Introduction to Art - 1 (35091) / Introduction to Art - 2 (35092))

Introduction to Art - Course Overview

“Pensive” 1963, Elizabeth Catlett

St Louis Public Schools

Introduction to Art - 1 (35091) / Introduction to Art - 2 (35092))

2013-2014Year at a Glance Course Overview

Course Description:

Introduction to Art is an exploration into visual art techniques, processes, and media. Students will study the application of the elements and principals of art as they have been used in professional and historical examples and use these elements and principals to enhance the expressive quality of their own work. Students will also learn to enhance their observational skills, increase their artistic vocabulary to better verbalize their thoughts and feelings of the visual world in which they live, and recognize and understand the interconnections with other academic areas.

Text:

ARTTALK, Rosalind Ragans, Glencoe/McGraw-Hill Publishing, 2005

Reference Source: Art in Focus, Gene A. Mittler, Glencoe/McGraw-Hill Publishing, 2006

Program Overview:

The Student will:

Identify, develop, and organize ideas from the environment using the senses.
Utilize and interpret the elements and principles of design.
Express ideas through original artworks, using a variety of media with appropriate skills.
Demonstrate an understanding of art history and culture as records of human achievement.
Make informed judgments about personal artwork and the artwork of others.

Essential Question:

How can art raise student awareness and interactions with the world around them in order to stimulate higher-level questioning and thinking?

Can we teach students knowledge and skills that can be applied to a wide variety of future career skill-sets?
Can we give students a working vocabulary in which to interpret art as a viewer, consumer, and producer in a global society?
How do we guide students to understand and implement fine arts as a means of human expression and communication?
How can we raise the level of art appreciation and understanding of its value in human history and society?

COURSE OVERVIEW (2013-2014)

Introduction to Art

Year at a Glance

Essential Questions:

What is Art? What is the artistic process?

What role does Visual Art play in society and different cultures?

What processes, skills, and techniques are needed to produce art of various media?

How do the elements and principles of design function and combine to support expressive statements in artistic creation?

How has Art developed through the course of human history and what similarities and differences exist amongst the multitudes of cultural identities.

Units / Dates

The World of Art

Chapter 1 Art in Your World

What is Art?
Why Do Artists Create?
The Language of Art

Chapter 2 Art Criticism and Aesthetic Judgment

Art Criticism: Learning from a Work of Art
Aesthetics: Thinking About a Work of Art
Art History: Learning About a Work of Art

Chapter 3 The Media and Processes of Art

Two-Dimensional Media
Three Dimensional Media
Technological Media

/ August 12 - October 11

The Elements of Art

Chapter 4 Line

The Element of Line
The Expressive Quality of Line

Chapter 5 Shape, Form, and Space

Shapes and Form
Space
How We Perceive Shape, Form, and Space
How Artists Create Shapes and Forms in Space
What Different Shapes, Forms, and Spaces Express

Chapter 6 Color

Hue, Value, and Intensity
Color Schemes
Understanding the Nature and Uses of Color

Chapter 7 Texture

Texture in Your Life
How Artists Use Texture

/ October 14 - December 19*
(*TBD based on final exam schedule)

The Principles of Art

Chapter 8 Rhythm, Pattern, and Movement

Rhythm and Pattern
Types of Rhythm and Pattern
How Artists Use Rhythm to Create Movement

Chapter 9 Balance

Visual Balance
Informal Balance
The Expressive Qualities of Balance

Chapter 10 Proportion

The Golden Mean
Scale
How Artists Use Proportion and Distortion

Chapter 11 Variety, Emphasis, Harmony, and Unity

Variety, Emphasis, and Harmony
Unity

/ January 6 - March 7

Art through the Ages

Chapter 12 Art Traditions from Around the World

Art of Earliest times
Art of Asia and the Middle East
The Art of Africa
Art of the Americas

Chapter 13 Western Traditions in Art

The Beginnings of Western Art Traditions
The Beginnings of Modern Art traditions
The Nineteenth Century
Early Twentieth Century
Art After 1945

Chapter 14 Careers in Art

Careers in Two-Dimensional Art
Careers in Three-Dimensional Art and Education

/ March 10 - May 23*
(*TBD based on final exam schedule)

COURSE OVERVIEW (2012-2013)

Scope and Sequence

Introduction to Art

UNIT 1 (August 12 - October 11): The World of Art

DATES / SECTION / TOPICS / TEXT REFERENCE / STANDARDS ALIGNMENT
August 12-
September 6 /

Chapter 1

Art in Your World / What is Art?
Why Do Artists Create?
The Language of Art / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 4-23 / Standard:
FA. 3
GLEs:
Strand III (AP):
1.A
2.A
September 9-20 /

Chapter 2

Art Criticism and Aesthetic Judgment / Art Criticism: Learning from a Work of Art
Aesthetics: Thinking About a Work of Art
Art History: Learning About a Work of Art / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 25-39 / Standard:
FA. 3, 5
GLEs:
Strand III (AP):
1.A
2.A
Strand V (HC):
1.A
1.B
September 23-
October 11 /

Chapter 3

The Media and Processes of Art / Two-Dimensional Media
Three Dimensional Media
Technological Media / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 40-65 / Standard:
FA. 3
GLEs:
Strand III (AP): 1.A
2.A
September TBD / SAFETY Art & Essay Contest

*GLEs can be combined, interchanged, and alternatively developed to implement Grade Level Expectations within time constraints in a variety of classrooms. All state standards and GLE's for a given grade level are to be covered within a school year. For suggestions or resources reference the Create Curriculum at or the Missouri Department of Education at

**Please note that art competitions/displays, other than those listed, may arise during the school year in which you may be required to submit student artwork. You will receive ample notification concerning any required student artwork submissions.

UNIT 2 (October 14 - December 19*): The Elements of Art

(*TBD based on final exam schedule)

DATES / SECTION / TOPICS / TEXT REFERENCE / STANDARDS
October 14-25 /

Chapter 4

Line / The Element of Line
The Expressive Quality of Line / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 68-95 / Standard:
FA. 2
GLEs:
Strand II (EP):
1.A
October 28-
November 15 /

Chapter 5

Shape, Form, and Space / Shapes and Form
Space
How We Perceive Shape, Form, and Space
How Artists Create Shapes and Forms in Space
What Different Shapes, Forms, and Spaces Express? / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 96-133 / Standard:
FA. 2
GLEs:
Strand II (EP):
1.B
1.C
1.G
November 18-26 /

Chapter 6

Color / Hue, Value, and Intensity
Color Schemes
Understanding the Nature and Uses of Color / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 134-169 / Standard:
FA. 2
GLEs:
Strand II (EP):
1.E
1.F
December 2-19
(Actual end time determined by final exams schedule) /

Chapter 7

Texture / Texture in Your Life
How Artists Use Texture / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 170-195 / Standard:
FA. 2
GLEs:
Strand II (EP):
1.D

UNIT 3 (January 6 - March 7): The Principles of Art

DATES / SECTION / TOPICS / TEXT REFERENCE / STANDARDS
January 6 – 17 /

Chapter 8

Rhythm, Pattern, and Movement / Rhythm and Pattern
Types of Rhythm and Pattern
How Artists Use Rhythm to Create Movement / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 198-225 / Standard:
FA. 2
GLEs:
Strand II (EP):
2.D
**January -TBD / Black History art competition (Venue TBD and due date TBD
January 21 -
February 7 /

Chapter 9

Balance / Visual Balance
Informal Balance
The Expressive Qualities of Balance / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 226-253 / Standard:
FA. 2
GLEs:
Strand II (EP):
2.A
February 10 - 28 /

Chapter 10

Proportion / The Golden Mean
Scale
How Artists Use Proportion and Distortion / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 254-285 / Standard:
FA. 2
GLEs:
Strand II (EP):
2.F
**April TBD / SLPS Art Fair Due Date: Deliver to the Living World @ St. Louis Zoo in April date TBD
March 3– 7 /

Chapter 11

Variety, Emphasis, Harmony, and Unity / Variety, Emphasis, and Harmony
Unity / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 286-315 / Standard:
FA. 2
GLEs:
Strand II (EP):
2.B
2.E

UNIT 4 (March 10 - May 23*): Art through the Ages

(*TBD based on final exam schedule)

DATES / SECTION / TOPICS / TEXT REFERENCE / STANDARDS
March 10 -
April 12
(Spring Break: March 17-21) /

Chapter 12

Art Traditions from Around the World / Art of Earliest times
Art of Asia and the Middle East
The Art of Africa
Art of the Americas / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 318-349 / Standard:
FA. 5
GLEs:
Strand V (HC):
1.A
1.B
April 14 – May 2 /

Chapter 13

Western Traditions in Art / The Beginnings of Western Art Traditions
The Beginnings of Modern Art Traditions
The Nineteenth Century
Early Twentieth Century
Art After 1945 / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 350-387 / Standard:
FA. 5
GLEs:
Strand V (HC):
1.A
1.B
May 5– 23
(Actual chapter end TBD by final exam schedule) /

Chapter 14

Careers in Art / Careers in Two-Dimensional Art
Careers in Three-Dimensional Art and Education / Glencoe ARTTALK
Rosalind Ragans 2005
Pp. 388-409 / Standard:
FA. 3, 4,5
GLEs:
Strand III (AP):
1.A
Strand IV (IC):
1.A
2.A
Strand V (HC):
1.B

Suggested Studio Activities and Scoring Guides

Generic Art rubric Guide

100 95 90%
|------|
A
Excellent
Outstanding
Exemplary / 89 85 80%
|------|
B
Above Average
Very Good
Acceptable / 79 75 70%
|------|
C
Average
Good
Not Yet Acceptable / 69 65 60%
|------|
D
Below Average
Needs Improvement
Barely Acceptable / 59% and below
|------|
F
Unsatisfactory
Poor
Unacceptable
ELEMENTS OF DESIGN: LINE, TEXTURE, COLOR, SHAPE/FORM, VALUE, SPACE PRINCIPLES OF DESIGN: REPETITION, BALANCE, EMPHASIS, CONTRAST, UNITY
A: Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively.
B: The artwork shows that the student applied the principles of design while using one or more elements effectively; showed an awareness of filling the space adequately.
C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned.
D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.
F: The student did the minimum or the artwork was never completed.
Creativity/Originality
A: The student explored several choices before selecting one; generating many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated understanding problem solving skills.
B: The student tried a few ideas for selecting one; or based his or her work on someone else's idea; made decisions after referring to one source; solve the problem in logical way.
C: The student tried in idea, and helps out adequately, but it lacked originality; substituted "symbols" for personal observation; might have copied work.
D: The student fulfills the assignment, but gave no evidence of trying anything unusual.
F: The student showed no evidence of original thought.
Effort/Perseverance
A: The project was continued until it was as complete as the student could make it; gave it effort far beyond that required; to pride in going well beyond the requirement.
B: The student worked hard and completed the project, but with a little more effort it might have been outstanding.
C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finishes; chose an easy project and did it indifferently.
D: The project was completed with minimum effort.
F: The student did not finish the work adequately.
Craftsmanship/Skill/Consistency
A: The artwork was beautiful and patiently done; it was as good as hard work could make it.
B: With a little more effort, the work could have been outstanding; lacks the finishing touches.
C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.
D: The student showed below average craftsmanship, lack of pride in finished work.
F: The student showed poor craftsmanship; evidence of laziness or lack of understanding.
Group Cooperation/Attitude
A: The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom.
B: The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and cleanup.
C: The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.
D: The student allowed others to do most of the work, did participate minimally, did the minimum amount.
F: The student was part of the group, but did almost nothing toward group goals, did a minimal amount of preparation and cleanup.
Courtesy of The Art teacher’s BOOK OF LISTS, Helen D. Hume, John Wiley & Sons, Inc. copyright 1998

Generic Art Rubric Based on Guide

Elements and Principles / I planned carefully, showed an awareness of the elements and principles of design; chose a color scheme carefully, used space effectively / I applied the principles of design and used one or more elements effectively; showed an awareness of using space effectively / I did the assignment adequately, but it shows lack of planning / I completed the project, but it shows little evidence of any understanding of the elements and principles; no evidence of planning
Creativity / Originality / I thought of many ideas, tried unusual combinations, made connections to previous knowledge, demonstrated outstanding problem solving skills / I thought of a few ideas, or based my work on someone else's idea, made decisions, solved the problem in a logical way. / I thought of one idea and carried it out adequately, but it lacked originality, substituted "symbols" instead of original thought, might have copied someone else's work. / I finished the assignment, but gave no evidence of trying anything unusual.
Effort / Perseverance / The project was continued until it was as complete as I could make it, I gave effort far beyond that required, and I took pride in going well beyond the requirement. / I worked hard to complete the project, but with a little more effort it might have been outstanding. / I finished the project, but it could have been improved with more effort; I knew how to do the project but I didn't finish; or I chose an easy project and worked carelessly / I completed the project with minimum effort.
Craftsmanship / Skill / Consistency / My artwork was beautifully and patiently done; it was as good as hard work could make it / With a little more effort, my work could have been outstanding; lacks the finishing touches / My artwork was of average craftsmanship; adequate, but not as good as it could have been, a bit careless / My project was below average in craftsmanship, showed lack of pride in finished project.
Group Cooperation / Attitude / I was sensitive to the feelings of others, followed all classroom rules and willingly participated in class discussions / I am usually sensitive to the feelings of others, I usually follow all classroom rules and very rarely causes a classroom disturbance and participate in class / I sometimes am sensitive to others; usually follow some of the classroom rules. I sometimes participate in class discussions and occasionally cause a disturbance. / I usually DO NOT follow classroom rules, consider the feelings of others or participate in classroom discussions. I usually cause a classroom disturbance

Generic Scoring Guide

EVALUATION SCORING GUIDE
Technique / Design / Craftsmanship
Excellent Attempt / 15 / 15 / 20
The student’s use of the material demonstrates not only a high degree of skill but also a level of creative and experimental innovation. / The student’s design demonstrates not only a strong grasp of the design concepts of the assignment but also an effective use of other concepts or an “out –of-the-box” mentality towards creative compositional problem solving. / The work is entirely complete with no part of the work left undone and all of the planning work is complete. Furthermore the work shows a high degree of care put into finish, above usual expectations.
Good Attempt / 13 / 13 / 17
The student’s use of the material demonstrates a high degree of skill. All of the techniques demonstrated are competently evident. / The student’s design demonstrates a strong grasp of the design concepts of the assignment. It is evident that sophisticated thought was given to all of the design concepts of the assignment. / The work is entirely complete with no part of the work left undone and all of the planning work is complete.
Fair Attempt / 11 / 11 / 15
The student’s use of the material demonstrates moderate degree of skill. Most, but not all, of the techniques demonstrated are competently evident. / The student’s design demonstrates a competent grasp of the design concepts of the assignment. It is evident that some thought was given to all of the design concepts of the assignment. / The work is almost entirely complete with no significant part of the work left undone. Most, but not all, of the planning work is evident.
Needs Improvement / 9 / 9 / 13
The student’s use of the material demonstrates marginal degree of skill. Most, but not all, of the techniques demonstrated are evident. / The student’s design demonstrates a marginal grasp of the design concepts of the assignment. Thought was given to some of the design concepts of the assignment. / The work is mostly complete. Most of the planning work is evident.
Poor Attempt / 7 / 7 / 11
The student’s use of the material demonstrates low degree of skill. Some of the techniques demonstrated are evident but the degree of mastery is questionable. / The student’s design demonstrates a slight grasp of the design concepts of the assignment. There is an attempt to utilize the concepts of the assignment but the design is lacking or very basic in composition. / The work is somewhat completed. Some of the planning is evident.
Very Poor Attempt / 5 / 5 / 7
The student’s use of the material demonstrates very low degree of skill. Few if any of the techniques demonstrated are evident with little attempt at mastery. / The student’s design demonstrates almost no grasp of the design concepts of the assignment. There is little or no evidence of an attempt to utilize any of the design concepts of the assignment. / The work is mostly incomplete with little or no planning work.

Sample Illustration Scoring Guide: