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High School Digital Art & Design 2 Curriculum Essentials

Document

Boulder Valley School District Department of Curriculum and Instruction

August 2011

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Introduction

The Boulder Valley Elementary Visual Arts Curriculum provides the foundation for quality, standards-based visual arts instruction for elementary students and represents the core program for which all schools are accountable. This curriculum has three goals:

· To clearly articulate what every student should know, understand, and be able to do in visual arts at each grade level

· To align with the current Colorado Content Standards for Visual Arts · To clarify visual arts content at each grade level so that concepts can be explored in greater depth

and with fidelity Standards are the topical organization of an academic content area. The four standards of visual arts are: 1. Observe and Learn to Comprehend Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art; scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping and realizing art; figuring out art; and sensing and feeling art. 2. Envision and Critique to Reflect Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information. To value art involves visualizing, articulating, and conveying art; thinking about, pondering, and contemplating art; wondering about, assessing, and questioning art concepts and contexts; expressing art; defining the relevance, significance of, and importance of art; and experiencing, interpreting, and justifying the aesthetics of art. 3. Invent and Discover to Create Generate works of arts that employ unique ideas, feelings, and values using different media, technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving, formulating, and imagining art; communicating, ascertaining, and learning about art; building, crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing art; and causing art to exist. 4. Relate and Connect to Transfer: Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience. To respond to art involves relating to art; connecting to art; personally linking to art; associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations; thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art; personalizing art; and relating art to diverse cultures. The visual arts program serves the entire student population, kindergarten through the twelfth grade. Students are taught by teachers who are specifically trained and certified as visual arts educators. The visual arts curriculum provides a substantive framework to guide teacher instruction. The curriculum also communicates to parents and the community what skills and concepts are emphasized at each grade level.

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Digital Art & Design 2 Overview

Course Description

This one term Drawing and Painting course provides experiences in a wide range of media though the intentional application of elements of art and principles of design. Students build drawing and painting skills through exploration and practice with materials, tools, techniques, processes and technology. Observation, critical thinking and problem solving are stressed as important components of the drawing process and discovering personal style. Students understand the role of visual art in shaping historical and cultural traditions. Art history and cultural studies will focus on regions within the eighth grade social studies curriculum. Additional artists and cultures that are not addressed in other middle level art courses may also be included.

Topics at a Glance • Elements of art and principals of design used in creation

and critique • Graphic design using InDesign • Advanced application of effective composition • Advanced digital camera use • Improved Computer Illustration in Illustrator • Portfolio creation techniques • Advanced “Art in”; scanners, websites, drawing tablets • Advanced digital presentation techniques • Advanced Image creation & manipulation using Photoshop • Choice Project researched in digital area of interest

Assessments

• Producing many high quality photographic images to be assessed.

• Art shows and contests • Written themes and creating art series to that theme • Student questions & comments • Performance tasks (idea, plan, in progress, final) • Artist statements & reflections • District Art Assessment • History of Art, Photography & Digital art through lecture

media presentation, artist experience. • Written and oral critiques by self, instructor and others

Useful Information

Art History: Students will exhibit knowledge of major artists, photographers & digital artists as well as photographic & artistic history. Students will effectively research and articulate artistic and cultural influences in their digital works of art. Literacy: Students will be asked to write a report or create a written power point about a photographic style indentifying an exemplary photographer not already taught. Students will be asked to include vocabulary from Level 2 digital art Glossary. 21st Century graduate: Level 2’s will be challenged with more advanced photographic assignments. Develop their critical thinking skills through self analysis of their own work as well as the critiquing of others art. Students will be encouraged to use their Creativity and Inventiveness on their assignments. The students will learn important computer art issues about copyright use and ethics in web images and manipulation. Students will be introduced to the computer art process using digital cameras, scanners and mouse drawing or drawing tablets to create and manipulate their images in a variety of ways. Students will have multiple opportunities to create art around the recurring themes of fine art, graphic design and commercial art.

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1. Observe and Learn to Comprehend Use the visual arts to express, communicate, and make meaning. To perceive art involves studying art; scrutinizing and examining art; recognizing, noticing, and seeing art; distinguishing art forms and subtleties; identifying and detecting art; becoming skilled in and gaining knowledge of art; grasping and realizing art; figuring out art; and sensing and feeling art. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Observe and Learn to Comprehend Standard are:

Recognize, articulate, and debate that the visual arts are a means for expression

Make informed critical evaluations of visual and material culture, information, and technologies

Analyze, interpret, and make meaning of art and design critically using oral and written discourse

Explain, demonstrate, and interpret a range of purposes of art and design, recognizing that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

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Content Area: Visual Arts Standard 1: Observe and Learn to ComprehendPrepared Graduates:


GRADE LEVEL EXPECTATION: High School Digital Art & Design, Level 2 Concepts and skills students master:

1. Visual art has inherent characteristics and expressive features

Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Investigate and articulate the value of

the characteristics and expressive features of art and design in diverse and disparate works of art

Inquiry Questions: 1. What are the ways to analyze and discuss works of art? 2. What other ways are there to analyze and discuss works of art beyond the

characteristics and expressive features of art and design?

Relevance and Application: 1. Visual arts provide opportunities for making informed choices about material culture

by employing visual literacy in society while recognizing urban, suburban, historical, and environmental influences.

2. Rituals in creating cultural art solidify the foundational understanding of the identity and purpose of various cultures within society.

3. New technologies and media allow for innovative ways to create new rituals with evolutionary characteristics.

Nature of the Discipline:

1. Artists use close observation to understand objective reality.

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2. Historical and cultural context are found in visual art Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Discern the complexity of art and

historical paradigms in cultural context b. Research and document community art

and architecture c. Discuss art history using an expanded

art vocabulary.

Inquiry Questions: 1. What is considered art? 2. How does context affect works of art? 3. Why would context matter when interpreting art? 4. What is a culturally sensitive issue, and how does it impact works of art?

Relevance and Application: 1. Interpreting visual art provides an ability to place contemporary art culture in a

broader, historical context. 2. Technology creates new interdisciplinary art forms that build on historical art forms. 3. Innovators of the past were not highly valued, and it is only recently that society is

recognizing their importance. Nature of the Discipline:

1. The new media of today creates the future of art. 2. Respect for the art of cultures informs our diversity.

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Recognize, articulate, and debate that the visual arts are a means for expression Analyze, interpret, and make meaning of art and design critically using oral and written discourse


3. Art and design have purpose and function Evidence Outcomes 21st Century Skills and Readiness Competencies

Students can: a. Investigate and articulate the aims of

disparate art practices and traditions b. Investigate and articulate symbols and

function in meaning and purpose of art works.

c. Recognize possible careers in Art

Inquiry Questions: 1. What is the purpose of art? 2. How do different cultures manifest the purposes of art? 3. How can art make important contributions to society?

Relevance and Application: 1. Visual arts provide an ability to discern the underlying intended and unintended

purposes of art. 2. Visual arts provide for the ability to discern multiple solutions to visual and spatial

problems. 3. Contemporary technologies have enabled the purpose of art to expand.


1. Investigating art ideas provides for alternative viewpoints and encourages divergent thinking about the reasons for the existence of art.

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2. Envision and Critique to Reflect

Articulate and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information. To value art involves visualizing, articulating, and conveying art; thinking about, pondering, and contemplating art; wondering about, assessing, and questioning art concepts and contexts; expressing art; defining the relevance, significance of, and importance of art; and experiencing, interpreting, and justifying the aesthetics of art. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Envision and Critique to Reflect Standard are:

Recognize, demonstrate, and debate philosophic arguments about the nature of art and beauty (aesthetics)

Recognize, demonstrate, and debate the place of art and design in history and culture

Use specific criteria to discuss and evaluate works of art

Critique personal work and the work of others with informed criteria

Recognize, articulate, and implement critical thinking in the visual arts by synthesizing, evaluating, and analyzing visual information

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Content Area: Visual Arts Standard: Standard: 2. Envision and Critique to ReflectPrepared Graduates:

Critique personal work and the work of others with informed criteria Use specific criteria to discuss and evaluate works of art


1. Reflective strategies are used to understand the creative process


Students can: Students can:

a. Communicate and defend reasons for opinions about the intentions (successful or not) of a work of art

b. Make informed judgments about the relative merits of works of art using observation, description, analysis, interpretation, evaluation and established critique models (e.g., Feldman, Broudy, Barrett).

Inquiry Questions: 1. When is art criticism vital, and when is it beside the point? 2. To what extent does a work of art depend on the artist’s point of view?

3. To what extent does a work of art depend on the viewer’s point of view?

Relevance and Application: 1. The critical process leads to informed judgments regarding the relative merits of

works of art. 2. The critical process developed through the arts also is found in all other disciplines

such as scientific inquiry, mathematical problem-solving, and music and literary critique.

3. Fluency in the critical process in art develops an innate ability to investigate and persevere.

4. Artists may work independently or collaboratively in a variety of virtual or concrete environments.


1. Comprehending the intentions of art leads to understanding how meaning is made

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Content Area: Visual Arts Standard 2: Envision and Critique to ReflectPrepared Graduates:



2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes


Students can: a. Document and apply investigations into

a range of traditional and nontraditional studio practices to personal expression

Inquiry Questions: 1. What is old, and what is new in any work of art? 2. How and why is art used as a vehicle for communication? 3. What is an effective critique?

Relevance and Application: 1. Breaking accepted norms often gives rise to new forms of artistic expression. 2. Using current technology for personal expression opens new opportunities for varied

modes of communication. 3. Articulating a personal philosophy creates individual identification in one’s own

works of art. 4. Interpreting the world through art, artists seek to represent concepts through a

range of styles and approaches. Nature of the Discipline:

1. Culture affects self-expression, whether we realize it.

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Content Area: Visual Arts Standard: Standard: 2 Envision and Critique to ReflectPrepared Graduates:



3. Interpretation is a means for understanding and evaluating works of art


Students can: a. Demonstrate fluency in using critique

vocabulary to assess personal works of art and the others’ works of art both written and orally

Inquiry Questions: 1. How do underlying structures unconsciously guide the creation of art works? 2. Using aesthetic criteria, is all art beautiful in some way?

Relevance and Application: 1. Art reflects the history and culture in which it is created. 2. Innovation and critical reasoning results from utilizing known structures and

identifying ways to stretch boundaries. 3. Using current technologies to research diverse approaches from around the globe and

applying them to new artistic styles creates a merging of ideas. Nature of the Discipline:

2. Every artist has a style, just as every artistic period has a style.

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3. Invent and Discover to Create

Generate works of arts that employ unique ideas, feelings, and values using different media, technologies, styles, and forms of expression. To make art involves creating, inventing, conceiving, formulating, and imagining art; communicating, ascertaining, and learning about art; building, crafting, and generating art; assembling and manufacturing art; discovering, fashioning, and producing art; and causing art to exist. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Invent and Discover to Create Standard are:

Recognize, interpret, and validate that the creative process builds on the development of ideas through a process of inquiry, discovery, and research

Develop and build appropriate mastery in art-making skills using traditional and new technologies and an understanding of the characteristics and expressive features of art and design

Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies

Recognize, compare, and affirm that the making and study of art and design can be approached from a variety of viewpoints, intelligences, and perspectives

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Content Area: Visual Arts Standard: Standard: 3. Invent and Discover to CreatePrepared Graduates:




1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology to express ideas


Students can: a. Articulate ideas that can be expressed

in traditional, advanced, and evolving media

b. Create works of art representing personal narratives that use traditional and new media

c. Adhere to ethical procedures that represent originality, personal expression and craftsmanship in producing works of art.

Inquiry Questions: 1. How can information be shared artistically? 2. How does creating art differ from viewing art? 3. Using the elements of art and the principles of design, what differentiates art-making

technologies? 4. How do art-making skills express personal narratives successfully?

Relevance and Application:

1. Skills in art and design are employed to create three-dimensional animation, film, gaming, and environmental graphic design.

2. The identification of personal narratives in art and the translation of their meaning using new media allows for the development of the personal, self-direction skills necessary to be an artist.

3. The translation of media allows for the development of skills to work within the commercial art environment.

4. Through new technologies, studio skills have evolved beyond the traditional skills, and yet can still rely on the foundational structures to create new skills.


1. Though the artist’s imagination and intuition drive the work, great art and design require skills and discipline to turn notions into a quality product.

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Content Area: Visual Arts Standard: Standard: 3. Invent and Discover to CreatePrepared Graduates:




2. Assess and produce art with various materials and methods


Students can: a. Skillfully use an expanded variety of

techniques, media and tools to create works of art

b. Discern and articulate the quality of personal works of art using a variety of reflective processes

c. Skillfully create and exhibit one’s own works of art

d. Expand use of a sketchbook/journal by adding preliminary and finished drawings, critical writings, and class notes.

Inquiry Questions: 1. How are the characteristics and expressive features of art and design used to create

art? 2. How can an artist create works of art through combining, expanding, and

sequencing? 3. What problem-solving and experimental skills are employed in making works of art?


1. The use of current technology as an adjunct to creating art opens the door to creating new works, and discovering lost works of art.

2. Visual arts rely on reflective processes to create new and evolved works of art through introspection, collaboration, global connection, experimentation, and research.


1. The visual arts serve multiple functions such as enlightenment, education, therapy, and entertainment.

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Content Area: Visual Arts Standard: 3. Invent and Discover to Create Prepared Graduates:



3. Make judgments from visual messages


Students can: a. Compare and contrast the analytical

processes used to interpret works of art and images of mass media

Inquiry Questions: 1. Why is one type of visual image or object considered to be more important than

another? 2. How is value assigned to art? 3. How does visual imagery used in mass media correlate with art?


1. Understanding the use of branding in marketing helps to use art to make purchase decisions.

2. Interpreting visual messages in advertisements, news, and entertainment helps to make informed decisions.

3. Recognizing stereotyping in visual media helps to change norms. 4. Recognizing that current technology plays a role in understanding visual culture

clears the way to new thinking in art-making. Nature of the Discipline:

1. The artistic process can lead to unforeseen or unpredictable outcomes.

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4. Relate and Connect to Transfer Recognize, articulate, and validate the value of the visual arts to lifelong learning and the human experience. To respond to art involves relating to art; connecting to art; personally linking to art; associating with art; bonding to art; moving toward art sensibilities; shifting to art orientations; thinking about art; attaching meaning to art; replying to art; reacting to art; internalizing art; personalizing art; and relating art to culture and diversity. Prepared Graduate Competencies The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Prepared Graduate Competencies in the Relate and Connect to Transfer Standard are:

Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts

Identify, compare and justify that the visual arts are a way to acknowledge, exhibit and learn about the diversity of peoples, cultures and ideas

Transfer the value of visual arts to lifelong learning and the human experience

Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas

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Content Area: Visual Arts Standard: Standard: 4. Relate and Connect to TransferPrepared Graduates:



1. The work of art scholars impacts how art is viewed today


Students can: a. Discern the value of works of art based

on historical significance, craftsmanship, cultural context, and originality using appropriate, domain-specific terminology that honors sensitive traditions

b. Describe, refine and organize personal ideas about aesthetic qualities of a work of art.

Inquiry Questions: 1. What constitutes art? According to whom? 2. Why create? 3. How does aesthetics and beauty influence the quality of life?


1. Manipulating and analyzing various criticisms from existing and historical art scholars allows students to identify how art can elicit varying opinions.

2. Providing knowledge and relevance of artistic and cultural history can help to bring about alternative views of previous and contemporary societies.

3. Giving context and new thinking to works of art, scholars hold the knowledge of the past and present.


1. Informed opinions about art are debated, but not necessarily resolved. 2. Investigating diverse cultures and their viewpoints leads to a more knowledgeable

society.

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Transfer the value of visual arts to lifelong learning and the human experience Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media,

and careers in art and non-art related arenas


2. Communication through advanced visual methods is a necessary skill in everyday life


Students can: a. Use sketches, plans, and

models to create and/or design a functioning work of art

b. Explain the personal influences which shape the creation of functioning art

Inquiry Questions: 1. Why do artists produce preliminary plans? 2. How does material culture influence artistic decisions? 3. What informs the look of our material culture?

Relevance and Application: 1. Understanding the cultural influences in functional design such as architecture and furniture

creates comprehension of trends and patterns in society. 2. Knowing the role of artists and designers in creating our built environment and material culture

identifies the contemporary societal role that artists possess. 3. Shaping our understanding of new media gives us insight to the understanding of material

culture. Nature of the Discipline:

1. Artists and designers are important creators of our material culture. 2. Cultural traditions influence the creation of material culture.

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Transfer the value of visual arts to lifelong learning and the human experience Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media,

and careers in art and non-art related arenas


3. Art is a lifelong endeavor

Evidence Outcomes 21st Century Skills and Readiness Competencies Students can:

a. Compare and contrast the roles of artists and designers in historical and contemporary context

b. Demonstrate and understanding of an art-related career

Inquiry Questions: 1. How and why is art used as a vehicle for communication? 2. To what extent does good design integrate form with function? 3. How is art used in everyday life? 4. What careers are in visual art?

Relevance and Application: 1. Integrating and connecting knowledge and skills in art to other fields of study gives a

broader understanding of the roles that artists play in society. 2. Using job placement technology to research the range of careers available for

personal career development provide insight into the many levels of visual art skills that are valued in today’s workforce such as graphic design and software design skills in marketing, forensics, medicine, and video game design.

Nature of the Discipline: 1. Artists and designers make important contributions to society.

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Prepared Graduate Competencies in Visual Arts The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. Prepared graduates:

Recognize, articulate, and debate that the visual arts are a means for expression


Analyze, interpret, and make meaning of art and design critically using oral and written discourse


Identify, compare, and interpret works of art derived from historical and cultural settings, time periods, and cultural contexts


Transfer the value of visual arts to lifelong learning and the human experience

Explain, compare and justify that the visual arts are connected to other disciplines, the other art forms, social activities, mass media, and careers in art and non-art related arenas


Develop and build appropriate mastery in art-making skills, using traditional and new technologies and an understanding of the characteristics and expressive features of art and design

Create works of art that articulate more sophisticated ideas, feelings, emotions, and points of view about art and design through an expanded use of media and technologies



Recognize, demonstrate, and debate the place of art and design in history and culture

Use specific criteria to discuss and evaluate works of art

Critique personal work and the work of others with informed criteria


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Visual Arts Grade Level Expectations at a Glance

Standard Grade Level Expectation

High School

1. Observe and Learn to Comprehend

1. Visual art has inherent characteristics and expressive features

2. Historical and cultural context are found in visual art

3. Art and design have purpose and function


1. Reflective strategies are used to understand the creative process

2. A personal philosophy of art is accomplished through use of sophisticated language and studio art processes

3. Interpretation is a means for understanding and evaluating works of art


1. Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas

2. Assess and produce art with various materials and methods

3. Make judgments from visual messages

4. Relate and Connect to Transfer

1. The work of art scholars impacts how art is viewed today

2. Communication through advanced visual methods is a necessary skill in everyday life

3. Art is a lifelong endeavor

Eighth Grade


1. Conceptual art theories explain how works of art are created

2. The history of art, world cultures, and artistic styles influence contemporary art concerns

3. Art criticism strategies are used to analyze, interpret, and make informed judgments about works of art


1. Visual literacy skills help to establish personal meaning and artistic intent in works of art

2. Key concepts, issues, and themes in the visual arts can solve problems using real-world applications


1. Achieve artistic purpose to communicate intent

2. Demonstrate technical proficiency and craftsmanship when planning

3. Utilize current and available technology to refine an idea, and create original and imaginative works of art


1. Visual arts are valuable for a variety of art and non-art related lifelong endeavors

2. Cultural traditions and events impact visual arts within a community

3. Visual arts provide an opportunity to explore sustainable environments, design and architecture

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Visual Arts

Grade Level Expectations at a Glance


Seventh Grade


1. The characteristics and expressive features of art and design are used in analyzing and synthesizing the meaning in works of art

2. Understanding works of art involves knowledge of historical and cultural styles, genre, and artists over time

3. Knowledge of art vocabulary is important when critically analyzing works of arts


1. Visual literacy skills are used to create meaning from a variety of information

2. Concepts, issues, and themes in the visual arts can be used to communicate ideas in various other disciplines


1. Achieve the ability to plan, anticipate outcomes, and demonstrate craftsmanship in creating a work of art

2. Restructure and apply the technical skills and processes required to achieve desired results in producing works of art

3. Use of various media, materials, and tools to express specific meaning in works of art

4. Utilize current, available technology as a primary medium to create original works of art


1. Critical thinking in the arts transfers to multiple uses in life

2. The visual arts community messages its cultural traditions and events

3. Art and design strategies can solve environmental problems

Sixth Grade


1. The characteristics and expressive features of art and design are used in unique ways to respond to two- and three-dimensional art

2. Art created across time and cultures can exhibit stylistic differences and commonalities

3. Specific art vocabulary is used to describe, analyze, and interpret works of art


1. Visual symbols and metaphors can be used to create visual expression

2. Key concepts, issues, and themes connect the visual arts to other disciplines such as the humanities, sciences, mathematics, social studies, and technology


1. Plan the creation of a work of art

2. Explore various media, materials, and techniques used to create works of art

3. Utilize current, available technology to refine ideas in works of art


1. Critical thinking in the arts transfers to multiple lifelong endeavors

2. Visual arts impact community, cultural traditions, and events

3. Eco-art is a contemporary response to environmental issues

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Fifth Grade


1. Visual arts connect multiple characteristics of art

2. Visual arts communicate the human experience

3. Visual arts learning involves analyzing the formal and sensory qualities of art


1. Evaluative criteria is used when responding to works of art

2. Specific methods of planning support the development of intended meaning


1. Use artistic media and expression to communicate personal and objective points of view

2. Create art using technological media

3. Apply an understanding of art processes and creative thinking to plan and create art


1. Artists, viewers, and patrons assign intended meaning to works of art

2. Artists, viewers, and patrons respond to art from familiar and unfamiliar cultures

Fourth Grade


1. Artists and viewers determine artistic intent by comparing and contrasting the characteristics and expressive features of art and design

2. Works of art articulate and express different points of view

3. Artists, viewers and patrons respond to works of art using inference and empathy


1. The critique process informs judgments about artistic and aesthetic merits in works of art

2. The processes and philosophies of art and design inform interpretations in works of art


1. Use media to express and communicate ideas about an issue of personal interest

2. Materials and processes can be used in traditional, unique, and inventive ways


1. Viewers and patrons make personal meaning and infer artistic intent

2. Historical time periods and cultural settings are interpreted in works of art

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Third Grade


1. The identification of characteristics and expressive features in works of art and design help to determine artistic intent

2. Art has intent and purpose


1. Artists, viewers, and patrons use the language of art to respond to their own art and the art of others

2. Artists, viewers, and patrons make connections among the characteristics, expressive features, and purposes of art and design


1. Use basic media to express ideas through the art-making process

2. Demonstrate basic studio skills


1. Works of art connect individual ideas to make meaning

2. Historical and cultural ideas are evident in works of art

Second Grade


1. Artists make choices that communicate ideas in works of art

2. Characteristics and expressive features of art and design are used to identify and discuss works of art


1. Visual arts use various literacies to convey intended meaning


1. Use familiar symbols to identify and demonstrate characteristics and expressive features of art and design


1. Visual arts respond to human experience by relating art to the community

First Grade


1. Works of art express feelings

2. Art represents and renders the stories of people, places, or things


1. Visual arts provide opportunities to respond to personal works of art and the art of others


1. Create art to communicate ideas, feelings, or emotions


1. Visual arts relate experiences to self, family, and friends

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Kindergarten


1. Artists and viewers recognize characteristics and expressive features within works of art

2. Personal feelings are described in and through works of art


1. Identify that art represents and tells the stories of people, places, or things

2. Artists interpret connections to the stories told in and by works of art


1. Create two- and three-dimensional work of art based on person relevance


1. Artists and viewers contribute and connect to their communities

Preschool


1. Artists and viewers identify art in daily life


1. Works of art can represent people, places, and things


1. Create works of art based on personal relevance


1. Artists have an important role in communities

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Glossary of Terms

Academic Vocabulary

Standard 1: elements of art: line, shape, space/form, pattern, texture, color/value, principles of design: balance, unity, repetition, proportion, movement, art history, medium, culture/cultural, subject, expressive features, harmony, theme, style, organic, geometric, art movements, inquiry, visual literacy, 2-D & 3-D art, contour line/contour drawing, varied line, rule of thirds, creativity, symbols, positive/negative space, point of view, expressive qualities/voice, Alla Prima, cropping, thumbnail sketch, names of colors, portrait, highlight, monochrome,

Standard 2: representational/realism, abstract, , conceptual, interpretation, judgment, critical analysis, critique, theme, foreground, middleground, background, overlapping, caricature, perspective, linear perspective, aerial/atmospheric perspective, diptych, triptych, tetraptych

Standard 3: Creative process, ethics/integrity, portfolio, technology, media, technique, tools, primary, secondary, contrast, composition, ethics, symbols, craftsmanship , collage, tertiary color, tints, shades, dulling a color, sketch, palette, palette knife, pencil, shading, gradation, value, hue, intensity, blending, cast shadow, ferrule, handle hairs/tip, flat or round brush, flat color, acrylic and watercolor painting techniques, glaze in painting, gouche, gradated color, laying in, mat, matte, opaque, scumbling, stretcher, watercolor, nib, ink, reflected light, crosshatching, stippling, kneaded eraser, tortillon/stump, newsprint, pigment, grid, watermark, transparent , translucent, opaque, charcoal, archival materials and framing, JPEG, T-square, easel, coat, fixative, impasto, study, tooth, pigment, gum arabic

Standard 4: art careers, aesthetics, intrinsic, visual communication, fine arts, gallery, museum, Illustration

Word Definition

2-dimensional art Art work consisting of: paintings, drawings, prints, and photographs, which differ from each other primarily in the technique of their execution

3-dimensional art Art work having actual height, width and depth and existing in three dimensional spaces. Having the illusion of existing in three dimensions.

Abstract art Painting that purports to be completely non-objective, with no reference to nature whatsoever. The 2 main forms practiced are Hard Abstract and Soft Abstract. Hard Abstract has a basis in geometry and Soft Abstract no basis whatever.

Abstraction Work in which the artist uses a recognizable subject but portrays it in an unrealistic manner.

Acid free materials Art materials that do not break down or discolor over time.

Acrylic and watercolor painting techniques

Wash, glazing, tipped wash, bleeding, split brush, dry brush, wet-into-wet, salt, tape, stencil,

Acrylic paint A relatively new water soluble pigment made from plastic. It dries faster than oils, and when dissolved, they can be used as a substitute for water colors. Known for its luminosity and quick drying.

aerial/atmospheric perspective

the depiction of space by gradations of tones, shapes and colors. Things become more and more muted and indistinct as they diminish into the distance of the atmosphere. Parallel lines converge at eye level.

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Aesthetics A discipline in the visual arts and a branch of philosophy focused on the nature and value of art; pertaining to how we see things and what they mean. Aesthetic theories generally include mimetic, formalist, expressive, instrumental, institutional and postmodern.

Alla Prima The method of oil painting in which the desired effects of the final painting are achieved in the first application of paint as opposed to the technique of covering the canvas in layers with the final painting being achieved at the end.

Apprentice A novice artists who works and leans from a master artist

Archival materials and framing

Using acid free paper or canvas as well as high quality, permanent materials to create works of art so that they do not deteriorate quickly over time. Also the framing used to support and maintain the look and lasting of art over time.

Art careers Job or livelihood related to the arts needing training or further schooling such as: Animator, Character designer, Art director, Background designer, Storyboard supervisor, Layout artist, Fashion design, Fashion designer, Costume designer, Textile designer, Pattern cutter, Tailor, Dress maker, Wardrobe assistant, Footwear designer, Jewelry designer, Fine art; Fine artist (painter, sculptor, photographer, potter) Graphic design; Graphic designer Illustrator CAD technician

Art history The academic study of the history and development of the visual arts

Art movements A group of artists who agree on general principles in art.

Balance A principal of art concerned with arranging the elements so that no one part of a work overpowers or seems heavier than any other part.

blending To merge together or soften.

Cast shadow The shadow that is cast from one form onto another.

Charcoal A drawing pencil or stick made of black porous carbonaceous material.

Coat A layer of paint.

Coat In painting, a layer of paint

Collage The use of various materials (e.g., cardboard, metal, plastic, paper) adhered to a surface to create an image.

Color theory Comprehensive color usage guidelines.

Color wheel

Color/Value Color-An element of art that refers to what the eyes see when light is reflected off an object.

Composition The way the art principals are used to organize the art elements of color, line, shape, form, space and texture.

Conceptual Pertaining to concepts. More specifically, art possessing imagery that departs from perceptual accuracy to present a conception of the object, rather than its appearance alone.

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Contour line/ contour drawing

Contour line defines a form by the outermost edges of a form, as well as dramatic changes of plane within the form. 'Blind contour drawing' is when contour drawing is done without looking at the paper.

Contrast A large difference between two things, for example, rough and smooth, light and shadow or complementary colors. Contrasts usually add excitement, drama and interest to artworks.

Craftsmanship/Craft Skill; technique; doing a job with careful attention to detail and discipline.

Creative Process Those reflective thoughts and actions that move from generation to completion of an idea to solve a creative problem such as brainstorming, selecting, researching, organizing, testing, revising, and finalizing.

Creativity The ability to transcend traditional ideas, forms, methods, interpretations, etc. Original and progressive

Critical Analysis A higher level thinking strategy, such as Feldman's model for description, analysis, interpretation and judgment.

Critique The process and the result of thinking carefully about art, involving the description, an analysis and interpretation of art.

Cropping The cutting out of extraneous parts of an image, usually a photograph; excluding part of a photo or illustration to show only the portion desired or to fit a given space requirement.

Crosshatching Crosshatching is an extension of hatching, which uses is the use of fine parallel lines drawn closely together, to create the illusion of shade or texture in a drawing.

Culture/Cultural The shared ideas, beliefs, customs, traditions, ceremonies, and experiences of a given people at a given time and place.

Diptych An art work made of two panels or pieces

Dulling a color Color plus the complement

Easel An easel is used to support your canvas while painting. Can be a collapsible tripod, studio types and as a combination sketch box unit. Some sketch boxes contain lids that serve as easels.

Elements of art The components of visual arts, such as line, shape, value, texture, color, form, space and time.

Ethics and art/integrity Perceived consistency of actions, values, methods, measures, principles, expectations, and outcomes.

Expressive Features Components of works of art which effect the emotions, such as anger, sadness, and joy.

Ferrule The metal band encircling a brush and holding the hairs.

Fine Arts Traditional art forms, such as drawing, painting, printmaking, sculpture, ceramics, fibers, jewelry and photography. This term is often used to refer collectively, to dance, music, theater and the visual arts.

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Fixatif Or spelled fixative. A thin varnish of watery consistency, used to keep drawings from smudging.

Flat color Even or uniform area of color.

Flat or round brush The bristle of a brush in either a line or a circle

Fluency Easy, graceful and flowing, effortless in transformation form one form to another

Foreground, Middleground, Background

The front, middle and back of an artwork that has perspective. Utilized by an artist to create increased depth.

Gallery an establishment that displays and sells works of art

Genre Category of art marked by a distinctive style, form, or content. Representation of subjects and scenes from everyday life: still life, portrait.

Geometric of or pertaining to painting, sculpture, or ornamentation of predominantly geometric characteristics.

gesso A plaster like material spread upon a surface to prepare it for painting.

Glaze Transparent painting over a light under painting. A transparent film of color. usually painted over a lighter area of paint to give it more brilliance and sparkle. Sometimes called a wash in watercolor.

Gouche A painting with opaque body colors usually of watercolor and tempera paint

Gradation The gradual passing of one tint or shade to another by very small degrees.

Graduated color The range of color from light to dark or from warm to cool that results in a gradually changing effect.

Grid referring to a series of crossed lines that meet to form a boxed pattern used in the predetermined placement of photographs and graphic elements on a page. A series of non printing horizontal and vertical rules assist in creating and maintaining a grid for page layout (see illustration).

Gum arabic A water soluble gummy exudates obtained from the acacia tree used in watercolor paints, linseed oil for oil paints

Hairs/tip The natural or man-made bristle part of a brush

Handle The wooden or plastic part of a brush the hand encircles

Harmony A principal of art concerned with blending elements to create a more calm, restful appearance.

Highlight The area on a surface which reflects the most light.

Hue Another name for color

Illustration a visualization such as drawing, painting, photograph or other work of art that stresses subject more than form. The aim of an Illustration is to elucidate or decorate a story, poem or piece of textual information (such as a newspaper article) by providing a visual representation of something described in the text.

Impasto Thick application of paint or pigment well marked by brush or knife.

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Ink Permanent or semi-permanent, color or black used to dip or fill pen for line or brush drawings.

Inquiry Inquire; wonder. Have a wish or desire to know something.

intensity The degree of saturation of a color

Interpretation To find meaning and understanding in a particular way.

Intrinsic Operating from and acting upon internal instincts of a person.

JPEG an acronym for "Joint Photographic Experts Group" is a commonly used standard method of compressing photographic images on the Web. JPEG graphics are capable of reproducing a full range of color while still remaining small enough for Web use.

Judgment Evaluate work using the following criteria: Craftsmanship, design quality, expressiveness, personal response, originality and/or comparison.

Kneaded eraser Squishy eraser used to blend, smudge and erase in drawing. Does not leave crumbs.

Laying in First under part of a work of art. Ex. The under painting

Line An element of art that refers to the path of a moving point through space.

linear perspective Objects diminish in size the further away they are from the viewer and vanish on the horizon (the viewer or artist's eye level)

Mat The area between the frame and the picture. Usually out of colored board.

Matte A dull surface

Media/materials/medium Broad categories for grouping works of visual art according to the art materials used, for example, the painting media are watercolor, oil, tempera, acrylic, etc. Resources used in the creation and study of visual art, such as paint, clay, paper, canvas, film, videotape, watercolors, wood and plastic.

Monochrome One color work of art plus black and white

Montage an artwork comprising of seemingly unrelated shots or scenes which, when combined of various existing images such as from photographs or prints and arranged so that they join, overlap or blend to create a new image which achieve meaning.

Movement A principal of art used to create the look and feeling of action and to guide a viewer's eye throughout the work.

Museum a building where works of art are displayed, not typically sold

Names of colors Cadmium yellow light, cadmium yellow medium, yellow ochre, cadmium orange, alizarin crimson, quinaridrone, acra violet, dioxazine purple, phthalocynine blue, ultramarine blue, pthalocynine green, hookers green, burnt umber, mars black, titanium white

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Negative space the unoccupied or empty space left after the positive shapes have been laid down by the artist; however, because these areas have boundaries, they also function as shapes in the total design.

Newsprint This paper comes in large sheets, and is inexpensive. Newsprint will eventually yellow, and is not a good choice for preserving artwork. Pen and market will bleed through newsprint.

Nib The tip of a pen. Usually metal and interchangeable for different line effects.

Non objective No objects depicted in a work of art. Non-representational in the purest sense.

Opaque Heavy or non-transparent.

Opaque Not able to see through at all. Heavy body acrylics are opaque.

Organic Shapes and/or forms similar to those found in nature, such as plants, animals and rocks, often curvilinear in appearance.

overlapping To extend over or cover over part of

Palette 1.A rectangular- or oval-shaped flat surface used for mixing colors. 2. The selection of colors used by an artist.

Palette knife Metal or plastic tool for mixing and applying thick paints such as acrylic or oil

Pattern A principle of design. The repetition of art elements in an organized way. Pattern and rhythm are both created through repetition. See also: rhythm.

Pencil Slender tube of wood containing a core of graphite used for drawing. Comes in soft B = black, H = hard

perspective movement through space in a drawing or painting; overlapping planes, scaled figures, carefully measured architectural space.

Pigment Any coloring matter usually a fine powder to be mixed with liquid or binder to make paint, ink, dyes or crayons

Point of view the position from which something is seen or considered; for instance, head-on, from overhead, from ground level, etc.

Portfolio A collection of art work such as drawings, paintings, sculpture or photographs, that demonstrate recent work: an art student's portfolio

Portrait Any form of art that features a specific animal or person. Self-portrait = of the artist

Positive space The objects in a work of art not the space around them

Primary colors Red, yellow, and blue are primary colors. They are the three pigment colors that cannot be made by mixing any other colors. These three colors are mixed to create all other colors and can be combined with white or black to create tints (lighter tones) and shades (darker hues) of these colors.

Primary colors The first family of colors. Red, Blue and Yellow

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Principles of Design Characteristics in the visual arts, such as repetition, balance, emphasis, harmony, rhythm, contrast, unity and proportion.

Proportion A principal of art concerned with the relationship of one part to another and to the whole.

Reflected Light The shadowed part of an object which is lightened by the reflection from an adjacent object.

Reflected Light The shadowed part of an object which is lightened by the reflection from an adjacent object.

Repetition Using parts of a design over and over again in a regular or planned way, usually to create a visual rhythm or harmony.

Representative/realism A style of art in which everyday scenes and events are painted as they actually look.

Rhythm A principal of art concerned with repeating an element to make a work seem active or to suggest vibration.

Rule of thirds a compositional rule of thumb in visual arts such as painting, photography and design.[1] The rule states that an image should be imagined as divided into nine equal parts by two equally-spaced horizontal lines and two equally-spaced vertical lines, and that important compositional elements should be placed along these lines or their intersections.[2] Proponents of the technique claim that aligning a subject with these points creates more tension, energy and interest in the composition than simply centering the subject would.

Scumbling Dragging paint in a broken manner over a previously painted dry surface

Secondary colors Orange, green, and purple are secondary colors. They are created by mixing two of the three primary colors together.

Secondary colors The second family of colors. Violet, green and orange

Shades Color plus black

Shading Blending value or color together to soften and model

Shape An element of art that refers to an area clearly set off by one or more of the other elements of art.

Sketch 1. A brief drawing of the subject. 2. A drawing complete in itself.

Space/Form Space- An element of art that refers to the distance between, around, above, below and within things. Form — An element of art that refers to an object with three dimensions.

Stippling The use of dots drawn to create the illusion of shade or texture in a drawing.

Stretcher The wooden frame on which a canvas or paper is stretched

Study A comprehensive drawing or painting

Style Way of expression shared by an individual artist or a group of artists.

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Subject That which is represented in a work of art. In a portrait, the subject is the person depicted. In a landscape, the subject is the actual scene. In abstract art, the subject may only exist in the artist’s mind.

Symbols Something that stands for something else. Ex. Heart = love

Symbols in art An image representing something else.

T-square a guide for drawing horizontal lines on a drafting table. It is also used to guide the triangle that draws vertical lines. Its name comes from the general shape of the instrument where the horizontal member of the T slides on the side of the drafting table (see illustration).

Techniques Specific methods or processes used in making art, such as carving wood, developing film, or weaving yarn.

Technology in art A term which includes not only electronic advancements, but any material, tool, or pedagogical practice which has been thoroughly reevaluated and redefined to address new conceptual problems.

Tertiary colors Third family of colors. A primary color plus a complementary color. Ex. yellow-orange

Tetraptych An art work made of four panels or pieces

Texture An element of art that refers to the way a thing feels, or looks as though it might feel if touched.

Theme Central idea that is revealed in the artwork; focused subject matter, topic, idea.

Themes Central idea that is revealed in the artwork; focused subject matter, topic, idea.

Thumbnail sketch crude, small pencil drawings used to develop the initial concept for a design.

Tints Color plus white

Tools Instruments and equipment used by students to create and learn about art, such as brushes, scissors, cameras, digital technology, etc.

Tooth The textural surface quality of canvas or paper varying form rough to smooth

Tortillon/stump Pencil like stick made of paper used to smudge and blend drawings.

Translucent Able to see through partially. Thick glazing of paint will be translucent.

Transparent Able to see through clearly to what is below. Watercolor is a transparent media

Triptych An art work made of three panels or pieces

Unity An arrangement of elements and principals with media to create a feeling of completeness or wholeness.

Value The difference in effect due to light and dark

Varied line A line which changes from light to dark, crooked to straight and thick to thin to create visual interest in drawings.

Visual Communication Creation, expression, or communication based on visual form.

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Visual Literacy The ability to perceive and respond to visual symbols and images, for example, recognizing and understanding the international signs for no smoking or highway rest stops.

Voice or expressive qualities

The feelings, moods and ideas communicated to the viewer through a work of art

Watercolor A paint of water-soluble transparent pigment.

Watermark a watermark is a design embossed into a piece of paper during its production and used for identification of the paper and paper maker. The watermark can be seen when the paper is held up to light.

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