Painting Course Syllabus

Course Description:

1 Trimester - .5 Credits

Recommended Grade Level: 9-12

Prerequisites: Introduction to Art

This is an advanced two-dimensional art course with emphasis in painting. Areas of exploration include utilizing the elements and principles of design in painting with various media such as watercolor and acrylic.Oil painting will be taught in Advanced Painting. Career opportunities are also explored.

Materials Required:

*Lead or drawing pencils (-#2 Pencils are fine, mechanical pencils are not fine! The lead breaks easily.)

*Eraser (preferably, white polymer, gum erasers, or kneaded. Pink erasers leave marks!)

*Palette: Cutting boards make great palettes. Check the kitchen section at Wal-Mart, Dollar General and Dollar Tree!

*Paintbrushes: You can get brushes anywhere, but they need to work well with acrylics. Check the label! You’ll use flats more than rounds, and short handled brushes are fine!

*3 Pack of Canvas Panels, preferably no smaller than 11x14

Class Rules:

  • Respect others.
  • Bring materials to class with you every day.
  • BE ON TIME! If you are being held by another teacher, ask him or her to call me when the bell rings, NOT after I’ve posted my attendance.
  • Listen to instructions and follow directions. Do not talk while I am talking.
  • No students are allowed in my office or on my computer, SO DO NOT ASK!
  • You are not allowed to store your things in here during the day (sports equipment, PE clothes, drinks in fridge, etc.).
  • Obey all rules as laid down in the student handbook.
  • Only one student will be allowed to leave the room at a time to go to the restroom and you must take the hall pass.

Painting Class Disclaimer: Painting is messy! Dress appropriately or bring extra clothes. I have plenty of aprons also!

Student Grades:

Student grades will be based upon a possible final grade of 100%. That grade is broken up in the following manner:

*Completed Projects/Assignments: 80%

The participation and completion of daily assignments is included in this part of your grade. I am stressing that even a few unfinished projects will drastically alter your grade, if not fail you completely.

*Assessments: 20%

Formative and Summative; RTI; Writing Assignments

*Final Exam (Portfolio): 10%

The final exam will reflect the painting techniques, terminology, and other content that we will cover throughout the class.

MISSED WORK:

Students that miss an assignment are expected to make up the assignment upon return to class, if not at home.

Finished projects must be turned in BY THE DUE DATE. If an assignment is not completed by the due date, the student is expected to complete it outside of class, and a percentage will be deducted, depending upon how late the work is. When we spend two weeks working on one painting, do not expect to make it up in a few days!

The Three C’s Grading Rubric will be utilized UNLESS a different rubric is given before the start of each project!

The Three C’s Artwork Grading Rubric
Concept: This includes idea/idea development and correctness of criteria included- 33%
Creativity: This refers to the usage of the elements and principles of design; originality of thought-33%
Craftsmanship: This refers to the skillful use of the art materials; clean lines-34%

Projected Course Outline:

  1. Unit 1, Week 1: Elements and Principles of Design in Paintings
  2. Unit 1, Week 2: Color Theory
  3. Unit 2, Weeks 34: Color Scheme Paintings
  4. Unit 3, Weeks 56: Pop Art
  5. Unit 4, Weeks 7-9: The Picasso Project
  6. Unit 5, Weeks 10-11: Watercolor
  7. Unit 6, Week 12: Careers in Art and Review

ALIGNMENT OF NATIONAL CORE ARTS STANDARDS (2014) WITH
THE KENTUCKY ACADEMIC STANDARDS FOR THE ARTS (2016)
Artistic Processes
Creating
Definition: Conceiving and developing new artistic ideas and work. / Performing/Presenting/Producing
Performing (Music, Dance, and Theatre): Realizing artistic ideas and work through interpretation and presentation.
Producing (Media Arts): Realizing and presenting artistic ideas and work.
Presenting (Visual Arts): Interpreting and sharing artistic work. / Responding
Definition:
Understanding and evaluating how the arts convey meaning. / Connecting
Definition: Relating artistic ideas and work with personal meaning and external context.
Anchor Standards
Students will:
1. Generate and conceptualize artistic ideas and work.
2. Organize and develop artistic ideas and work.
3. Refine and complete artistic work. / Students will:
4. Select, analyze, and interpret artistic work for presentation.
5. Develop and refine artistic techniques and work for presentation.
6. Convey meaning through the presentation of artistic work. / Students will:
7. Perceive and analyze artistic work.
8. Interpret meaning in artistic work.
9. Apply criteria to evaluate artistic work. / Students will:
10. Synthesize and relate knowledge and personal experiences to make art.
11. Relate artistic ideas and work with societal, cultural, and historical context to deepen understanding.

English Language Arts Standards/Writing, Grades 9-10, 11-12

  • WHST.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • WHST.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.
  • WHST.11-12.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Reading Standard: Informational Text, Grades 11-12

  • RST.11-12.2.Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
  • RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

Unit 1, Week 1: Elements and Principles of Design in Paintings
Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

  1. Students will identify and list the elements and principles of design as seen in famous artwork.
  2. Students will compare their responses to the famous artwork in small groups.

Unit 1 Potential Resources

  • Power point Element and Principle Activity
  • Color Theory Power Point
  • Color Mixing Review (Verbal)
  • Basic Acrylic Paint Rules/Techniques (Verbal)
  • Color Chart Project
  • Representational and non-representational discussion and examples
  • Color scheme discussion and examples
  • Rubric
  • “Saving Art” Informational Reading
  • Argumentative Writing/Reading Standards Rubric
  • Elements and Principles Pre-Test/Post-Test
  • Color Theory Pre-Test/Post-Test (Readiness Differentiation) (RST.11-12.3., WHST.11-12.2)
  • Performance Assessment: Rubrics based on 3 C’s (Concept, Creativity, Craftsmanship)
  • Project Response Worksheet (WHST.11-12.2, RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Argumentative Writing Essay: Artwork Critique (WHST.11-12.1, WHST.11-12.4, WHst.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 1, Weeks 2 & 3: Color Theory

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

  1. I can complete a pre-test regarding color.
  2. I can design and complete a COLOR CHART.
  3. I can create and paint a color wheel that correctly displays primary and secondary colors.
  4. I can create and paint a 10-step intensity scale.
  5. I can create and paint a 7 step value scale for red, yellow, and blue.
  6. I can create and paint the three sets of complementary colors.
  7. I can complete a post-test regarding color that includes a writing description of an in-class demonstration.

Unit 2, Weeks 34: Color Scheme Paintings

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

  1. Students will research famous paintings and reproduce one famous painting (composition) twice, on two separate canvas boards. Paintings will be from one of the following eras: Impressionism, Post-Impressionism, Modern Contemporary Art in America, or Modern Contemporary Art in Europe.
  2. Students will use their research to critique a famous painting using the Famous Artist Artwork Research and Critique assignment.
  3. Students will paint the first composition using a monochromatic color scheme.
  4. Students will paint the second composition using an analogous color scheme.
  5. Students will use their Color Chart from the previous lesson to verify my color choices.
  6. Students will complete peer reviews of at least one other student’s work.

Unit 2 Potential Resources

  • Scholastic Art Magazines-Informational Reading over an artist from Impressionism, Post-Impressionism, and Modern and Contemporary Art
  • Art History Textbooks and books specific to artists of these time periods
  • Internet Art Sources: Artcyclopedia.com, artchive.com, moma.org, etc.
  • Representational and non-representational discussion and examples
  • Color scheme discussion and examples
  • Rubric
  • Famous Artist Artwork Research and Critique (WHST.11-12.7., WHST-11-12.8, WHST-11-12.9, WHST.11-12.1, WHST.11-12.4, WHST.11-12.5)
  • Peer Review: Argumentative Writing Essay ( WHST.11-12.1,WHST.11-12.4., WHST.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 3, Weeks 56: Pop Art

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

  1. Students can identify the purposes for creating artwork and differentiate in art pieces.
  2. Students will look at and discuss the work of Andy Warhol and how that work was created for mass production. Students will list examples of current mass produced products.
  3. Students will compare/contrast the terms: Iconography and Mass Production. Students will list current icons.
  4. Students will brainstorm, sketch, and design a Pop Art piece after utilizing the differentiated painting RAFT.
  5. Students will reflect upon their own artwork and how that artwork is the same/different from the work of Andy Warhol.
  6. Students will complete a peer review of one other piece of art from the class.

Unit 3 Potential Resources

  • Andy Warhol and Pop Art power point and examples
  • Discussion of mass production
  • Discussion of Iconography and current icons/iconic images
  • Andy Warhol Painting RAFT (Differentiated Lesson)
  • Andy Warhol Pop Art Painting Reflection
  • Rubric
  • Self-Critiques: Project Response Worksheet (WHST.11-12.2., RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Peer Review: Argumentative Writing Essay (WHST.11-12.1,WHST.11-12.4., WHST.11-12.5)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 4, Weeks 7-9: The Picasso Project

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

Anchor Standard 4: Select, analyze and interpret artistic work for presentation.

Anchor Standard 5: Develop and refine artistic techniques and work for presentation.

Anchor Standard 6: Convey meaning through the presentation of artistic work.

Anchor Standard 7: Perceive and analyze artistic work.

1.Students will reflect upon the variety of media and processes utilized by Pablo Picasso in his lifetime.

2. Students will analyze and discuss Picasso’s transition from Realism to Abstraction.

3.Students will work at small group, rotating stations to build and stretch their own canvas, as done by professional artists.

4.Students will use a variety of print media, as well as the Internet, to find a source for the image that they will abstract. These images must be in a specific subject matter: Portrait or still life.

5.Students will design an abstracted image in the style of Pablo Picasso, by starting with a realistic, original image.

6.Students will paint a Picasso-inspired painting, based on their abstracted image.

7.Students will complete a self-critique on their work using the Project Response Worksheet.

8.In a supportive and constructive way, students will participate in a class room critique of each other’s work in which they will describe and explain their responses to the artwork.

Unit 4 Potential Resources:

  • Picasso Power point and examples
  • From Realism to Abstraction handout and magazine activity
  • Canvas stretching demonstration
  • Internet: artchive.com; artcyclopedia.com; MoMA.org; etc.
  • Print sources to include books on Picasso specifically and Scholastic Art magazines focusing on Picasso
  • Project Response Worksheet (WHST.11-12.2., RST.11-12.1, RST.11-12.2, RST.11-12.4)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

Unit 5, Weeks 10-11: Watercolor

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Anchor Standard 2: Organize and develop artistic ideas and work.

Anchor Standard 3: Refine and complete artistic work.

Unit 6, Weeks 12: Careers in Art

Anchor Standard 8: Interpret intent and meaning in artistic work.

Anchor Standard 9: Apply criteria to evaluate artistic work.

Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.

Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

  1. Students will research careers related to the Visual Arts, specific to painting.
  2. Students will read at least three Artist’s statements from professional artists OR interviews with professional artists.
  3. Students will write their own artist statement (narrative), OR, with a partner will take turns interviewing one another with a specific art question in mind, and publish that interview for the class/school to read.
  4. Students will publish their artist statement to share with the class.
  5. Students will publish their interviews to share with the class/school, using the school newspaper and/or display case.

Unit 6 Potential Resources

  • Internet search engines
  • - PROVIDES DETAILED INFORMATION AND SEARCHES SPECIFIC TO CAREERS, SCHOOLS, SPECIFIC CITIES, AND INTERVIEWS WITH WORKING ARTISTS
  • Artist websites
  • Scholastic Art magazines
  • Careers in Art videos
  • Printed artists’ statements
  • Artists Statement Writing Assignment
  • Artist Interview
  • Career Essay (WHST.11-12.1a, WHST.11-12.1b, WHST.11-12.2a, WHST.11-12.2b, WHST.11-12.1c, WHST.11-12.1d, WHST.11-12.2c,WHST.11-12.2d)
  • Speaking and Listening Formative Assessment Tracking Sheet (CCSS.ELA-Literacy.SL.11-12.1; 11-12.2; 11-12.3; 11-12.4; 11-12.5; 11-12.6)

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