Atlanta Public Schools Visual Arts Curriculum 2010-2011 Grades k-8 and High School Visual Art 1
- Navigate this page:
- Other suggested art criticism models (introduced at discretion of teacher)
- II. Art Helps Us Understand Where We Are in Time and Place
- Additional Concepts and Themes determined by specific learning units designed by each art teacher
- Suggested Activities and Teacher Prompts
- Interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey
- Explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding
- The World Around Me
- Demonstrate an understanding of how to read and interpret signs, symbols, and style in art works
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II. Art Helps Us Understand Where We Are in Time and Place Approximately 3-4weeks |
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Themes and Concepts Enduring Understandings and Essential Questions Additional Concepts and Themes determined by specific learning units designed by each art teacher |
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Georgia Performance Standards in the Visual Arts for Unit 2 VA6MC.1 Engages in the creative process to generate and visualize ideas.VA6MC.2 Identifies and works to solve visual problems through creative thinking, planning, and/or experimenting with art materials, tools and techniques. VA6MC.3 Interprets how artists communicate meaning in their work. VA6MC.4 Engages in dialogue about his or her artwork and the artwork of others. VA6CU.1 Discovers how the creative process relates to art history. VA6CU.2 Investigates and discovers personal relationship to community, culture, and the world through making and studying art. VA6PR.2 Creates artwork reflecting a range of concepts, ideas, and subject matter. VA6PR.3 Incorporates an understanding of the language of art (elements and principles of design) to develop and organize own ideas, resolve specific visual arts problems, and create works of art. VA6PR.4 Keeps a visual/verbal sketchbook journal to collect, develop and preserve ideas in order to produce works of art. VA6AR.1 Develops and maintains an individual portfolio of artworks. VA6AR.2 Critiques personal artworks as well as artwork of others using visual and verbal approaches. VA6AR.3 Reflects and expands the use of visual language throughout the artistic process. VA6C.1 Applies information from other disciplines to enhance the understanding and production of artworks. VA6C.2 Develops fluency in visual communication. VA6C.3 Expands knowledge of art as a profession and/or avocation.
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Suggested Activities and Teacher Prompts • graphic design: Produce a graphic design that demonstrates integration of text and image, vivid use of color, line and shape, and clarity of message. Suggested theme: a poster that communicates an opinion about a current event. Refer to posters by artists such as Lorenzo Homar, Rafael Tufiño, James Montgomery Flagg, Ester Hernandez, Russian Constructivists. • painting: Produce a painting that demonstrates observation of detail, use of primary and secondary colors, use of tints and shades, and a balanced composition. Suggested theme: a neighborhood scene. Examine works of artists such as Faith Ringgold, Edward Hopper, and Ralph Fasanella, and authors/illustrators Ezra Jack Keats and Vera B. Williams. Discuss how the artists use detail, color, and balance to evoke a sense of place. • printmaking: make a collograph or chine collé that communicates a personal experience through the use of shape and analogous color; produce a foam engraving that demonstrates the application of a variety of textures and lines and that expresses emotion. Suggested theme: a simple etching of a person or landscape on a foam plate. Refer to the etchings of artists such as Albrecht Dürer, Rembrandt van Rijn, and Jose Posada. After close observation, discuss the ways in which texture and line are used to create shading, rhythm, and variety of surface design. • sculpture: make clay or papier mâché gargoyles or “crossed creatures” that have exaggerated features, using open and closed forms • technology: make a high-contrast self-portrait or caricature with software, using techniques such as blurring, cloning, cropping, distortion, layering, rotation, and selection) Teacher prompts: “What aspects of your subject’s personality will you emphasize or exaggerate in your gargoyle or portrait?” “How do different printmaking techniques limit or change (e.g., describe Ted Harrison’s use of line, color, brushstrokes, and rhythm to create a feeling of movement and excitement; compare the themes and the emotions conveyed in selected Western animations and in Japanese animations such as those by Hayao Miyazaki) Teacher prompts: “How does the artist convey a particular emotion through this art work?” “How does each comic style use facial expression, body language, and color to express emotion? How have current media technologies influenced the expression of ideas in animations and comics?” Explain how the elements and principles of design are used in their own and others’ art work to communicate meaning or understanding (e.g., identify the point of view or gaze of the main subject, and explain how it is used to influence an intended audience of an art work or a media work; explain how Kenojuak Ashevak’s use of formal balance (symmetry) in The World Around Me conveys a sense of harmony in nature; explain how a rough texture can be used to represent strength, anger, or something unpleasant) Teacher prompts: “How could you show the same message in another art form, such as a sculpture, a digital medium, or a painting?” “How does Bill Reid’s The Raven and the First Men depict the relationship of form to its surroundings through the use of positive and negative space?” Demonstrate an understanding of how to read and interpret signs, symbols, and style in art works (e.g., symbolism for sending messages and telling stories in Egyptian hieroglyphs, Agawa rock paintings, or graffiti art; symbols on currency or in advertisements that have specific national or other connotations; meanings associated with color in different cultures [white dresses symbolize purity in Western culture but mourning and death in some Asian cultures]) Teacher prompts: “What are some of the feelings and ideas associated with American symbols, and what are some of the things that they say about us as a nation?” “What assumptions do you make about a product when its advertisement shows a man and woman holding hands? How can designers change the image to manipulate those assumptions?” Directory: uploads uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 uploads -> Department of science and humanities department of mathematics part-a questions and answers uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? uploads -> For want of a nail uploads -> Ownership Models There are two different types of ownership models uploads -> Police Militarization uploads -> City of rising star regular meting thursday, july 14, 2016 uploads -> Township of winfield uploads -> Stop Militarizing Law Enforcement Act of 2014 uploads -> The Black Panther Party’s Ten-Point Program What We Want Now! Download 6.71 Mb. Share with your friends: 
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