CURRICULUM MAP: 10139.map

Drawing (SCP) 892
Observational Drawing

TIME FRAME:
GRADE: 9-12
CONTACT:

         MAP LEVEL:
01.4 THE ARTS - VISUAL ART

01.4.1.0.1 -- Students will differentiate between a variety of media, techniques and processes

01.4.1.0.3 -- Students will use different media, techniques and processes to communicate ideas, feelings, experiences and stories

01.4.1.5.1 -- Students will select media, techniques and processes to communicate ideas, reflect on their choices and analyze what makes them effective

01.4.1.9.1 -- Students will apply media, techniques and processes with sufficient skill, confidence and sensitivity that their intentions are understood

01.4.2.0.3 -- Students will use the elements of art and principles of design to communicate ideas.

01.4.2.5.3 -- Students will select and use the elements of art and principles of design to improve communication of their ideas.

01.4 THE ARTS - VISUAL ART

01.4.2.5.2 -- Students will recognize and reflect on the effects of arranging visual characteristics in their own and others' work

01.4.3.9.1 -- Students will use, record and develop ideas for content over time

01.4.5.5.5 -- Students will reflect on and evaluate the quality and effectiveness of their own and others' work using specific criteria (e.g., technique, formal and expressive qualities, content)

01.4.5.0.2 -- Students will describe visual characteristics of works of art using visual art terminology

01.4.5.0.4 -- Students will describe their personal responses to specific works of art using visual art terminology

01.4.5.0.5 -- Students will identify possible improvements in the process of creating their own work.

08.1 SOCIAL STUDIES - HISTORY

08.1.3.9.7 -- Students will analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies

08.1.4.0.3 -- Students will be active learners at cultural institutions, such as museums and historical exhibitions

08.1.4.0.5 -- Students will recognize relationships between events and people of the past and present circumstances, concerns and developments.

05.0 MATHEMATICS

05.0.3.9.2 -- Students will develop, use and apply a variety of estimation strategies in problem situations

05.0.4.9.1 -- Students will understand and explain the need for proportions and percents

05.0.5.5.2 -- Students will select and use appropriate measurement units and tools to make measurements to the degree of accuracy required by the situation

23.2 LANGUAGE ARTS - EXPLORE AND RESPOND TO LITER

23.2.3.0.4

1. How do artists draw the figure?
2. How do artists draw the face?



This unit could include the concepts of still life, landscape, interior space, human proportion, gesture drawing, portraiture, observational drawing, anatomy, sketching/timed study, and line quality, .






Students will develop the ability to:

-- see an object and render the form to scale,
-- draw an object in the correct perspective,
-- draw the human form and head in proportion,
-- student will understand the use of tools and their proper usage
-- view examples of the history of art that pertain to observational drawing
-- quickly capture the essence of the human form and movement in space using gesture drawing,
-- develop observational skills through repetition.





All students will:

-- use correct proportions in drawing from observation,
-- demonstrate an understanding of correct proportions,
-- quickly capture the essence of the form and movement,
-- develop observational skills through repetition
-- students will use a variety of techniques and media to convincingly relay their visual intentions.



The artistic portfolio is the visual assessment of learned skills as well as documentation of personal and aesthetic growth.
Group 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.



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/