CURRICULUM MAP: 10138.map

Drawing (SCP) 892
overview

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:

01.4 THE ARTS - VISUAL ART --- 01.4.1.9.1 --- 01.4.2.9.2 --- 01.4.3.9.2 --- 01.4.4.9.2 --- 01.4.5.9.2 --- 01.4.5.9.3
01.4 THE ARTS - VISUAL ART --- 01.4.5.9.4 --- 01.4.6.9.1 --- 01.4.6.9.3
05.0 MATHEMATICS --- 05.0.2.9.3 --- 05.0.3.9.1 --- 05.0.3.9.2 --- 05.0.4.9.2 --- 05.0.4.9.2 --- 05.0.6.9.5
03.0 LANGUAGE ARTS --- 03.0.2.9.5 --- 03.0.03.0.1.9.14
01.4 THE ARTS - VISUAL ART --- 01.4.3.9.7 --- 01.4.3.9.10 --- 01.4.4.9.3 --- 01.4.4.9.5



1. What is drawing?
2. What is observational drawing?
3. How do artists describe form in drawing?
4. How does media and technique affect the expressive quality of a drawing?
5. How has drawing changed over time?



This course emphasizes the concepts of figure drawing, light and shade, form and space, depth, media and techniques, composition, color, art history, studio safety, career opportunities, processes, and critique and reflection (aesthetic judgement), line and line quality, use of journal, linear perspective, atmospheric perspective, and scale.



When students are engaged in the drawing process, they will develop the ability to:

-- construct the human figure and portraiture through gesture drawing and observational drawing with sensitivity and an understanding of proportion,
-- create Chiroscuro,contrast, and form through the use of a range of gradients,
-- interpret and demonstrate an understanding of a variety of devices used to show depth,
-- utilize the rules of linear perspective,
-- replicate implied form and varied surfaces using pencil techniques,
-- understand and apply the principles of design to their own work using the elements of art,
-- display an understanding of the effects of color through color theory.
-- examine and interpret various styles and movements in art history,
-- demonstrate safe art studio practices.
-- evaluate career opportunities in art-related fields,
-- apply media, techniques, and processes with sufficient skill and sensitivity as to convey their ideas,
-- develop and hone their observational skills,
-- critique their own and others' artwork.



All students will:

-- demonstrate proportion and gesture concerning human anatomy,
-- utilize a range of values to create the illusion of form on a two-dimensional plane,
-- implement a a variety of devices used to create the illusion of depth,
-- utilize one and two-point linear perspective,
-- incorporate a variety of pencil techniques to create the illusion of textures,
-- create imagery using a variety of drawing media,
-- develop observational skills to improve drawing abilities,
-- utilize the principles of design using design elements with purpose and sensitivity to subject matter,
-- demonstrate uses of color,
-- demonstrate awareness of possible careers in the visual arts field,
-- critique their own and others' work,
-- reflect on their own and others' artwork.




The artistic portfolio is the visual assessment of learned skills as well as a documentation of personal and aesthetic growth.
Oral and written critiques give insight into the creative process and problem-solving, providing an avenue for analyzing, reflecting, and judging the merits and weaknesses of their own and others' work in order to improve one's personal work.
Homework is part of the student portfolio and serves as a timeline of learning and growth through the regular and continual practice of learned skills.




Field trips give students the opportunity for real world application of art appreciation and the study of aesthetics.



BOOKS:

Betti,C., Sale, T. (1986). Drawing: A Contemporary Approach (2nd ed.). New York, NY: CBS College Publishing

Brommer, G. (1988). Exploring Drawing. Worcester, MA: Davis.

Calle, P. (1974). The Pencil. Cincinnati, OH: North Light Books.

Edwards, B. (1999). The New Drawing on the Right Side of the Brain. New York, NY: Penguin Putnam Inc.

Enstice, W., Peters, M. (1996). Drawing: Space, Form, and Expression (2nd ed.). Englewood Cliffs, NJ: Prentice Hall Inc.

Friend, T. (2001). A Troubleshooting Handbook: Drawing Problems and Solutions. Cincinnati, OH: North Light Books.

Gatto, J. (1975). Principles of Design: Emphasis. Worcester, MA: Davis.

Greene, G. (1996). Creating Texture in Colored Pencil. Cincinnati, OH: North Light Books.

Hogarth, B. (1989). Drawing the human head. New York, NY: Watson-Guptill.

Hogarth, B. (1990). Dynamic Anatomy. New York, NY: Watson-Guptill.

Mittler, G., Howze, J. (2001). Creating and Understanding Drawings (3rd ed.). New York, NY: Glencoe McGraw-Hill.

Porter, A. (1975). Principles of Design: Pattern. Worcester, MA: Davis

Reid, W. (2000). Great Studio Projects in Art History. Portland, ME: Walch Publishing.

Rosenfeld, L. D. (1991). Reading Pictures: Self teaching activities in art. Portland, ME: Walch Publishing.

Roukes, N. (1982). Art Synectics. Worcester, MA: Davis

Smagula, H. (1993). Creative Drawing. Hong Kong: WCB Brown and Benchmarks.

Zelanski, P., Fischer, M. P. (1984). Design: Principles and Problems. Fort TX: Harcourt Brace Jovanovich College Publishers.

Websites:

Arts Lesson Plans, Ideas, and Activities. (2008). Retrieved February 13, 2009 from The Lesson Plans Page Web site: http://www.lessonplanspage.com/Art.htm

Arts Section. (2009). Retrieved February 13, 2009 from The New York Times Web site: http://www.nytimes.com/pages/arts/index.html

The Brooklyn Museum Education: Programs and Resources for Educators. (2008). Retrieved February 13, 2009 from The Brooklyn Museum of Art Web site: http://www.brooklynmuseum.org/education/educators/educators.php

Incredible @rt Department. (2007). Retrieved February 13, 2009 from Princeton Online Web site: http://www.princetonol.com/groups/iad/lessons/high/highlessons.html

Education. (2009). Retrieved February 13, 2009 from The Getty Web site: http://www.getty.edu/education/

The Museum of Modern Art. (2009). Retrieved February 13, 2009 from The Museum of Modern Art Web site: http://www.moma.org/