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Monroe Township Schools Curriculum Management System

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					                                            Monroe Township Schools




                                        Curriculum Management System


                                                   ART CAREERS
                                                    Grade 11-12
                                                    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

Goals/Essential Questions/Objectives/Instructional Tools/Activities   Pages 9-16

Benchmarks                                                            Page 17




                                               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 for serious art students who intend to pursue either a career or further his/her education in the field of art.
Study of career options in the visual arts field will be explored. Students will work towards mastery of various mediums and techniques
including, but not limited to, graphite, charcoal, pen and ink, watercolor, acrylic, and oil painting, stretching a canvas, and matting
artwork for presentation. In addition, students will be responsible for presenting and exhibiting their artwork in an independent art show,
developing and refining their portfolios, visiting art museums and galleries, and keeping a sketchbook/journal. The critique process will
also play a major role and will be practiced in the form of class discussions and written essays. Connections to art history will be made
throughout the year and serve as inspiration for projects. Students will be expected to dedicate themselves to learning and creating art.
The purpose of this class is to increase your artistic identity and awareness.




                                                                    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
                                                                       ART CAREERS

                                                                  Scope and Sequence

                                                                           Quarter I
Big Idea: Careers                                                                      Big Idea: Aesthetic Awareness
I. STUDY OF ART CAREERS                                                                II. ARTWORK PRESENTATION AND EXHIBITION
a. The student will be able to prepare for appropriate career and/or                   a. The student will be able to mat and present artwork in a professional
educational choices in the arts and art-related fields.                                manner by way of setting up and organizing a gallery exhibit.


Big Idea: Visual Literacy                                                              Big Idea: Aesthetic Awareness
III. ART CRITICISM                                                                     IV. MASTERY OF DRAWING
a. The student will be able to view, discuss, and write about art through the          a. The student will be able to strengthen his/her direct observation and
process of critique.                                                                   technical skills needed to master a variety of drawing mediums required for
                                                                                       college portfolios.

                                                                           Quarter II
Big Idea: Aesthetic Awareness                                                          Big Idea: Aesthetic Awareness
V. MASTERY OF DRAWING (CON’T.)                                                         VI. MASTERY OF PAINTING
a. The student will be able to strengthen his/her direct observation and               a. The student will be able to strengthen his/her direct observation and
technical skills needed to master a variety of drawing mediums required for            technical skills needed to master a variety of painting mediums required for
college portfolios.                                                                    college portfolios.



                                                                           Quarter III
Big Idea: Aesthetic Awareness                                                          Big Idea: Aesthetic Awareness
VII. MASTERY OF PAINTING (CON’T.)                                                      VIII. DRAWING AND PAINTING ON LOCATION
a. The student will be able to strengthen his/her direct observation and               a. The student will be able to strengthen direct observation skills for drawing
technical skills needed to master a variety of painting mediums required for           and painting from life by way of Plein Air painting (painting on location).
college portfolios.

                                                                          Quarter IV
Big Idea: Aesthetic Awareness                                                          Big Idea: Aesthetic Awareness
IX. EXPRESSIVE PAINTING                                                                X. ART PORTFOLIO
a. The student will be able to explore painting in a large format as a means for       a. The student will be able to develop, update, and complete student
communication and expression.                                                          portfolios.



                                                                                   8
                      Curriculum Management System           Big Idea: Art Careers
                      Grade Level/Subject:
                                                             Topic: STUDY OF ART CAREERS
                      11-12/ART CAREERS
Suggested blccks of




                                                             Goal 1:      The student will be able to prepare for appropriate career and/or educational choices in the arts
                                                                       and art-related fields.
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:
 11                   1.1.   Identify the multitude of art      Why do want to choose a career in art?                      Examples of art career posters.
                             career choices.                    Do you have the skills and qualities it takes to be a       Develop a vocabulary list of art careers related
                      1.2.   Identify the skills and             successful artist? What are they?                            fields: fine art, crafts, art education, art
                             aptitudes needed to work in                                                                      museums, environmental design, graphic
                             an art-related field.                                                                            design, product and industrial design, fashion
                      1.3.   Be knowledgeable about                                                                           design, and entertainment design. (knowledge)
                             developing a portfolio and                                                                      College catalogs/brochures.
                             resume.
                                                                                                                             Text: Career Opportunities in the Visual Arts,
                      1.4.   Be knowledgeable about                                                                           Clark and Fehl
                             how to choose a college or
                                                                                                                             Text: Careers in Art, Brommer and Gatto
                             art school.
                      1.5.   Research an art career and                                                                      Video: Career Day Series from Crystal Video.
                             create an artwork that                                                                          Students read text on Art Careers and identify
                             illustrates and increases                                                                        requirements for various careers in art,
                             awareness of that career.                                                                        including college portfolio requirements and
                                                                                                                              available college majors. (knowledge, analysis)
                                                                                                                             Create group presentations of major topics
                                                                                                                              concerning careers in art: Art Career options,
                                                                                                                              Skill and Aptitudes, Portfolios and Resumes.
                                                                                                                              (application)
                                                                                                                             Research an art career of interest and illustrate
                                                                                                                              that career in a poster format. Explore
                                                                                                                              composition and typography. (application)
                                                                                                                             Visit from a college representative.




                                                                                                 9
                      Curriculum Management System          Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                            Topic: ARTWORK PRESENTATION AND EXHIBITION
Suggested blocks of



                      11-12/ART CAREERS
                                                            Goal 2:      The student will be able to mat and present artwork in a professional manner by organizing a
                                                                      gallery exhibit.
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:
 11                   2.1.   Understand the value of art       What benefits do students gain from exhibiting      Text: Exhibiting Student Art, by Zuk and Dalton.
                             exhibition and how student         their own art?                                      Visit a museum/gallery to view the aesthetic details of an
                             art exhibitions can convey a      What benefits does art education gain from           exhibit. Interview/discussion with a museum curator.
                             continuous message that            exhibiting student art?                              (knowledge, analysis)
                             the quality of ideas, the
                             depth of issues, and the          How have I grown as an artist?                      Students prepare work for presentation: matting,
                             magnitude of expression are       How can I explain to an audience how I               framing, and documenting. Carry out an independent
                             displayed along with and           created this work and what it means?                 gallery exhibit within the high school building.
                             through art.                                                                            (synthesis)
                                                               How can I explain to an audience what one of
                      2.2.   Understand the four phases         my works means to me?
                             of the exhibition process:        How do my artworks show how I have grown?
                             conceptualization,
                             installation, publicity, and
                             opening.
                      2.3.   Mat artwork for
                             presentation.




                                                                                              10
                      Curriculum Management System           Big Idea: Visual Literacy
                      Grade Level/Subject:
                                                             Topic: ART CRITICISM
Suggested blocks of



                      11-12/ART CAREERS
                                                             Goal 3:    The student will be able to view, discuss, and write about art through the process of critique.
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:
 11                   3.1.   Define art criticism.              Referring to a specific artwork, how have elements           Text: The Visual Experience, by Hobbs and
                      3.2.   Identify and apply the four         been organized to work together?                              Salome, chapter 20 and 21.
                             stages of critique:                Referring to a specific artwork, what is the meaning of      Discuss various art reviews published in
                             description, analysis,              the work?                                                     magazines and newspapers.
                             interpretation, evaluation.
                                                                Referring to a specific artwork, what is the                 Write a critical analysis using the four-stage
                      3.3.   Become aware of the                 quality/success of the work?                                  model, of an artwork that has not been
                             different kinds of                                                                                discussed in class. (evaluation)
                                                                How does the availability of professional criticism in
                             professional criticism
                                                                 local media and specialty magazines affect us?               Visit an art museum and write a critical analysis
                             available through
                                                                                                                               based on an exhibit or one artwork.
                             magazines, newspapers,
                                                                                                                               (evaluation)
                             radio, and TV.
                      3.4.   Understand that
                             professional critics describe
                             and interpret, and support
                             their interpretations and
                             evaluations with reasons.




                                                                                                11
                      Curriculum Management System             Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                               Topic: MASTERY OF DRAWING
Suggested blocks of



                      11-12/ART CAREERS                        Goal 4:     The student will be able to strengthen his/her direct observation and technical skills needed to
                                                                         master a variety of drawing mediums required for college portfolios.
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:
 11                   4.1.   Analyze the drawing                  How are the Elements and Principles of Design used in      Text: A Guide to Drawing, by Mendelowitz,
                             techniques used by                    drawing?                                                    Wakeham, and Faber.
                             accomplished/master artists.         What qualities must an artist have to create strong        Text: Drawing A Contemporary Approach, by
                      4.2.   Create descriptive drawings           drawings?                                                   Sale and Betti
                             that apply strong                                                                                Text: Drawing to See, Goldstein and Fishman
                             compositional layouts.
                                                                                                                              Text: Creative Drawing, by Smagula
                      4.3.   Master techniques in a
                             variety of wet and dry                                                                           Students shoot, edit, and combine reference
                             drawing mediums:                                                                                  photographs for planning strong compositional
                             charcoal, graphite, pastels,                                                                      layouts. (synthesis, analysis)
                             and inks.                                                                                        Create descriptive drawings that explore the
                      4.4.   Create drawings of various                                                                        elements and principles of design in various
                             subject matter: self-portraits,                                                                   media. (synthesis)
                             portraits, figure drawing,                                                                       Suggested projects may include but are not
                             human anatomy,                                                                                    limited to: (synthesis)
                             landscapes, still lives,
                                                                                                                               Value relationships
                             illustration, and expressive
                             drawing                                                                                           Value to convey mood
                      4.5.   Create drawings that exhibit                                                                      Exploring an interior space and value
                             the knowledge of the                                                                              Exploring exterior and interior light
                             Elements and Principles of                                                                        Composition with an exaggerated format
                             Design.
                                                                                                                               Using creative perspective
                      4.6.   Sharpen their visual
                                                                                                                               Manipulating scale and perspective
                             perception.
                                                                                                                               Landscape with heightened color
                                                                                                                               An interpretative/psychological portrait
                                                                                                                               Texture and pattern in landscapes




                                                                                                 12
                      Curriculum Management System             Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                               Topic: MASTERY OF PAINTING
Suggested blocks of



                      11-12/ART CAREERS
                                                               Goal 5:     The student will be able to strengthen his/her direct observation and technical skills needed to
                                                                         master a variety of painting mediums required for college portfolios.
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:
 11                   5.1.   Analyze the painting                 How are the Elements and Principles of Design      Stretch a canvas and employ the techniques and
                             techniques used by                    used in painting?                                   materials for creating an oil painting. Vocabulary:
                             accomplished/master artists.         What qualities must an artist have to create        stretcher bars, gesso, cotton duck, linen, priming,
                      5.2.   Create descriptive paintings          strong paintings?                                   canvas pliers, fat over lean, linseed oil, varnish, long
                             that apply strong                                                                         and short oil paint, painting medium. (knowledge,
                             compositional layouts.                                                                    synthesis)
                      5.3.   Master painting techniques                                                               Create a value study using watercolor in preparation for
                             in a variety of mediums:                                                                  a painting. (synthesis)
                             watercolor, gouache, acrylic,                                                            Create an underpainting in preparation for a painting.
                             oil.                                                                                      (synthesis)
                      5.4.   Create paintings of various                                                              Create descriptive paintings that explore the elements
                             subject matter: self-portraits,                                                           and principles of design in various media. (synthesis)
                             portraits, figure drawing,
                                                                                                                      Suggested projects may include but are not limited to:
                             human anatomy,
                                                                                                                       (synthesis)
                             landscapes, still lives,
                             illustration, and expressive                                                              Value relationships
                             drawing                                                                                   Value to convey mood
                      5.5.   Create paintings that exhibit                                                             Exploring an interior space and value
                             the knowledge of the                                                                      Exploring exterior and interior light
                             Elements and Principles of
                             Design.                                                                                   Composition with an exaggerated format
                      5.6.   Identify what an                                                                          Using creative perspective
                             underpainting is and why it                                                               Manipulating scale and perspective
                             is used.                                                                                  Landscape with heightened color
                      5.7.   Identify the importance of                                                                An interpretative/psychological portrait
                             completing a value study                                                                  Texture and pattern in landscapes
                             before painting.
                      5.8.   Sharpen their visual
                             perception.



                                                                                                 13
                      Curriculum Management System          Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                            Topic: DRAWING AND PAINTING ON LOCATION
Suggested blocks of



                      11-12/ART CAREERS
                                                            Goal 6:      The student will be able to strengthen direct observation skills for drawing and painting by way
                                                                      of Plein Air painting (painting on location).
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:
 11                   6.1.   Define Plein Air painting.        What is meant by Plein Air painting?                       Study famous artist, Andrew Wyeth.
                      6.2.   Understand the value and          What benefits does an artist receive from drawing and      Magazine: American Artist
                             benefit of drawing and             painting on location as opposed to in the studio?          Magazine: The Artist’s Magazine
                             painting on location.
                                                                                                                           Students will visit a local park and prepare
                      6.3.   Identify the techniques and
                                                                                                                            sketches of “real life” scenes. They will then
                             tools needed for painting on
                                                                                                                            create a study using watercolor paint at a local
                             location.
                                                                                                                            park in preparation for a finished painting in the
                      6.4.   Become familiar with                                                                           studio. (synthesis)
                             accomplished/master artists
                             that draw and paint on
                             location.




                                                                                              14
                      Curriculum Management System          Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                            Topic: EXPRESSIVE PAINTING
Suggested blocks of



                      11-12/ART CAREERS
                                                            Goal 7:      The student will be able to explore painting in a large format as a means for communication
                                                                      and expression.
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:
 11                   7.1 Appreciate the significance of       As an artist, what message do I want to communicate        Students will examine images of important
                          expression through the use            to my audience and why?                                     personages in various cultures throughout the
                          artistic materials.                  How can I use art to express myself?                        world and create their own portraits that convey
                      7.2 Explore the power of the visual                                                                   messages they wish others to understand about
                                                               What is my visual identity?                                 themselves (Taken from NYTimes Learning
                          image to convey a message.
                                                               What kinds of lines represent you? What varied color,       Network: The Persuasive Art of Portraiture, by
                      7.3 Paint on a larger than life
                                                                shapes, or textures best describe you?                      Abby Remer and Engaging the Adolescent
                          surface size.
                                                               What did I intend to happen with this piece?                Mind, by Ken Vieth). (synthesis)
                                                               What questions does the work leave with you?               Students will examine the role of the visual arts
                      1.1, 1.2, 1.3, 1.5, 1.6, 6.4, 6.9                                                                     in relaying information about the values, beliefs,
                                                                                                                            and everyday life of a society at a particular
                                                                                                                            period of time (Taken from NYTimes Learning
                                                                                                                            Network: Every Picture Tells a Story, by
                                                                                                                            Zimbalist and Driggs). Than create a painting
                                                                                                                            that applies expressive painting techniques to
                                                                                                                            illustrate their own values and beliefs.
                                                                                                                            (synthesis)
                                                                                                                           Students will research the importance of public
                                                                                                                            art and the role it plays in artistic expression
                                                                                                                            and create a large painting that communicates
                                                                                                                            a message of importance to a specific
                                                                                                                            audience. (synthesis)




                                                                                              15
                      Curriculum Management System           Big Idea: Aesthetic Awareness
                      Grade Level/Subject:
                                                             Topic: ART PORTFOLIO
Suggested blocks of



                      11-12/ART CAREERS
                                                             Goal 8:   The student will be able to develop, update, and complete student portfolios.
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:
 11                   8.1.   Document and assemble a            Does my work best represent me?                         Research and determine college art portfolio
                             body of artwork for                What does my portfolio say about me?                     requirements and gather artwork that best
                             presentation.                                                                                meets those criteria. (knowledge, analysis)
                      8.2.   Identify their artistic style                                                               Set up studio lighting and photograph artwork.
                             and strengths.                                                                               (synthesis)
                                                                                                                         Use Microsoft PowerPoint to create a
                                                                                                                          presentation of a body artwork based on
                                                                                                                          portfolio requirements of colleges. (synthesis)

                                                                                                                      NOTE: The assessment models provided in this
                                                                                                                      document are suggestions for the teacher. If the
                                                                                                                      teacher chooses to develop his/her own model,
                                                                                                                      it must be of equal or better quality and at the
                                                                                                                      same or higher cognitive levels (as noted in
                                                                                                                      parentheses).
                                                                                                                      Depending upon the needs of the class, the
                                                                                                                      assessment questions may be answered in the
                                                                                                                      form of essays, quizzes, mobiles, PowerPoint,
                                                                                                                      oral reports, booklets, or other formats of
                                                                                                                      measurement used by the teacher.




                                                                                             16
                                                            ART CAREERS

                                                     COURSE BENCHMARKS



1. The student will be able to prepare for appropriate career and/or educational choices in the arts and art-related fields.

2. The student will be able to mat and present artwork in a professional manner by organizing a gallery exhibit.

3. The student will be able to view, discuss, and write about art through the process of critique.

4. The student will be able to strengthen his/her direct observation and technical skills needed to master a variety of drawing mediums

   required for college portfolios.

5. The student will be able to strengthen his/her direct observation and technical skills needed to master a variety of painting mediums

   required for college portfolios.

6. The student will be able to strengthen direct observation skills for drawing and painting by way of Plein Air painting (painting on

   location).

7. The student will be able to explore painting in a large format as a means for communication and expression.

8. The student will be able to develop, update, and document artwork to complete student portfolios.




                                                                    17
 as a means for communication and expression.

8. The student will be able to develop, update, and document artwork to complete student portfolios.




                                                                     17

				
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