CURRICULUM MAP: 10124.map

Art 1 (SCP) 862
Qualities of Art History and Cultures

TIME FRAME:
GRADE:
CONTACT:

         MAP LEVEL:
01.4 THE ARTS - VISUAL ART

01.4.3.9.2 -- Students will use subject matter, symbols, ideas and themes that demonstrate knowledge of contexts, and cultural and aesthetic values to communicate intended meaning.

01.4.4.9.1 -- Students will analyze and interpret art works in terms of form, cultural and historical context, and purpose

01.4.4.9.3 -- Students will compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

01.4.5.9.2 -- Students will reflect critically on various interpretations to better understand specific works of art

01.4.5.9.3 -- Students will defend personal interpretations using reasoned argument

01.4.5.9.4 -- Students will apply critical and aesthetic criteria (e.g., technique, formal and expressive qualities, content) in order to improve their own works of art.



1. How has art history informed art making over time?
2. How do artists respond to art history?



This unit includes selected examples of art history, examples from diverse cultures, and selected styles/movements of art, all in conjunction with classroom projects.





In exploring the qualities of art history and cultures, students will develop the ability to:

-- explore and analyze a variety of samples from the history of art,
-- explore and analyze a variety of samples of art from diverse cultures,
-- explore and analyze a variety of styles and movements of art.



All students will:

-- view and discuss a variety of samples from the history of art,
-- view and discuss a variety of samples from diverse cultures,
-- view and discuss a variety of samples from styles and movements of art.



1. Homework is used as a formative and summative evaluation tool.
2. Quizzes, tests, or alternative assessments are used to access concrete information such as vocabulary, equipment use, and procedures.
3. Project evaluations may take the form of group critiques, rating scales, checklists, written evaluations, and teacher interviews.
4. A portfolio demonstrates skills learned and personal, aesthetic growth. The body of work stands as a visual record of the creative process experienced throughout the semester.
5. Group discussions give insight into the creative process and problem-solving, providing an avenue for learning, how to talk about art, how to view art, and how to improve one's skills.



Students will visit museums.



selected websites, videos, slides, and museum visits