Intro to Art
COURSE DESCRIPTION
This Intro to Art class will provide all students with an opportunity to study and explore the elements of design (line, shape/form, texture, value, color) by using a wide variety of activities including drawing, painting, fiber arts, ceramics
and sculpture to make art. This class will be a fun and experimental way to introduce
and enhance the creativity of both beginning students and those with more art experience.
SWRSD OUTCOMES
Outcome 2:
Students understand, accept and appreciate their own language and culture and
the culture of others
Outcome 5:
Students demonstrate honesty, respect, concern, and caring for themselves,
their environment, and others.
Outcome 7:
Students use a variety of ways to think and to reason when solving problems
and making thoughtful decisions.
COURSE OUTLINE
CONTENT
(Essential course facts, concepts, and basic skills; assessed
with
teacher
-made
tests
and
rubrics
)
Major Units of Study
A. Drawing, painting, fiber arts, ceramics/sculpture
Alaska Content Standard(s): Standard A: Visual Arts
(A student should be able to create and perform in the arts)
Key Elements:
Student will do all of the following
- Keep an ongoing sketch book for
a. practicing drawing techniques (shading, blending, stippling, perspective)
b. laying out ideas for other projects
- Create landscape, still-life, portrait and abstract drawings using
a. Pencil
b. Charcoal
c. Pastel
- Practice and preplan in sketch book, then create at least one of each of the
following types of drawings
a. realistic (looks like what it was intended to look like)
- landscape
- portrait
- still-life
b. abstract
- Use and explain the relationships between the elements and principles of design
when creating art
a. Line, shape, value, texture and color
b. Balance, variety, contrast, movement, rhythm, repetition, emphasis, unity,
- Create paintings in tempera, watercolor, or acrylics and mixed media using their
knowledge and understanding of the following:
a. Elements of art (focusing on color)
b. Composition
6. Produce paintings in 3 different painting media: tempera, watercolor, acrylics
while exploring and using the following techniques:
a. Glazing
b. wash
c. dry brush
d. wet on wet
c. scrubbing
- Produce at least one quality painting which evokes or expresses particular emotions
or moods by using:
a. Color, line, shape, texture and value
b. Expressionistic, impressionistic, realistic or abstract styles
c. Choice of subject matter
- Create at least one unique painting by
a. preplanning and sketching out ideas
b. applying knowledge of art elements and principles to communicate ideas
c. knowing when painting is done
d. explaining how the painting is unique and analyzing the success of the
painting and the process(es) used to create it
- Use the following ceramic hand building techniques:
a. pinch
b. coil
c. slab
d. score & slip
- Recognize and describe the following stages in the ceramic process
a. Greenware
b. Bisque
c. Glaze
- Define and use the following terms in ceramics
a. plastic
b. leather hard
c. bone dry
d. recycle
e. wedge
f. air bubble
g. consistency
h. pinch, coil, slab, score and slip
i. glaze
j. stack, cone, fire, maturity
k. greenware, bisque
l. clay
m. vessel
- Create and finish three quality ceramic projects: a. coil vessel
b. slab vessel
c. pinched vessel
- Use papermache' to create two out of three of the following three- dimensional
projects
a. masks
b. small scale sculptures (baseball size to shoe-box size)
c. large-scale sculptures (19" TV size or larger)
- Make their own pulp and use mold/deckles to create at least two paper making
projects
a. book (bound)
b. sculptural project: collage, mask, jewelry...
- Exhibit art projects within the school and/or community
a. prepare projects for exhibition
b. display projects in an organized way
c. invite community members to art exhibit
d. explain their work, how they were made and what they mean in a short presentation
to other students, parents and community members, teachers and guests
e. show pride in a job well done
- Assess each project for quality and completeness using the following criteria
a. Craftsmanship (is the product put together well?)
b. Improvement (is the product noticeably better than a previous similar one?)
c. Function (does the product do what it is supposed to do?)
d. Organization (Is it evident that the student preplanned product in sketch book?)
C. Art History
Alaska Content Standard(s): Standard B: Visual Arts
(A student should be able to understand the historical and contemporary role of the
arts in Alaska, the nation and the world)
Key Elements:
Student will complete at least 1 of the following:
- Compare/Contrast art from two or more Alaskan Native cultures
- Compare/Contrast the art of two or more world cultures
- Study and share about the life, work and importance of one famous artist
- Research, report and test on several different movements and styles/schools of art
- Study the work of a Master artist and create a work of art using similar techniques
and materials
D. Critique
Alaska Content Standards: Standard C: Visual Arts
(A student should be able to critique the student's art and the art of others)
Key Elements:
Student will be able to
- Use the following criteria to evaluate their own artwork and the artwork of others:
a. Craftsmanship
b. Function
c. Organization
d. Originality
e. Technique
f. Theme
- Identify, describe and analyze the use of basic art elements and principles in student's
own work and the work of others
- Be able to interpret meaning in a drawing or painting or sculpture
- Be able to express an informed opinion about a work of art or artist and defend
it
- Be able to offer and accept constructive criticism
E. Aesthetics
Alaska Content Standard(s): Standard D: Visual Arts
(A student should be able to recognize beauty and meaning through the arts in the
student's life)
Key Elements:
Student will be able to
- Describe why beauty and art are important in student's own life
- Describe and discuss how the arts of all cultures are integrated with aspects of
everyday life
UNIVERSAL SKILLS
(Essential processes or skills, universally taught by all teachers in all
courses; assessed
with
teacher
-made
rubrics
and/or
tests
)
Major Categories of Skills
A. Cross-curricular and/or Integrative Skills
Key Elements:
Student will
1. Use all materials responsibly, appropriately and safely
- Clean up when finished creating art
3. Listen to and follow instructions
- Communicate information effectively(writing, speaking, presenting, reading)
- Appreciate the creativity of others
- Be able to judge art using specific technical criteria (craftsmanship, function, organization, originality, technique, theme, composition)
- Be able to create art within specified boundaries of decency and respect
B. Technological Skills
Key Elements:
Student will be able to
- Use a computer effectively to create drawings
- Use the internet/e-mail effectively to conduct research on art/artists/art history/culture
C. Life & Employability Skills
Alaska Content Standard(s) Standard A: Employability Standards
(A student should be able to apply critical and creative thinking skills
to make decisions and solve problems)
Key Elements:
Student will be able to
- Demonstrate punctuality and self-initiative in the classroom and on projects
- Produce high quality products using a variety of tools and materials including
a computer
- Set and follow high standards for health and safety in the classroom
- Use appropriate methods for taking care of materials and equipment