Drawing 20II by deYXip2

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									                                            Monroe Township Schools




                                        Curriculum Management System


                                                   DRAWING II
                                                   Grade 10-12
                                                    June 2008


* For adoption by all regular education programs                       Board Approved: August 2008
  as specified and for adoption or adaptation by
  all Special Education Programs in accordance
  with Board of Education Policy # 2220.
                                       Table of Contents



Monroe Township Schools Administration and Board of Education Members Page 3

Acknowledgments                                                       Page 4

District Mission Statement and Goals                                  Page 5

Introduction/Philosophy/Educational Goals                             Pages 6

National and State Standards                                          Page 7

Scope and Sequence                                                    Page 8-9

Goals/Essential Questions/Objectives/Instructional Tools/Activities   Pages 9-14

Benchmarks                                                            Page 15




                                               2
  MONROE TOWNSHIP SCHOOL DISTRICT


               ADMINISTRATION

      Mr. Joseph King, Interim Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent
    Dr. Veronica Geyer, Assistant Superintendent

            BOARD OF EDUCATION

            Ms. Amy Antelis, President
         Mr. Lew Kaufman, Vice President
              Mr. Marvin Braverman
                 Mr. Ken Chiarella
             Ms. Kathy Kolupanowich
                  Mr. John Leary
                Ms. Kathy Leonard
                Mrs. Rita Ostrager
                  Mr. Ira Tessler

       JAMESBURG REPRESENTATIVE

                Ms. Patrice Faraone

            Student Board Members

               Ms. Melissa Bonamici
                 Ms. Nidhi Bhatt

                         3
                                            Acknowledgments


The following individuals are acknowledged for their assistance in the preparation of this Curriculum
Management System:



Writers Names:       Janae DeLaurentis

Supervisor Name: Robert Mele, Supervisor of Arts and Careers Technology

Technology Staff: Al Pulsinelli
                  Reggie Washington
                  Bill Wetherill

Secretarial Staff:   Debby Gialanella
                     Geri Manfre
                     Gail Nemeth




                                                     4
                                  Monroe Township Schools
                                     Mission and Goals

                                                Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to
collaboratively develop and facilitate programs that pursue educational excellence and foster
character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to
empower all individuals to become productive citizens of a dynamic, global society.

                                                 Goals

To have an environment that is conducive to learning for all individuals.

To have learning opportunities that are challenging and comprehensive in order to stimulate the
intellectual, physical, social and emotional development of the learner.

To procure and manage a variety of resources to meet the needs of all learners.

To have inviting up-to-date, multifunctional facilities that both accommodate the community and are
utilized to maximum potential.

To have a system of communication that will effectively connect all facets of the community with the
Monroe Township School District.

To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a
safe, outstanding, and superior education to all individuals.
                                                    5
                   INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

                                                             Philosophy

    The Visual Arts Department at Monroe Township High School is designed to foster sound visual, emotional and aesthetic values
that are necessary to appreciate culture and beauty in the world. Furthermore, it not only teaches the retention of facts and the mastery
of artistic skills and techniques, but it also enhances the capacity for achievement of academic knowledge and the attainment of
personal development by teaching critical thinking skills. Critical thinking skills enable students to anticipate and solve complex
problems.
    The Visual Arts program, like all programs, assists in the development of the "whole" student in preparation for entering the society
in which we live.
    The following course is designed to meet the needs of every student; the serious art student as well as the student who wishes to
pursue an art course for pleasure will find a host of opportunities available to them.


                                                        Educational Goals

    This course is designed to enhance the students’ aesthetic values. It exposes students to a variety of drawing techniques and
problems relating to the visual arts world. It will foster sound visual, emotional, and aesthetic values necessary to begin appreciating
culture and beauty in the world. In addition to the fundamentals taught in Drawing I, the advanced drawing students will further explore
and refine their drawing abilities by way of various subject matter. Drawing the built environment, portraits, figures, and animals in a
variety of drawing media such as charcoal, pen and ink, pastel, and graphite will be the main focus. The process of critique is prevalent
as students learn to apply the Elements and Principles of design vocabulary in discussions regarding their work.




                                                                   6
                                        New Jersey State Department of Education
                                          Core Curriculum Content Standards


A note about Visual Arts Standards and Cumulative Progress Indicators.

The New Jersey Core Curriculum Content Standards for Visual Arts were revised in 1996. The Cumulative Progress Indicators (CPI's)
referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A
complete copy of the new Core Curriculum Content Standards for Visual Arts may also be found at:
http://www.nj.gov/education/cccs/s1_vpa.htm




                                                                  7
                                                                          DRAWING II

                                                                   Scope and Sequence

                                                                            Quarter I
Big Idea: Aesthetic Awareness                                                           Big Idea: Aesthetic Awareness
I. ELEMENTS OF DESIGN (review from Drawing I)                                           II. PRINCIPLES OF DESIGN
a. The student will be able to apply the Elements of Design to construct and            a. The student will be able to apply the Principles of Design to construct and
organize their drawings and understand the vocabulary to use when discussing            organize their drawings and understand the vocabulary to use when discussing
art and the visual environment.                                                         art and the visual environment.

Big Idea: Aesthetic Awareness                                                           Big Idea: Aesthetic Awareness
III. DRAWING ANIMALS                                                                    IV. DRAWING THE BUILT ENVIRONMENT
a. The student will be able to examine animal anatomy and expression in                 a. The student will be able to apply one-point and two-point perspective by
order to compose a complete finished, powerful animal drawing.                          way of drawing the built environment.


                                                                            Quarter II
Big Idea: Aesthetic Awareness                                                           Big Idea: Aesthetic Awareness
V. DRAWING THE PORTRAIT                                                                 VI. FIGURE DRAWING
a. The student will be able to learn about the artist-model relationship and the        a. The student will be able to observe human anatomy and the way a body
portrait poses; how to draw the planes of the face; then how to focus on and            poses and moves; apply that knowledge into figure drawings; prepare to draw
draw the individual features of the face and relate the features according to the       the figure in full value; to infuse drawings of the figure with real feelings and
most common facial proportions.                                                         emotions.




                                                                                    8
                      Curriculum Management System          Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                            Topic: ELEMENTS OF DESIGN (review from Drawing I)
                      Grade 10-12/Drawing II
Suggested blocks of




                                                            Goal 1:      The student will be able to apply the Elements of Design to construct and organize their
                                                                      drawings and to understand the vocabulary that is used when discussing art and the visual
                                                                      environment.
Instruction




                      Objectives / Cluster Concepts /       Essential Questions                                            Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators        Sample Conceptual Understandings                               Resources / Learning Activities /
                      (CPI's)                                                                                              Interdisciplinary Activities / Assessment Model
                      The student will be able to:
    7                 1.1.   Identify how line, shape,         What elements of design can you identify in a particular      Textbook: Discovering Drawing, by Ted Rose
                             form, value, color, texture,       work of art? Which seem most important?                        and Sallye Mahan-Cox
                             and space are used in             How can an artist use the Elements of Design to create        Visuals: Elements of Design Posters
                             artwork.                           artwork?                                                      Write a critical analysis about an artwork,
                      1.2.   Discuss and write about art
                                                               Why are the Elements of Design important in art?               referring to the how the artist used the
                             focusing on the Elements of                                                                       Elements of Design. (analysis)
                             Design.
                                                                                                                              Select any artwork that you think best
                      1.3.   Apply the Elements of
                                                                                                                               exemplifies two of the elements of design.
                             Design in their artwork.
                                                                                                                               Evaluate and discuss why you feel your
                                                                                                                               selection is an effective example of those
                                                                                                                               elements of design. (evaluation)




                                                                                               9
                      Curriculum Management System         Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                           Topic: THE PRINCIPLES OF DESIGN
Suggested blocks of



                      10-12/DRAWING II                     Goal 2:    The student will be able to apply the Principles of Design to construct and organize their
                                                                   drawings and to understand the vocabulary that is used when discussing art and the visual
                                                                   environment.
Instruction




                      Objectives / Cluster Concepts /      Essential Questions                                   Instructional Tools / Materials / Technology / Resources /
                      Cumulative Progress Indicators       Sample Conceptual Understandings                      Learning Activities / Interdisciplinary Activities /
                      (CPI's)                                                                                    Assessment Model
                      The student will be able to:
    7                 2.1.   Identify how contrast,           What Principles of design can you identify in a      Textbook: Discovering Drawing, by Ted Rose and
                             emphasis, pattern, rhythm,        particular work of art? Which seem most               Sallye Mahan-Cox
                             balance, movement, and            important?                                           Visuals: Principles of Design Posters
                             unity are used in artwork.       How can an artist use the Principles of Design       Write a critical analysis about an artwork, referring to the
                      2.2.   Discuss and write about art       to create an artwork?                                 how the artist used the Elements of Design. (analysis,
                             focusing on the Elements of
                                                              Why are the Principles of Design important in         evaluation)
                             Design.
                                                               art?                                                 Lightly divide a drawing into thirds both horizontally and
                      2.3.   Apply the Principles of
                                                                                                                     vertically. The places where the lines meet are the best
                             Design in an artwork.
                                                                                                                     places to create emphasis. Develop a drawing that
                                                                                                                     applies these compositional guidelines and creates
                                                                                                                     emphasis on the main subject matter. (application)
                                                                                                                    Look for patterns around you. How do they change the
                                                                                                                     appearance of objects and surfaces? Find examples of
                                                                                                                     planned and random patterns in the drawings from art
                                                                                                                     books provided in the classroom. Develop a drawing
                                                                                                                     that illustrates a patterned piece of drapery. (application)




                                                                                             10
                      Curriculum Management System        Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                          Topic: DRAWING ANIMALS
Suggested blocks of



                      10-12/DRAWING II
                                                          Goal 3:      The student will be able to examine animal anatomy and expression in order to compose and
                                                                    design an animal drawing.
Instruction




                      Objectives / Cluster Concepts /     Essential Questions                                       Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators      Sample Conceptual Understandings                          Resources / Learning Activities /
                      (CPI's)                                                                                       Interdisciplinary Activities / Assessment Model
                      The student will be able to:
    7                 3.1.   Draw using various drawing      What does understanding animal anatomy allow the         Textbook: Discovering Drawing, by Ted Rose
                             mediums: graphite,               artist to do?                                             and Sallye Mahan-Cox
                             charcoal, pastel, color         How do artists use animals to convey powerful            Create a study drawing from a famous drawing
                             pencil, and ink.                 emotional and social messages?                            of an animal (A Young Hare, Albrecht Durer),
                      3.2.   Understand basic shapes                                                                    making sure to establish the basic shapes of
                             and animal anatomy.                                                                        the animal’s structure.
                      3.3.   Observe animals to develop                                                                Complete a study the structure of an animal.
                             memory skills.
                                                                                                                       Animal Value Study
                      3.4.   Draw animals in motion.
                                                                                                                       Select an animal that you can observe and
                      3.5.   Draw animals with a                                                                        photograph often, filling in many sketchbook
                             message.                                                                                   pages with your studies in line, shapes, value,
                                                                                                                        texture, and color. Using your sketchbook as a
                                                                                                                        reference, create a finished drawing in colored
                                                                                                                        pencil. Compose the page carefully.
                                                                                                                        (synthesis)
                                                                                                                       Visit a local zoo. Fill sketchbook pages with a
                                                                                                                        series of quick gesture drawings and then
                                                                                                                        longer full drawings of the animals. (synthesis)
                                                                                                                       Practice movement drawings by drawing from
                                                                                                                        life, sketching from photos, and drawing from
                                                                                                                        videos. Fill several pages with drawings of
                                                                                                                        animals in motion. (synthesis)
                                                                                                                       Complete one half of a drawing as a self-
                                                                                                                        portrait and the other half as your symbolic
                                                                                                                        animal self. (synthesis)
                                                                                                                       Animal Drawing from Observation. (synthesis)




                                                                                           11
                      Curriculum Management System         Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                           Topic: DRAWING THE BUILT ENVIRONMENT
Suggested blocks of



                      Grades 10-12/Drawing II              Goal 4:      The student will be able to apply one-point and two-point perspective to landscape/cityscape
                                                                     drawings.
Instruction




                      Objectives / Cluster Concepts /      Essential Questions                                        Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators       Sample Conceptual Understandings                           Resources / Learning Activities /
                      (CPI's)                                                                                         Interdisciplinary Activities / Assessment Model
                      The student will be able to:
    7                 4.1.   Draw using various drawing       How does one-point perspective help artists draw          Textbook: Discovering Drawing, by Ted Rose
                             mediums: graphite,                objects and buildings in space?                            and Sallye Mahan-Cox
                             charcoal, pastel, color          What makes an architectural drawing appear                 “Synthesize”: How might artists combine
                             pencil, and ink.                  successful?                                                expressive and observational techniques in a
                      4.2.   Use one-point perspective                                                                    drawing of the built environment? Cite two
                             to draw objects and                                                                          examples from the art books provided in the
                             buildings in space.                                                                          classroom and explain your reasons for
                      4.3.   Demonstrate knowledge of                                                                     choosing the drawings. (evaluation)
                             two-point perspective and                                                                   Draw an accurate drawing of a simple chair.
                             identify the horizon line,                                                                   List purposes or functions a chair could have-
                             sight lines, and vanishing                                                                   ceremonial or decorative. Consider materials,
                             point(s).                                                                                    decoration, and structure. Use the structure of
                      4.4.   Understand how artists                                                                       your simple chair as a skeleton or base for
                             combine expressive and                                                                       creating a drawing of a special chair for a
                             observational techniques in                                                                  particular purpose. (synthesis, knowledge)
                             a drawing of the built                                                                      Apply one-and two-point perspective to draw a
                             environment.                                                                                 full view of your house’s exterior or other
                                                                                                                          visually appealing building. Using the principles
                                                                                                                          of casual perspective, place your house within
                                                                                                                          its natural landscape. (synthesis)




                                                                                             12
                      Curriculum Management System            Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                              Topic: DRAWING PORTRAITS
Suggested blocks of



                      Grades 10-12/Drawing II
                                                              Goal 5:    The student will be able to learn about the artist-model relationship and the portrait poses; how
                                                              to draw the planes of the face; how to focus on and draw the individual features of the face and relate the
                                                              features according to the most common facial proportions.
Instruction




                      Objectives / Cluster Concepts /         Essential Questions                                 Instructional Tools / Materials / Technology / Resources
                      Cumulative Progress Indicators          Sample Conceptual Understandings                    / Learning Activities / Interdisciplinary Activities /
                      (CPI's)                                                                                     Assessment Model
                      The student will be able to:
    7                 5.1.   Draw using various drawing          What makes a portrait successful? Is a             Textbook: Discovering Drawing, by Ted Rose and
                             mediums: graphite,                   successful portrait an exact likeness of a          Sallye Mahan-Cox
                             charcoal, pastel, color              person?                                            “Portrait from a Live Model”: Create a realistic portrait
                             pencil, and ink.                    Is it more important to express the qualities       from a live model. (synthesis)
                      5.2.   Understand the purpose of            that set the person apart from other people?       Practice Drawing portraits in casual situations at school,
                             portraits: portraits as
                                                                 Why draw portraits?                                 home, or in public. Elaborate on some of your observed
                             documents, portraits as                                                                  sketches later.
                             illustration and exploration.
                                                                                                                     Locate an illustration of a human skull in a science or
                      5.3.   Understand the relationship
                                                                                                                      anatomy book. Use tracing paper to lightly copy the
                             between the artist and a
                                                                                                                      major areas. Next, look in a mirror to use yourself as a
                             model.
                                                                                                                      model and try drawing a portrait over the skull.
                      5.4.   Identify and draw the three                                                              (synthesis)
                             basic portrait poses: frontal,
                                                                                                                     Experiment with weighted line contour drawing to
                             profile, and three-quarters.
                                                                                                                      develop your technique. The pencil should respond to
                      5.5.   Understand and identify the                                                              increased hand pressure to create very light to very
                             anatomy of the portrait.                                                                 dark values in a single line. Pose a model with strong
                      5.6.   Practice contour portrait                                                                directional light. Lightly place the shape of the head
                             drawing.                                                                                 and the features. (synthesis)
                      5.7.   Draw and focus on facial                                                                Draw an in depth study of an eye. (application)
                             features such as the mouth,                                                             Work with classmates as models to draw three different
                             eyes, nose, and hair.                                                                    upper eyelids. (application)
                      5.8.   Understand the importance
                             of facial expression.




                                                                                                 13
                      Curriculum Management System            Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                              Topic: FIGURE DRAWING
Suggested blocks of



                      10-12/Drawing II
                                                              Goal 6:      The student will be able to understand human anatomy and how bodies pose and move; draw
                                                                        parts of the body and begin to infuse drawings of the figure with feeling and emotion.
Instruction




                      Objectives / Cluster Concepts /         Essential Questions                                         Instructional Tools / Materials / Technology /
                      Cumulative Progress Indicators          Sample Conceptual Understandings                            Resources / Learning Activities /
                      (CPI's)                                                                                             Interdisciplinary Activities / Assessment Model
                      The student will be able to:
    7                 6.1.   Identify the purposes of            What did the concept of humanism emphasize?                Textbook: Discovering Drawing, by Ted Rose
                             figure drawing.                     What is foreshortening?                                     and Sallye Mahan-Cox
                      6.2.   Understand what the ideal
                                                                 Why draw figures?                                          Draw hands and feet: ask classmates, friends,
                             figure is and define the                                                                         and family members to pose their hands or feet
                             vocabulary term, canon: the         What role(s) can representing the figure in art have?       and draw them from life. (application)
                             rule that a culture uses for
                                                                                                                             Use a pen or marker to draw the essence of
                             proportions and structure of
                                                                                                                              gesture of classmates walking and performing
                             a figure considered to be
                                                                                                                              simple activities. Then attend a ball game,
                             ideal.
                                                                                                                              dance, or performance and draw the gestures
                      6.3.   Understand figure anatomy.                                                                       of the participants in your sketchbook.
                      6.4.   How to draw a                                                                                    (application, synthesis)
                             foreshortened figure.                                                                           Have a classmate stand in front of a door or
                      6.5.   Draw the figure using a                                                                          wall. Focusing on negative shapes, draw the
                             gesture drawing technique.                                                                       shapes around the figure. Cut out and glue on
                      6.6.   Work with a live model.                                                                          contrasting paper. (application)
                      6.7.   Draw the figure in contour                                                                      Use a felt-tip pen or marker to draw the
                             and value.                                                                                       contours of the figure. Using a pre-drawn
                                                                                                                              simple figure drawing, add value to add volume
                      6.8.   Draw a figure that illustrates
                                                                                                                              to the figure. (application)
                             expression.
                                                                                                                             Use the side of a crayon, do a study of the
                                                                                                                              drawing in figure 8-27 of the textbook. Using
                                                                                                                              the same technique, complete a drawing of a
                                                                                                                              classmate. (synthesis)
                                                                                                                             Figure Drawing from a Live Model. (synthesis)




                                                                                                14
                                                            DRAWING II

                                                    COURSE BENCHMARKS

1. The student will be able to apply the Elements of Design to construct and organize their drawings and to understand the vocabulary
that is used when discussing art and the visual environment.

2. The student will be able to apply the Principles of Design to construct and organize their drawings and to understand the vocabulary
that is used when discussing art and the visual environment.

3. The student will be able to examine animal anatomy and expression in order to compose a complete finished, powerful animal
drawing.

4. The student will be able to apply one-point and two-point perspective to landscape/cityscape drawings.

5. The student will be able to learn about the artist-model relationship and the portrait poses; how to draw the planes of the face; how
to focus on and draw the individual features of the face and relate the features according to the most common facial proportions.

6. The student will be able to understand human anatomy and how bodies pose and move; draw parts of the body and begin to infuse
drawings of the figure with feeling and emotion.




                                                                  15

								
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