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High School Painting Curriculum
Course Description: An introduction to the transparent media of watercolor painting, opaque
acrylic painting and other paint media. Major emphasis is on experiencing a variety of
techniques and creating composition through observation.
Scope and Sequence:
Timeframe Unit Instructional Topics
9 weeks Watercolor Topic 1: Terms/Techniques
Topic 2: Color
Topic 3: Observation
9 weeks Acrylic Topic 1: Terms/Techniques
Topic 2: Color
Topic 3: Art History
Topic 4: Observation
Topic 5: Creativity and Originality
Topic 6: Technology
Board Approved: February 23, 2017 2 | P a g e
Unit 1: Watercolor
Subject: Painting
Grade: 10, 11, 12
Name of Unit: Watercolor
Length of Unit: 9 weeks
Overview of Unit: In this unit we experiment with various watercolor techniques. Several
projects will be done using color layering, color blending and using the techniques demonstrated
in class.
Priority Standards for unit:
● I.1.B.1.1 Mix tempera/acrylic paints to create different hues
● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of intensity
● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes, change
in value or intensity
● I.1.B.1.4 Blend one color/value smoothly into another
● I.1.B.1.5 Demonstrate proper use and cleaning of brushes and palettes
● I.1.B.1.6 Use brushes of various sizes/types
● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues
● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash, graduated
wash
● I.1.B.2.3 Apply watercolor to create simulated and invented textures
● I.1.B.2.4 Select and use appropriate size and brush type
● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush strokes)
● I.1.B.3.2 Demonstrate the following watercolor techniques: masking, wet on wet, dry
brush, glaze, transparent layering, scratch, resist, lifting
● I.1.B.3.3Mix watercolors to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
● III.2.A.1 With one artwork:
○ describe artwork;
○ analyze the use of elements and principles in the work;
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated);
○ Judge the work from various perspectives:
○ Showing a real or idealized image of life (Imitationalism);
○ Expressing feelings (Emotionalism/ Expressionism);
○ Emphasis on elements and principles (Formalism);
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○ Serving a purpose in the society or culture (Functionalism)
● III.2.A.2 Compare and contrast two artworks:
○ describe artwork
○ analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Judge the work from various perspectives
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● II.2.A.3 Compare and contrast student artwork with professional artworks or
masterpieces:
○ describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Judge the work from various perspectives
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● III.2.A.4 Use the following process with a body of work (portfolio)
○ Describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● I.3.A.1 Create original artworks using the following as subject matter:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
● I.3.A.2 Communicate ideas through the creation of a:
○ Portrait
○ Still life
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○ Landscape
○ Non-objective
○ Architecture
● I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g., figure
and/or architecture in a landscape)
● I.3.A.4 Select subject matter to communicate personal ideas through a series of original,
related works
Supporting Standards for unit:
● II.1.4.2.1 Identify and use color theory including color intensity and split-complementary
color scheme
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., different
values and different textures)
● I.2.F.3 Identify and use foreshortened figure proportions
● II.1.F.3 Identify and use a range of values to create the illusion of form through
observation of transparent and reflective objects
● II.2.A.2 Use elements to create compositional balance
● II.1.B.3 Identify and use implied shapes
● II.1.C.3.1 Identify and create complex form in-the-round
● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms in two-
dimensional artwork
● II.1.G.3.1 Design negative and positive space from all viewpoints in three-dimensional
work
● II.1.G.3.2 From observation, identify and use appropriate perspective techniques to create
the illusion of space
● II.2.B.2 Identify and use emphasis (focal point) through isolation and location
● V.1.B.3 Compare and contrast two artworks on:
○ Time
○ Place
○ Artist
○ Subject matter
○ Theme
○ Characteristics
○ Material/ Technology
○ Ideas and beliefs of culture
○ Function of art in culture/society
● III.1.A.1.1 Discuss personal beliefs about the nature of art
● III.1.A.1.2 Define aesthetics as the branch of philosophy that deals with the nature and
value of art
● III.1.A.1.3 Discuss and develop answers to questions about art, such as:
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○ What is art?
○ Why do responses vary?
○ Who decides what makes an artwork special, valuable or good?
● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for the
rights and obligations of using and sharing intellectual property.
● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research strategies
to locate information and other resources for their intellectual or creative pursuits.
● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly
repurpose or remix digital resources into new creations.
Unwrapped Concepts (Students need to know)
Unwrapped Skills
(Students need to
be able to do)
Bloom’s
Taxonomy
Levels Webb's DOK
the following watercolor techniques: continuous
wash, graduated wash Demonstrate Apply 1
watercolor to create simulated and invented
textures Apply Apply 2
appropriate size and brush type Select Analyze 2
appropriate size and brush type Use Analyze 2
paint expressively (hard edge, soft edge, painterly
brush strokes) Select Analyze 2
paint expressively (hard edge, soft edge, painterly
brush strokes) Use Analyze 2
the following watercolor techniques: masking, wet
on wet, dry brush, glaze, transparent layering,
scratch, resist, lifting Demonstrate Apply 1
watercolors to match observed hues Mix Apply 1
painting media and techniques that demonstrate
-sensitivity and subtlety in use of media
-engagement with experimentation and/or risk
taking
-informed decision-making Select Understand 2
painting media and techniques that demonstrate
-sensitivity and subtlety in use of media
-engagement with experimentation and/or risk
taking
-informed decision-making Apply Create 3
With one artwork:
-the use of elements and principles in the work Analyze Analyze 2
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With one artwork:
-the meaning of the work (subject, theme,
symbolism, message communicated) Interpret Evaluate 3
With one artwork:
-the work from various perspectives:
-Showing a real or idealized image of life
(Imitationalism);
-Expressing feelings (Emotionalism/
Expressionism);
-Emphasis on elements and principles
(Formalism);
-Serving a purpose in the society or culture
(Functionalism)
Judge Evaluate 3
two artworks:
-describe artwork
-analyze the use of elements and principles in the
work Compare Analyze 3
two artworks:
-describe artwork
-analyze the use of elements and principles in the
work Contrast Analyze 3
original artworks using the following as subject
matter:
-portrait
-still life
-landscape
-non-objective
-architecture Create Create 3
Essential Questions:
1. Why is it important to know the variety of watercolor techniques?
2. How do you control the transparency/opaqueness of a color?
3. How do you mix color to match observed hues in your painting?
Enduring Understanding/Big Ideas:
1. In each painting you do, there will be textures to acquire, colors to lift and values to
match. Knowing the techniques will give you a variety of tools to achieve the desired
effect.
2. The transparency is control by the amount of water you use compared to the amount of
pigment.
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3. You should start with the base color of the object. Use your knowledge of the color
theory unit. It is important to layer each color to achieve good depth in your painting.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Transparent
Opaque
Solven
Binder
Color
Transparent
Opaque
Watercolor
Loading your brush
Blot
Cold press
Hot press
Sizing
Masking
Frisket
Sheen
Scrubbing
Glazing
Back-runs
Value
Wash
Graded Wash
Glazing
Wet on Dry
Wet on Wet
Dry Brush
Sponging
Value
Form
Layering
Color
Texture
Resources for Vocabulary Development: Textbook
Board Approved: February 23, 2017 8 | P a g e
Topic 1: Terms and Techniques
Engaging Experience 1
Title: Technique Practice Page
Suggested Length of Time: 2 class periods
Standards Addressed
Priority:
● 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,
graduated wash
Supporting:
● 1.B.2.4 s: Select and use appropriate size and brush type
Detailed Description/Instruction: Students will use tube watercolor sets to create the
techniques listed on the worksheet. Paper is 11 x 15. The teacher will demonstrate each
technique and the students will use each technique to show that they understand.
Bloom’s Levels: Apply
Webb’s DOK: 1
Rubric: to be created
Board Approved: February 23, 2017 9 | P a g e
Topic 2: Color
Engaging Experience 1
Title: Value Scale
Suggested Length of Time: 1 class period
Standards Addressed
Priority:
● 1.B.1.4 Blend one color/value smoothly into another
Supporting:
● 1.B.1.6 Use brushes of various sizes/types
Detailed Description/Instructions: Use a warm color, a cool color, and black (or paynes grey)
to create a value scale from light washes to darker intensity. Students will create 3 separate value
scales in each color.
Bloom’s Levels: Apply
Webb’s DOK: 1, 2
Rubric: to be created
Engaging Experience 2
Title: Color Mixing Grid
Suggested Length of Time: 4 to 5 class periods
Standards Addressed
Priority:
● 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,
graduated wash
Detailed Description/Instructions: Using the tube paints, students create a grid that cross
references the colors of the paints so when mixed you can see what makes what color. Paper is
15 x 15. Every color is mixed eventually with the other. Students will use more water to create
the transparent colors and more pigment to create bright, more opaque colors.
Bloom’s Levels: Apply
Webb’s DOK: 1
Rubric: to be created
Engaging Experience 1
Title: Monochromatic Watercolor
Suggested Length of Time: 5-7 class periods
Standards Addressed
Priority:
● 1.B.1.4 Blend one color/value smoothly into another
● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,
graduated wash
Board Approved: February 23, 2017 10 | P a g e
● I.1.B.2.3 Apply watercolor to create simulated and invented textures
● I.1.B.3.3 Mix watercolors to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
Supporting:
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures
● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for
the rights and obligations of using and sharing intellectual property.
● ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research
strategies to locate information and other resources for their intellectual or
creative pursuits.
Detailed Description/Instructions: Students will choose a photo that shows perspective and
paint it in one color only concentrating on the values. Students will also focus on what technique
to use for each part of the painting to show differences in texture.
Bloom’s Levels: Apply and Create
Webb’s DOK: 3
Rubric: to be created
Engaging Experience 2
Title: Using Expressive Color
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,
graduated wash
● I.1.B.2.3 Apply watercolor to create simulated and invented textures
● I.1.B.3.3Mix watercolors to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
Supporting:
● II.1.C.3.1 Identify and create complex form in-the-round
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
Board Approved: February 23, 2017 11 | P a g e
● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms
in two-dimensional artwork
Detailed Description/Instructions: Students will paint an apple from observation, using their
own knowledge of color to use creative color scheme and underpainting. Students will paint
highlights, shadows, and cast shadows to show form in the round.
Bloom’s Levels: Apply and Create
Webb’s DOK: 3
Rubric: to be created
Board Approved: February 23, 2017 12 | P a g e
Topic 3: Observation
Engaging Experience 1
Title: Still Life
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
○ I.1.B.2.2 Demonstrate the following watercolor techniques: continuous
wash, graduated wash
○ I.1.B.2.3 Apply watercolor to create simulated and invented textures
Supporting:
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● I.2.F.3 Identify and use foreshortened figure proportions
● II.1.F.3 Identify and use a range of values to create the illusion of form through
observation of transparent and reflective objects
● II.2.A.2 Use elements to create compositional balance
Detailed Description/Instructions: Students will create a still life of various objects (fruit,
veggie, sea shell, something reflective and cloth). They will paint 2 or more objects with a
variety of color and reflections on a soft cloth.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: to be created
Engaging Experience 2
Title: Flower Painting
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
○ I.1.B.2.2 Demonstrate the following watercolor techniques: continuous
wash, graduated wash
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○ I.1.B.2.3 Apply watercolor to create simulated and invented textures
Supporting:
II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly
repurpose or remix digital resources into new creations.
Detailed Description/Instructions: Students will take a close-up photo of flowers,
concentrating on the form and value changes. Students will produce a painting, creating the
illusion of realism.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: to be created
Engaging Experience 3
Title: Painting on Location
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
○ I.1.B.2.2 Demonstrate the following watercolor techniques: continuous
wash, graduated wash
○ I.1.B.2.3 Apply watercolor to create simulated and invented textures
Supporting:
II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● I.3.A.1 Create original artworks using the following as subject matter:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
Detailed Description/Instructions: Students will take a field trip, painting on location:
architecture, people, landscape and free choice. They will use color layering and techniques
learned to paint a successful composition.
Board Approved: February 23, 2017 14 | P a g e
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: to be created
Engaging Experience 4
Title: Watercolor Collage
Suggested Length of Time: 2 weeks
Standards Addressed
Priority:
I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
○ I.1.B.2.2 Demonstrate the following watercolor techniques: continuous
wash, graduated wash
○ I.1.B.2.3 Apply watercolor to create simulated and invented textures
Supporting:
II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for
the rights and obligations of using and sharing intellectual property.
● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly
repurpose or remix digital resources into new creations.
Detailed Description/Instructions: Students will create a collage from magazines or images
found online. They will use cut and torn pieces related to the same color, a variety of textures, a
wide range of values, contrast, and text. Students will arrange these pieces to create a strong
composition and using the techniques demonstrated in class to paint in watercolor.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: to be created
Board Approved: February 23, 2017 15 | P a g e
Engaging Scenario
Engaging Scenario Still life: Students will set up their own still life from a variety of objects
that include different surface textures. The objects are arranged in a strong composition in
front of them. The students will then create a watercolor painting using layers, techniques and
other practices that were introduced in class. Students will do their best as matching the color
hues.
Portrait: Students will take a photo of oneself or of someone that they want to paint. They are
to use the techniques demonstrated to achieve a realistic painting. They may also choose to
create a portrait and use a more expressive color scheme showing a real or idealized image.
Rubric for Engaging Scenario: To be created.
Board Approved: February 23, 2017 16 | P a g e
Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience
Title
Description Suggested
Length of
Time
Terms/Techniques Technique
Practice Page
Students will use tube watercolor sets
to create the techniques listed on the
worksheet. Paper is 11 x 15. The
teacher will demonstrate each
technique and the students will use
each technique to show that they
understand.
2 class
periods
Color Value Scale Use a warm color, a cool color, and
black (or paynes grey) to create a
value scale from light washes to darker
intensity. Students will create 3
separate value scales in each color.
1 class period
Color Color Mixing
Grid
Using the tube paints, students create a
grid that cross references the colors of
the paints so when mixed you can see
what makes what color (paper is 15 x
15). Every color is mixed eventually
with the other. Students will use more
water to create the transparent colors
and more pigment to create bright,
more opaque colors.
4 to 5 class
periods
Color Monochromatic
Watercolor
Students will choose a photo that
shows perspective and paint it in one
color only concentrating on the values.
Students will also focus on what
technique to use for each part of the
painting to show differences in texture.
5-7 class
periods
Color Using
Expressive
Color
Students will paint an apple from
observation, using their own
knowledge of color to use creative
4-5 class
periods
Board Approved: February 23, 2017 17 | P a g e
color scheme and
underpainting. Students will paint
highlights, shadows, and cast shadows
to show form in the round.
Observation Still Life Students will create a still life of
various objects (fruit, veggie, sea shell,
something reflective and cloth). They
will paint 2 or more objects with a
variety of color and reflections on a
soft cloth.
4-5 class
periods
Observation Flower Painting
Students will take a close-up photo of
flowers, concentrating on the form and
value changes. Students will produce a
painting, creating the illusion of
realism.
4-5 class
periods
Observation Painting on
Location
Students will take a fieldtrip, painting
on location: architecture, people,
landscape and free choice. They will
use color layering and techniques
learned to paint a successful
composition.
4-5 class
periods
Observation Watercolor
Collage
Students will create a collage from
magazines or images found
online. They will use cut and torn
pieces related to the same color, a
variety of textures, a wide range of
values, contrast, and text. Students will
arrange these pieces to create a strong
composition and using the techniques
demonstrated in class to paint in
watercolor.
2 weeks
Board Approved: February 23, 2017 18 | P a g e
Subject: Painting
Grade: 10, 11, 12
Name of Unit: Acrylic
Length of Unit: 9 weeks
Overview of Unit: In the acrylic painting unit, we focus on various painting techniques such as
underpainting, glazing, and layering. We also focus on painting from observation with an
emphasis on mixing colors, creating values, and manipulating forms.
Priority Standards for unit:
● I.1.B.1.1 Mix tempera/acrylic paints to create different hues
● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of intensity
● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes, change
in value or intensity
● I.1.B.1.4 Blend one color/value smoothly into another
● I.1.B.1.5 Demonstrate proper use and cleaning of brushes and palettes
● I.1.B.1.6 Use brushes of various sizes/types
● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues
● I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash, graduated
wash
● I.1.B.2.3 Apply watercolor to create simulated and invented textures
● I.1.B.2.4 Select and use appropriate size and brush type
● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush strokes)
● I.1.B.3.2 Demonstrate the following watercolor techniques: masking, wet on wet, dry
brush, glaze, transparent layering, scratch, resist, lifting
● I.1.B.3.3Mix watercolors to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
● III.2.A.1 With one artwork:
○ describe artwork;
○ analyze the use of elements and principles in the work;
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated);
○ Judge the work from various perspectives:
○ Showing a real or idealized image of life (Imitationalism);
○ Expressing feelings (Emotionalism/ Expressionism);
○ Emphasis on elements and principles (Formalism);
○ Serving a purpose in the society or culture (Functionalism)
Unit 2: Acrylic
Board Approved: February 23, 2017 19 | P a g e
● III.2.A.2 Compare and contrast two artworks:
○ Describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Judge the work from various perspectives
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● II.2.A.3 Compare and contrast student artwork with professional artworks or
masterpieces:
○ Describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Judge the work from various perspectives
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● III.2.A.4 Use the following process with a body of work (portfolio)
○ Describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
● I.3.A.1 Create original artworks using the following as subject matter:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
● I.3.A.2 Communicate ideas through the creation of a:
○ Portrait
○ Still life
○ Landscape
Board Approved: February 23, 2017 20 | P a g e
○ Non-objective
○ Architecture
● I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g., figure
and/or architecture in a landscape)
● I.3.A.4 Select subject matter to communicate personal ideas through a series of original,
related works
Supporting Standards for unit:
● II.1.E.3 Identify and use arbitrary color and symbolic color
● II.1.E.4 Use color expressively to communicate ideas
● II.1.D.3 Contrast textures within the same artwork
● II.1.D.4 Use textures expressively to communicate ideas
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., different
values and different textures)
● II.2.C.4 Use contrast expressively
● II.2.F.4 Use facial and/or figure proportions expressively
● II.1.F.3 Identify and use a range of values to create the illusion of form through
observation of transparent and reflective objects
● II.1.F.4 Use value expressively to communicate ideas
● II.2.A.2 Use elements to create compositional balance
● II.2.A.3 Use balance to support the communication of an idea
● II.2.A.4 Use balance expressively
● II.1.B.3 Identify and use implied shapes
● II.1.B.4 Use shapes expressively to communicate ideas
● II.1.C.3.1 Identify and create complex form in-the-round
● II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms in two-
dimensional artwork
● II.1.C..4 Use forms expressively to communicate ideas
● II.1.G.3.1 Design negative and positive space from all viewpoints in three-dimensional
work
● II.1.G.3.2 From observation, identify and use appropriate perspective techniques to create
the illusion of space
● II.1.G.4 Use space expressively to communicate ideas
● II.2.B.2 Identify and use emphasis (focal point) through isolation and location
● II.2.B.3 Use emphasis to support the communication of an idea
● II.2.B.4 Use emphasis expressively
● I.1.C.2 Create or modify an image using art software
● V.1.B.3 Compare and contrast two artworks on:
○ Time
○ Place
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○ Artist
○ Subject matter
○ Theme
○ Characteristics
○ Material/ Technology
○ Ideas and beliefs of culture
○ Function of art in culture/society
● III.1.A.1.1 Discuss personal beliefs about the nature of art
● III.1.A.1.2 Define aesthetics as the branch of philosophy that deals with the nature and
value of art
● III.1.A.1.3 Discuss and develop answers to questions about art, such as:
○ What is art?
○ Why do responses vary?
○ Who decides what makes an artwork special, valuable or good?
● IV.2.A.3 Explain how historical events and social ideas are reflected in artworks from
selected cultures or historical time periods.
● IV.2.A.4 Explain how contemporary events and social ideas are reflected in student
artworks
● V.1.A.1 Identify artworks from the following:
○ Ancient Greece/Rome
○ Renaissance
○ Impressionism
○ Post-Impressionism
○ Pop Art
○ Op Art
● III.1.A.2.1 Discuss how perceptions in art reflect community and/or culture beliefs and
values
● III.1.A.2.2 Compare how responses to works of art differ based on whether the viewer is
a member of the culture in which the art was created
● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly
repurpose or remix digital resources into new creations.
Unwrapped Concepts (Students need to know)
Unwrapped Skills
(Students need to
be able to do)
Bloom’s
Taxonomy
Levels
Webb's
DOK
tempera/acrylic paints to create different hues Mix Apply 2
tempera/acrylic paints to create a range of 4
values and levels of intensity Mix Apply 2
paint to create a solid area of color with no visible
brushstrokes, change in value or intensity Apply Apply 2
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one color/value smoothly into another Blend Apply 2
proper use and cleaning of brushes and palettes Demonstrate Apply 1
brushes of various sizes/types Use Analyze 2
tempera/acrylic paints to match observed hues Mix Apply 2
painting media and techniques that demonstrate
-sensitivity and subtlety in use of media
-engagement with experimentation and/or risk
taking
-informed decision-making Select Understand 2
painting media and techniques that demonstrate
-sensitivity and subtlety in use of media
-engagement with experimentation and/or risk
taking
-informed decision-making Apply Create 3
with one artwork:
-artwork; Describe Understand 2
-the use of elements and principles in the work; Analyze Analyze 2
-the meaning of the work (subject, theme,
symbolism, message communicated); Interpret Evaluate 3
-the work from various perspectives:
-Showing a real or idealized image of life
(Imitationalism);
-Expressing feelings (Emotionalism/
Expressionism);
-Emphasis on elements and principles
(Formalism);
-Serving a purpose in the society or culture
(Functionalism) Judge Evaluate 3
two artworks:
-describe artwork
-analyze the use of elements and principles in the
work Compare Analyze 3
-describe artwork
-analyze the use of elements and principles in the
work Contrast Analyze 3
-artwork
with a body of work (portfolio) Describe Understand 3
-the use of elements and principles in the work Analyze Analyze 2
-the meaning of the work (subject, theme,
symbolism, message communicated) Interpret Evaluate 3
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-showing a real or idealized image of life
(Imitationalism)
-expressing feelings (Emotionalism/
Expressionism)
-emphasis on elements and principles
(Formalism)
-serving a purpose in the society or culture
(Functionalism)
original artworks using the following as subject
matter:
-portrait
-still life
-landscape
-non-objective
-architecture Create Create 3
ideas through the creation of a:
-portrait
-still life
-landscape
-non-objective
-architecture Communicate Analyze 3
subject matter in original artworks to
communicate ideas (e.g., figure and/or
architecture in a landscape) Combine Create 4
Essential Questions:
1. Why is it important to know a variety of acrylic techniques?
2. How do you mix acrylic paint to create different hues/values?
3. Why is creativity/originality important in your artwork?
4. How do you use color and technique to communicate an idea in your painting?
5. How do you compare and contrast artworks?
Enduring Understanding/Big Ideas:
1. In each painting you do, there will be textures to acquire, colors to lift and values to
match. Knowing the techniques will give you a variety of tools to achieve the desired
effect.
2. You should start with the base color of the object. Use your knowledge of the color
theory unit to create various hues. Use black and white to mix tints and shades. Use
opposite colors to change the intensity.
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3. Creativity/ originality is important when creating artwork not from observation to express
unique student voice.
4. You can use arbitrary color to convey a feeling or emotion. Techniques may be applied to
enhance composition.
5. Critique (describe, analyze, interpret, judge) each work and discuss
similarities/differences in composition and techniques used.
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific
Color
Transparent
Opaque
Binder
Solvent
Transparent
Opaque
Fresco
Pigment
Binder
Solvent
Masking
Acrylic
Gesso
Canvas
Extender
Glazing
Fan brush
Underpainting
Palette
Palette knife
Wash
Layering
Impasto
Turpentine
Modeling paste
gloss/matte/gel medium
Value
Form
Color
Texture
Dry Brush
Wash
Resources for Vocabulary Development: Textbook
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Topic 1: Terms/Techniques
Engaging Experience 1
Title: Acrylic Techniques Practice Page
Suggested Length of Time: 3 class periods
Standards Addressed
Priority:
● I.1.B.1.5 Demonstrate proper use and cleaning of brushes and palettes
● I.1.B.1.6 Use brushes of various sizes/types
Supporting:
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
Detailed Description/Instructions: The teacher demonstrates techniques to the students such as
different brush effects, glazing, modeling paste relief, gesso as a texture, sponging, spattering,
using gel medium, tonking, layering, underpainting, etc. The student then will perform the
technique.
Bloom’s Levels: Apply, Create
Webb’s DOK: 1
Rubric: to be created
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Topic 2: Color
Engaging Experience 2
Title: Intensity Scale
Suggested Length of Time: 1 class period
Standards Addressed
Priority:
● I.1.B.1.1 Mix tempera/acrylic paints to create different hues
● I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of
intensity
● I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes,
change in value or intensity
● I.1.B.1.4 Blend one color/value smoothly into another
Supporting:
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
Detailed Description/Instructions: Students create a scale(s) in which they change the intensity
of a given color using that color’s complement.
Bloom’s Levels: Apply, Create
Webb’s DOK: 1
Rubric: to be created
Engaging Experience 3
Title: Underpainting
Suggested Length of Time: 3 class periods
Standards Addressed
Priority:
● I.1.B.1.1 Mix tempera/acrylic paints to create different hues
● I.1.B.1.6 Use brushes of various sizes/types
● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues
Supporting:
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● II.1.F.3 Identify and use a range of values to create the illusion of form through
observation of transparent and reflective objects
● II.1.C.3.1 Identify and create complex form in-the-round
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Detailed Description/Instructions: Students create a simple still life composition. They first
paint a layer of neutral values for each object and then paint a layer of each object’s color on top.
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 2
Rubric: to be created
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Topic 3: Art History
Engaging Experience 1
Title: Impressionism Camouflage
Suggested Length of Time: 4 class periods
Standards Addressed
Priority:
● I.1.B.1.6 Use brushes of various sizes/types
● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
● III.2.A.1 With one artwork:
○ Describe artwork;
○ Analyze the use of elements and principles in the work;
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated);
○ Judge the work from various perspectives:
○ Showing a real or idealized image of life (Imitationalism);
○ Expressing feelings (Emotionalism/ Expressionism);
○ Emphasis on elements and principles (Formalism);
○ Serving a purpose in the society or culture (Functionalism)
Supporting:
● II.1.D.3 Contrast textures within the same artwork
● V.1.A.1 Identify artworks from the following:
○ Ancient Greece/Rome
○ Renaissance
○ Impressionism
○ Post-Impressionism
○ Pop Art
○ Op Art
Detailed Description/Instructions: After looking at and discussing the works of various
Impressionist painters, students are given a strip from a master Impressionist work. They will
create an Impressionist landscape based off of this strip using the techniques they have discussed
and learned.
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 3
Rubric: to be created
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Topic 4: Observation
Engaging Experience 1
Title: Theme Painting
Suggested Length of Time: 5 class periods
Standards Addressed
Priority:
● I.1.B.2.1 Mix tempera/acrylic paints to match observed hues
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
Supporting:
● I.3.A.2 Communicate ideas through the creation of a:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
Detailed Description/Instructions: Students will bring in object of their choice to set up in a
still life. They are encouraged to bring in objects with different textures and material. They
should choose these objects to say something about them or their personality. A still life will be
set up using rules of composition. This will be painting using acrylic techniques on a canvas
board.
Bloom’s Levels: Apply and Analyze
Webb’s DOK: 2
Rubric: to be created
Engaging Experience 2
Title: Painting on Location
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
● I.3.A.1 Create original artworks using the following as subject matter:
○ Portrait
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○ Still life
○ Landscape
○ Non-objective
○ Architecture
Supporting:
● II.1.D.3 Contrast textures within the same artwork
● II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,
different values and different textures)
● I.3.A.1 Create original artworks using the following as subject matter:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
Detailed Description/Instructions: Paint on location from fieldtrip: architecture, people,
landscape and free choice. Use color layering and techniques learned to paint a successful
composition
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: to be created
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Topic 5: Creativity and Originality
Engaging Experience
Title: Abstract Music Collage
Suggested Length of Time: 1-2 class periods
Standards Addressed
Priority:
● I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush
strokes)
● I.1.B.4 Select and apply painting media and techniques that demonstrate
○ sensitivity and subtlety in use of media
○ engagement with experimentation and/or risk taking
○ informed decision-making
Supporting:
● II.1.E.3 Identify and use arbitrary color and symbolic color
● III.2.A.2 Compare and contrast two artworks:
○ Describe artwork
○ Analyze the use of elements and principles in the work
○ Interpret the meaning of the work (subject, theme, symbolism, message
communicated)
○ Judge the work from various perspectives
○ Showing a real or idealized image of life (Imitationalism)
○ Expressing feelings (Emotionalism/ Expressionism)
○ Emphasis on elements and principles (Formalism)
○ Serving a purpose in the society or culture (Functionalism)
Detailed Description/Instructions: An excerpt of music will be played. Students will listen
once through and think about what they feel from the music. What colors do they feel from the
music? Do they feel the beat of rhythm? How would they choose to paint this piece of music?
Students will create an abstract or non-objective collage painting that emphasizes the use of the
basic elements of line, shape, color texture and pulls together a design that is unified, balanced
and has good eye appeal, sense of rhythm and has a strong focal point.
Bloom’s Levels: 3
Webb’s DOK: Analyze
Rubric: To be created
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Topic 6: Technology
Engaging Experience 1
Title: Acrylic Value Self-Portraits
Suggested Length of Time: 3-5 class periods
Standards Addressed
Priority:
3.A.1 Create original artworks using the following as subject matter:
○ Portrait
○ Still life
○ Landscape
○ Non-objective
○ Architecture
Supporting:
● II.1.E.3 Identify and use arbitrary color and symbolic color
● II.1.E.4 Use color expressively to communicate ideas
● I.1.C.2 Create or modify an image using art software
● ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsibly
repurpose or remix digital resources into new creations.
Detailed Description/Instructions: The student will take a photo and change the colors, values,
etc. using Photoshop. They will use the filter needed to show value changes. The student will
choose a color scheme OR paint how the photo is on the Photoshop program. Trace the value
changes with transfer paper onto the canvas.
Bloom’s Levels: Create
Webb’s DOK: 3
Rubric: To be created
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Engaging Scenario
Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Theme Painting: Students select and bring in objects that relate to/describe them personally.
Objects are arranged into a still life that includes varying textures, surfaces, levels, etc.
Students then create a painting of this still life applying techniques practiced in class and a
color scheme of their choosing.
Abstract Mixed Media Painting: Students first create a low relief surface to paint on using
various materials of their choosing (sand, modeling paste, tissue paper, etc.) and gesso if
needed. They then create a non-objective or abstract painting using at least 3 of the techniques
practiced throughout the semester. Paintings must also follow an identifiable color scheme.
Rubric for Engaging Scenario: to be created
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Summary of Engaging Learning Experiences for Topics
Topic Engaging
Experience
Title
Description Suggested
Length of
Time
Terms/Techniques Acrylic
Techniques
Practice Page
The teacher demonstrates techniques to
the students such as different brush
effects, glazing, modeling paste relief,
gesso as a texture, sponging, spattering,
using gel medium, tonking, layering,
underpainting, etc. The student then will
perform the technique.
3 class
periods
Color Intensity Scale Students create a scale(s) in which they
change the intensity of a given color using
that color’s complement.
1 class
period
Color Underpainting Students create a simple still life
composition. They first paint a layer of
neutral values for each object and then
paint a layer of each object’s color on top.
3 class
periods
Art History Impressionism
Camouflage
After looking at and discussing the works
of various Impressionist painters, students
are given a strip from a master
Impressionist work. They will create an
Impressionist landscape based off of this
strip using the techniques they have
discussed and learned.
4 class
periods
Observation Theme
Painting
Students will bring in object of their
choice to set up in a still life. They are
encouraged to bring in objects with
different textures and material. They
should choose these objects to say
something about them or their personality.
A still life will be set up using rules of
composition. This will be painting using
acrylic techniques on a canvas board.
5 class
periods
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Observation Painting on
Location
Paint on location from field trip:
architecture, people, landscape and free
choice. Use color layering and techniques
learned to paint a successful composition
4-5 class
periods
Creativity and
Originality
Abstract
Music Collage
An excerpt of music will be played.
Students will listen once through and think
about what they feel from the music. What
colors do they feel from the music? Do
they feel the beat of rhythm? How would
they choose to paint this piece of music?
Students will create an abstract or non-
objective collage painting that emphasizes
the use of the basic elements of line,
shape, color texture and pulls together a
design that is unified, balanced and has
good eye appeal, sense of rhythm and has
a strong focal point.
1-2 class
periods
Technology Acrylic Value
Self-Portraits
The student will take a photo and change
the colors, values, etc. using Photoshop.
They will use the filter needed to show
value changes. The student will choose a
color scheme OR paint how the photo is
on the Photoshop program. Trace the
value changes with transfer paper onto the
canvas.
3-5 class
periods
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Unit of Study Terminology
Appendices: All Appendices and supporting material can be found in this course’s shell course in the
District’s Learning Management System.
Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate
level of rigor that matches the standard.
Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to
discover and state in their own words by the end of the unit of study. These are answers to the essential
questions.
Engaging Experience: Each topic is broken into a list of engaging experiences for students. These
experiences are aligned to priority and supporting standards, thus stating what students should be able to
do. An example of an engaging experience is provided in the description, but a teacher has the autonomy
to substitute one of their own that aligns to the level of rigor stated in the standards.
Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge,
audience, and a product or performance is specified. Each unit contains an example of an engaging
scenario, but a teacher has the ability to substitute with the same intent in mind.
Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the
learning.
Priority Standards: What every student should know and be able to do. These were chosen because of
their necessity for success in the next course, the state assessment, and life.
Supporting Standards: Additional standards that support the learning within the unit.
Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many,
depending on the depth of the unit.
Unit of Study: Series of learning experiences/related assessments based on designated priority standards
and related supporting standards.
Unit Vocabulary: Words students will encounter within the unit that are essential to understanding.
Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple
content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically
within the content.
Symbols:
This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the
rubric provided by the district.
This symbol depicts an experience that integrates professional skills, the development of professional
communication, and/or the use of professional mentorships in authentic classroom learning activities.