills to create their project? Was the project neat and balanced?
Criterion A, B, C

1 Week

3 Weeks

4 Weeks

4 Weeks

Perspective Practice
 Students follow teacher in learning one and two point perspective
Students learn vocabulary
 Two Point Perspective Architectural Final Drawing
 Students use prior knowledge to create a two point perspective architectural drawing
Drawing and Shading the Basic Shapes
Students follow teacher on drawing and shading the basic shapes.
Various methods of shading (cross hatching pointillism) the shapes will be demonstrated.

Drawing and Shading the Basic Shapes in a Good Composition
Students use prior knowledge to create a composition using the basic shapes of art
Color Theory and Using Color to Create Depth and Mood. Create a Drawing Using the Basic Shapes and Shade Them in color.
Using a template and only the primary colors, fill in the color wheel. All secondary colors must be made from the primary colors.
Drawing Facial Features
  Students follow teacher in learning how to draw and shade the facial features

What shapes in the world?
By shading, do we make things look three-dimensional?

Do the darker values look closer to us or further away?

What the heck is a color wheel and how do I use it to create art?
Why do complimentary colors vibrate? Why when mixed together do they turn brown?
Can I make primary colors? Can I make secondary colors?
Are complimentary colors across from each other on the color wheel?

Approaches to Learning
 Homo Faber

Homo Faber

Homo Faber

Homo Faber
Common Sense

How well did the student produce all of the practice shapes
Are all shapes in the correct perspective
Were vanishing points and the horizon line correctly used
Vocabulary assessment
Criterion A, B
Are all objects in perfect two point perspective
How complicated are the objects
How neat is the project
How well are the objects shaded
What is the over all look of the project
Vocabulary assessment
Criterion A, B
 Are all shapes drawn correctly?
 Were shapes shaded with cross hatching and pointillism
Vocabulary assessment
Criterion A, B
Are all shapes drawn correctly?
Are the shapes in a good composition?
Did the student use ink or pencil to shade?
 Was the color wheel correct? Did the student follow the example?
Vocabulary assessment.
Were complementary colors used to darken other colors?
Students understood the difference in primary and secondary colors?
Criterion A, B

3 Weeks

Review First Semester
Practice measuring skills and use of Grid to expand or double the size of a piece of artwork.
Students will practice freehand drawing of silly facial features.
Students practice drawing and shading basic shapes.
Can students create positive and negative space?
Students will show skills in drawing basic shapes and prior knowledge of shading.
Practice color theory and show prior knowledge of color theory use in a drawing.

What are the visual arts and how do they affect our lives?

In what way are the visual arts used in commerce?

How are the arts used to persuade, explain and/or express thought and questions?

What is art and who decides what is good or bad art?

Community Service
Homo Faber
Common Sense

Vocabulary assessment on all reviewed projects.
Can students use prior knowledge in drawing and shading the basic shapes?

Can students create a composition by creating only negative space?

Students will demonstrate compositional drawing skills and use of color theory.
Criterion A, B

6 Weeks

Botanical Drawings-Fauna and Insects.
Students will be shown 18th century etchings by J. Braumn. These etchings are hand tinted after the printing process. Students will be told this was the only way for people to see exotic plants and insects; there was no photography at the time.
Students will be allowed to pick their print of their choice. To facilitate the drawing process the student will make a one-inch grid over the copy of the etching. A one-inch grid will be made on a blank piece of paper. Two butterflies and to other insects must me on the drawing. Students my chose to do the project freehand.
Preliminary drawings will be transferred via a light box to good drawing paper. The pencil lines on the drawing will be traced with an ultra-fine express pen to simulate and etching.

Why are plants and even insects and butterflies important to our lives?
What would happen to our world without butterflies and insects?
How has photograph change the way we see the world?
Has the advent of photograph changed the world?
Does the beauty of the plants and butterflies influence my feelings about my environment and myself?

Homo Faber
Common Sense
Environmental

Vocabulary assessment.
Measurement skills and replication using the grid.
Short paper on the impact to our environment without insects and butterflies.
Short paper-pick and early photographer and examine their influence on our outlook of how we see the world.
Short paper-Does the beauty of plants and insects affect the way I feel about my world and myself.
Did student successfully make their drawing appear to be an etching?
Criterion B,C,D

2 Weeks

3 Weeks
2 Weeks

 3 Weeks

6 Weeks

Tinting the etchings with watercolor or colored pencils.
Watercolor techniques will be shown to all students and the students can choose to use watercolor or colored pencil. If the chose colored pencil, they will use prior knowledge.
Finished works to be displayed and matted.

Geometric Patterns to Mimic a Plaza in Europe.
Examples of plazas from around the world

Students will receive a square of paper. The paper will be folded into eighths. A geometric pattern will be drawn on each alternate triangle of the square. Four drawings are rendered with the best chosen for the design.

The chosen patter will be rendered onto a square of good paper. The pattern is traced on a light box. The pattern is flipped and traced again. This is repeated around the square until the pattern culminates in a finished square or _Plaza_.

Culmination Project
Students will complete a finished rendering of a scene of a city with a plaza and plants.
All buildings will be rendered in two-point perspective. Trees, shrubs and other plants and a plaza must be in proportion with the buildings. The rendering will be a finished as a professional piece.
The student gets to chose between a two dimensional rendering or a three dimensional diorama.

How does color change my mood? What colors are beautiful? Are all colors beautiful? Why are some colors beautiful?

How do open spaces help our environment? Do we need these open spaces?

We have patterns on our clothes, furniture and rugs. Why are patterns pleasing to our eyes?

Why are there plaza in European cities and cities all over the world?
How do the plazas and parks help our environment and are well being?

Can my design actually help my city to plan better open spaces? Will the open space help our mental health and give us a sense of belonging.

Homo Faber
Common Sense
Environmental

 Approaches to Learning
 Homo Faber

Homo Faber
Common Sense
Environment

Homo Faber
Common Sense
Environment

Which color techniques did the student employ? Was the choice between color pencil and watercolor based on ease or a personal choice? Was the tinting successful?
Criterion C,D
Write a short paper and answer the question. Was the finished project pleasing to me? Did I cut the mat correctly and mount my work in a professional way
Criterion:  D
Which pattern best exemplifies the patterns of a plaza or open space in a city?Criterion C,D
Did student pick a pleasing pattern? Can the pattern be used in a rendering for their culmination project?Criterion C,D
How well did the student produce all of the practice shapes
Are all shapes in the correct perspective  Criterion: A,B
Were vanishing points and the horizon line correctly used
Vocabulary assessment
Are all objects in perfect two point perspective
How complicated are the objects
How neat is the project
How well are the objects shaded
What is the over all look of the project
Criterion B,C,D

Are all shapes drawn correctly
 Are all shapes shaded correctly
Does the pattern of the plaza fit into the dimensions of your culmination project?
Vocabulary assessment.
Criterion A,B
Did the student complete the rendering as a two dimensional piece or a diorama?
Was the rendering in proportion? Was the composition pleasing to the eye and conform to the principles of design?
Were the colors used appropriate to there surroundings?
Did the student enjoy the time spent on their art work and did they come away with a sense of community?
Criterion A,B,C,D