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Art 10 (5 Credit Course)

Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

September

Tues, Course Students demonstrate an Students will learn more about each other and their Lesson 1: Course Intro. Pre-Assessment:
5 Intro understanding of classroom teacher, rules and procedures, as well as what to Classroom Rules & Procedures students drawing skills, learning needs, areas for
Day 1 expectations through behaviour expect in the upcoming semester. Icebreaker - fill out getting to know you form & growth, creativity
design envelope
All Star Class - gallery walk & discuss each
persons envelope
Take class selfie
Unit 1: Observational Drawing & Mood (September 2 - October 3, 2017)

Wed, 6 Subject matter and To begin training the hand to follow the eye to Lesson 2: Blind Contours & Modified Blind Formative Observation & Assessment
Day 2 expressive intention can be develop observational skills, so that they can transfer Contours (Part 1) Understanding of the difference between blind,
depicted with a variety of observed objects into line drawings Introduce Egon Schiele & blind contours modified, & continuous line
notational marks 1. Recognize the different properties of lines (i.e Do a series of blind contour drawings mystery Know what line weight & width are
A drawing can be a formal, type, weight, and width) and how these can add date/musical chair style Slow & careful observation of subject
analytical description of an volume and depth to a contour drawing
object 2. Translate an observed subject into a series of Walk around and peer assess Peer Assessment & Summative Evaluation
Thurs, Artists simplify, exaggerate, contour line drawings Lesson 2: Blind Contours & Modified Blind Able to apply different varieties of lines, as well as line
and rearrange parts of 3. Carefully analyze the proportions and form of an weight and thickness, to create a sense of depth and
7 objects in their depictions of observed subject through drawing Contours (Part 2) volume
Day 1 images 4. Evaluate the application of contour lines and Review Blind Contours/Intro Modified Blind Take their time to observe & record their subject (e.g.
observational skills in their own work and that of contours Lines are purposeful & do not flatten the image)
their peers. Begin working on Blind Contour/Modified Blind
Contour Drawing

Fri, 8 Lesson 2: Blind Contours & Modified Blind


Day 2 Contours (Closure)
Gallery Walk & Peer Critique
Mon, Subject matter and Complete a grey scale and use all of those shades Lesson 3: Shading & Mark Making (Part 1) Formative Observation & Assessment
11 expressive intention can be within a drawing Intro the properties of value Students are able to identify highlights, mid-tones, and
Day 1 depicted with a variety of 1. Recognize how differences in value adds volume, Demo how to blend shadows
notational marks depth, and mood to an artwork (e.g. chiaroscuro Shading a Cube Demo/presentation Able to vary up applied pressure and/or line to create a
Tactile qualities of surfaces = dramatic; sfumato = softer, gentler) Shading a Sphere Demo/presentation gradient using both different types of line as well as
can be rendered through 2. Practice creating variations of value using line, blending.
Tues, controlled use of line. shading, and blending techniques Lesson 3: Shading & Mark Making(Part 2) Can use a viewfinder to select a composition
12 A drawing can be a formal, 3. Carefully analyze the proportions and form of a Review how to create value through blending Can use a pencil to accurately measure the subjects
analytical description of an still-life subject through a series of observational proportions
Day 2 object value drawings Demo how to use a viewfinder
Artists simplify, exaggerate, 4. Evaluate the application of value, shading, and Demo how to measure with a pencil Peer Assessment & Summative Evaluation
and rearrange parts of observational skills in their own work and that of Create Simple Form Still Life (blended) Are able to articulate the difference between
objects in their depictions of their peer chiaroscuro and sfumato, as well as identify them in
images their own works and that of their peers

Objects are in proportion


Wed, Lesson 3: Shading & Mark Making (Part 3) Composition is well chosen
13 Review value; line weight & width Drawings show they are able to identify and record
variations in value: mid-tones, shadows, and highlights
Day 1 Intro: Hatching, Cross-hatching, contour
hatching, random hatching, scrumbling,
stippling, pattern & texture.
Mark-making value scales
Mark-making Still-Life

Page 1 of 11
Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Thurs, Lesson 3: Shading & Mark Making (Closure)


14 Gallery walk & peer critique
Day 2
Fri, 15 Portfolio Various materials alter Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 1 representational formats and
processes used in achieving
certain intended effects
Mon, Subject matter and Students will learn how to create gestural drawings Lesson 4: Gestural Mood Drawings (Part 1) Formative Observation & Assessment
18 expressive intention can be that depict movement and mood Review different varieties & properties of line, Can identify the different varieties of line in a drawing
Day 2 depicted with a variety of 1. Describe how line type, weight, width, and as well as value and their impact on the overall mood and movement
notational marks direction can add texture, feeling/mood, and Intro that lines have direction and mood Can begin assessing the use of line in an image in
The expressive content of movement to a line drawing Analyzing use of lines in different artworks and terms of how it can convey meaning
drawing is affected by the 2. Compare and contrast contour lines versus
drawing media selected gestural lines to identify their different properties how they convey mood Peer Assessment & Summative
Movement, rhythm, and and effects Small group discussion Are able to capture the mood of a composition through
direction are used in 3. Examine a series of gestural line drawings to Presentations purposeful use of line type, weight, direction, etc.
recording humans and their identify the affective impact and meaning of
Tues, activities. different varieties of lines. Lesson 4: Gestural Mood Drawings (Part 2)
19 A. Artists simplify, exaggerate, 4. Interpret the mood and rhythm/movement in a Review how different varieties of line convey
Day 1 and rearrange parts of combination of musical scores into a series of mood
objects in their depictions of abstract gestural line drawings Watch: Lines for Clarinet by John Osborne
images 5. Assess the usage of line to convey mood/feeling Model gestural mood drawings
and rhythm/movement in their own work and that Work on a series of abstract gestural mood
of their peers. drawings for 3 different music selections.
Closure: Gallery walk & peer critique
Wed, Subject matter and Students will learn the main characteristics of Lesson 5: Live-Action Gesture Drawings (Part Formative Observation & Assessment
20 expressive intention can be gesture drawing and experiment with gestural figures 1-2) Students are able to identify how gestural lines
Day 2 depicted with a variety of through observational drawing exercises. Review varieties of lines, mood, & direction communicate mood and movement
notational marks 1. Identify four main characteristics of gesture Intro: Are able to appropriately mark out a form
The expressive content of drawings from observing a series of examples. How gestural lines communicate Can capture the essence of a pose/movement using
drawing is affected by the 2. Label the foundational structure of a gesture gestural lines
drawing media selected drawing movement & mood
Movement, rhythm, and 3. Experiment with gestural figurative drawing Live-action gesture drawings Peer Assessment & Summative Evaluation
direction are used in through observational drawing exercises Whole Class discussion/Presentation: identify Use gestural lines to convey the mood/essence of a
recording humans and their 4. Self- and peer-assess their ability to capture the key characteristics of gestural line drawings subject using a variety of line type, weights,
activities. essence of a pose Demo how to make out a form & create a thicknesses, and directions
Artists simplify, exaggerate, figurative gestural line drawing Able to generalize the shape of a pose without going
and rearrange parts of into too much details
Thurs, objects in their depictions of Lesson 5: Live-Action Gesture Drawings (Part Lines move in and out of the figure to add volume and
21 images 3) interest, as well as better capture the subject (doesnt
Day 1 Live-action gesture drawings look like a gingerbread man)

Fri, 22 Portfolio Various materials alter Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 2 representational formats and
processes used in achieving
certain intended effects
Mon, See above See above Lesson 5: Live-Action Gesture Drawings See above
25 (Closure)
Day 1 Gallery walk & peer critique
Tues, Performance Task Students will take all of the skills they have learned Object Mood Drawings See below
26 throughout this unit and use them to create a triptych Introduce project & begin work
Day 2 of Object Mood Drawings.

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Wed, Object Mood Drawings


27 Work period for Drawing 1
Day 1
Thurs, Object Mood Drawings
28 Work period for Drawing 2
Day 2
Fri, 29 Portfolio Various materials alter Open Studio: Skills Workshop Part of summative grade for portfolio
Day 1 representational formats and
processes used in achieving
certain intended effects
October

Mon, 2 Performance Task see above Object Mood Drawings See Below
Day 2 Work period for Drawing 3
Tues, Performance Task Critique Students will take all of the skills they have learned Small Group Discussion & Critique Summative Observation & Assessment
3 Discussing the components throughout this unit and use them to create a triptych - Demonstrates attention to detail, resulting in
Day 1 of composition is part of of Object Mood Drawings. They will also use the key terms and theories sophisticated imagery.
learning to talk about art. taught throughout this unit to describe their own - Skillful application of media and shading techniques (e.g
Describing and discussing Students will evaluate their own work and that of works and evaluate those of their peers hatching, cross-hatching, stippling, blending) to create
media and techniques used in their peers using key terms and theories taught volume, texture, and spatial depth.
ones own works will develop throughout the unit. - Establishes a mood/feeling in their drawings through
vocabulary. critical and purposeful use of value and line (i.e. type,
Describing and discussing weight, direction, thickness)
components of design are - Uses at least 3 different types of lines in their triptych
part of the process of - Articulates the symbolic meaning of all three images in
analyzing ones own work. their triptych. Ideas and rationale demonstrate a deep
critical thought and reflection.
Unit 2: Canadian Landscape Perspectives (October 4 - November 1, 2017)

Wed, 4 Unit 2 Linear perspective is a 1. Understand the origins and basic concepts Lesson 1: Linear Perspective and the Illusion Formative Observation & Assessment
Day 2 representational device that around linear perspective of space (Part 1) List what what art elements were developed during the
gives the illusion of three- 2. Able to apply a gridded window to trace a 3D Renaissance
dimensional pictorial space form onto a 2D surface plane Open Discussion: Technological advances and Determine if viewfinders are an interpretative or
Positive and negative space 3. Can identify and record orthogonal lines and an human perspective metaphorical device in the art-making process
are essential to the 3D objects vanishing point Intro Linear Perspective from the Renaissance Understands how a viewfinder change the perspective
of a viewer and/or the artist
description of two- and three- 4. Translate a 3D form and space onto a 2D surface Demo how to use a Gridded Window & Frame Understands how a viewfinder can aid an artist in
dimensional forms plane using 1-point, 2-point, and 3-point Activity: Drawing on Acetate understanding the process of creating a convincing
Technology has an effect on perspective illusion of depth
Thurs, materials used in image Lesson 1: Linear Perspective and the Illusion Identifies and describes what ad orthogonal line is
5 making of space (Part 2) Can find and describe the vanishing point(s) in a 3D
Day 1 Intro Masaccio and Giotto, as well as vanishing scene
points and orthogonal lines Can determine how perspective changes when
Demo: how to create One-point perspective comparing medieval, impressionism, surrealist, and
Activity: 2-point perspective box drawing renaissance works
Demo: how to create 2-point perspective
Activity: 2-point perspective box drawing
Demo: how to create 3-point perspective
Activity: 3-point perspective box drawing
Fri, 6 Thanksgiving
Day 2

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Mon, 9

Tues, See above See above Lesson 1: Linear Perspective and the Illusion Peer Assessment & Summative Evaluation
10 of space (Part 3) Identify where the negative space and the positive
Day 2 Draw a fantasy landscape or a scene in the space is and how this adds or take away from the
school piece
All the orthogonal meet at a vanishing point
Wed, Lesson 1: Linear Perspective and the Illusion Is the vanishing point convincing? Why or why not?
11 of space (Part 3 Cont.) Demonstrates complex ideas
Day 1 Draw a fantasy landscape or a scene in the Futuristic landscape accurately reflect ideals
school
Thur, Lesson 1: Linear Perspective and the Illusion
12 of space (Closure)
Day 2 Gallery Walk & Peer Critique
Fri, 13 Portfolio Various materials alter Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 1 representational formats and
processes used in achieving
certain intended effects
Mon, Mood is created by tools like 1. Explain how perspective can change the way we Lesson 2: Moody Atmospheric Landscapes Formative Observation & Assessment
16 atmospheric perspective. see, understand, and interpret the world around Review how the way we see and understand Can identify atmospheric perspective in a painting and
Day 2 Colour and value concepts us the world can be captured in our drawings articulate the mood it conveys
are important components of 2. Demonstrate how atmospheric perspective can through our use of perspective Can explain how flattening of a space can reveal a
Tue, an artists compositional skills create the illusion of 3D space Intro: Atmospheric perspective and how it can very different perspective
17 Image making is a personal 3. Compare and contrast a series of works to create mood
Day 1 Peer Assessment & Summative
experience created from determine how atmospheric perspective creates Whole Class Disucssion/Presentation: Take a Can explain the use of atmospheric perspective in their
ideas and fantasies. mood look at a number of monochromatic paintings work
4. Create a monochromic painting that showing atmospheric perspective Argue how their use of atmospheric perspective
communicates a mood/emotion using the Activity: Create a Monocromatic scene contributes to the overall mood/feeling in their work
principles of atmospheric perspective showing perspective
Wed, Lesson 2: Moody Atmospheric Landscapes
18 (Closure)
Day 2 Gallery Walk & Peer Critique

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Thurs, Drawing can express the 1. Identify the colour schemes and line types in an Lesson 3: Postcard Landscapes: Studies in Formative Observation & Assessment
19 artists concern for social artwork. Colour Theory (Part A) Can describe what analogous, complimentary, and
Day 1 conditions. 2. Dissect a paintings formal elements/ Review: Lines and value portray mood - as warm/cool colours are
Discussing the components characteristic (line type and colour scheme) to seen in last unit and in the moody Atmospheric Can explain how these colour schemes can heighten
of composition is part of determine its mood landscapes or lower the intensity of a painting
Can identify how the colour scheme of an artwork
learning to talk about art. 3. Compare Canadian landscapes and literature to Intro: Colours too can portray mood and contributes to conveying the overall mood.
Works of art contain themes infer common themes and artists perspective. communicate meaning Can analyze the mood in a work of art to determine/
and images that reflect 4. Apply knowledge of colour theory and line to Whole Class Discussion: hypothesize the artists message and perspective
various personal and social create a series of small landscapes. Compare A.Y. Jacksons Early Snow, regarding their place in the world
conditions 5. Compare and contrast the various ways groups Alberta (1937) to Lawren Harriss North
Artists simplify, exaggerate, perceive, interpret, and interact with the Shore, Lake Superior (1924)
and rearrange parts of Canadian landscape. Identify colour scheme
objects in their depictions of 6. Evaluate a paintings formal characteristics and Intro: Warm colours, cool colours,
images. ability to communicate mood. complementary contrast, split
complementaries, analogous colours
Small group discussion/Whole Class
Presentations:
Discuss lines and colours used in a
series of Canadian landscapes and
see if students can determine the
feeling/mood
Compare artworks to a a series of
poems and excerpts of Canadian
litearture. Evaluate their connections
Fri, 20 Portfolio Various materials alter Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 2 representational formats and
processes used in achieving
certain intended effects
Mon, See above See above Lesson 3: Postcard Landscapes: Studies in See above
23 Colour Theory (Part B)
Day 1 Review the works from last class and how the
western colonial perspectives of the artists
Tues, changed the way they represented nature
24 Intro Robert Houles Kanata (1992) and The
Day 2 Place Where God Lives (1989)
Activity: Create 4 separate postcard
landscapes using warm colours, cool colours,
split complimentary, analogous
Wed, Lesson 3: Postcard Landscapes: Studies in Peer Assessment & Summative Evaluation
25 Colour Theory (Part B & Closure) Identifies how their differential use of colour influences
Day 1 Activity: Create 4 separate postcard the mood/emotions in their landscapes
landscapes using warm colours, cool colours, Assess how effectively their painting portrays the
split complimentary, analogous intended mood/emotion
Can determine how to further enhance the mood/
Gallery Walk and Peer Assessment emotion in their landscape
Thurs, Performance Task Students will take all of the skills they have learned Connections to Land See Below
26 throughout this unit and use them to create a Introduce project & begin work
Day 2 personalize landscape demonstrating their personal
feelings and connection to place

Page 5 of 11
Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Fri, 27 Portfolio Various materials alter Open Studio: Skills Workshop Part of summative grade for portfolio
Day 1 representational formats and
processes used in achieving
certain intended effects
Mon, Performance Task Students will take all of the skills they have learned Connections to Land See Below
30 throughout this unit and use them to create a Students will create a personalized landscape
Day 2 personalize landscape demonstrating their personal demonstrating their connections to place. In
feelings and connection to place particular, they will explore what they define as
Tues, home and demonstrate their connections (or
31 Students will evaluate their own work and that of lack there of) to the place they are presently or
Day 1 their peers using key terms and theories taught where they once were before.
throughout the unit.
November
Wed, 1 Performance Task Students will take all of the skills they have learned Connections to Land Summative Observation & Assessment
Day 2 Describing and discussing throughout this unit and use them to create a Gallery Walk & Peer Critique - Demonstrates attention to detail, resulting in
media and techniques used in personalized landscape demonstrating their feelings sophisticated imagery.
ones own works will develop of connections to place. - Skillful application of linear perspective to create the
vocabulary. illusion of space
Describing and discussing Students will evaluate their own work and that of - Establishes a mood/feeling in their drawings through
components of design are their peers using key terms and theories taught critical and purposeful use of colour and atmospheric
part of the process of throughout the unit. perspective
analyzing ones own work. - Articulates the symbolic meaning of formal elements and
Discussing the components how they contribute to the meaning of the work overall.
of composition is part of Ideas and rationale demonstrate a deep critical thought
learning to talk about art. and reflection.
Unit 3: Symbolic Self Portrait/Tattoo (November 1 - December 12, 2017)

Thurs, Unit 3 Natural forms can be used as 1. Reproduce and classify a number of fine line Lesson 1: Tribal Tattoos & Fine Line Design Formative Observation & Assessment
2 sources of abstract images forms (Part A) Understands what cultural appropriation and
Day 1 and designs 2. Discuss how natural forms can be used as Intro: plagiarism is and why these are a problem
Artists select from natural inspiration for decorative, social, and cultural Northwest Coast Art & tribal tattoos Can identify and categorize the different design
forms in order to develop purposes Fine line design and design elements elements from fine line design
Understand how these design elements are employed/
decorative motifs. 3. Analyze how natural forms can be converted into Discuss cultural appropriation and plagiarism brought together in order to create an abstract image
abstract images and designs Students will copy design elements into their based on natural forms
4. Apply knowledge of fine line design to recreate a sketchbooks Understand how these design elements are employed/
wolfs head design brought together in order to create a decorative design
Fri, 3 Portfolio Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 2
Mon, 6 See above See Above Lesson 1: Tribal Tattoos & Fine Line Design Peer Assessment & Summative Evaluation
Day 1 (Part B) Are able to apply the various design elements in order
Review concepts of fine-line design and the to replicate a fine line design
different elements
Draw a wolfs head using fine line design

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Tues, Natural forms can be used as 1. Translate a natural form into an abstract designs Lesson 2: Creating a composition using Fine Formative Observation & Assessment
7 sources of abstract images using fine-line design line design Recall the different design elements from fine line
Day 2 and designs 2. Create an original personalized decorative design Into to Louie Gong and his printed shows - design
Artists select from natural that enhances the overall aesthetic appearance bringing traditional art into the mainstream Understand how these design elements are employed/
Wed, 8 forms in order to develop of a mundane utilitarian object Go over how to break down a subject into brought together in order to create an abstract image
Day 1 based on natural forms
decorative motifs. 3. Apply the fundamentals of design to produce a various constituent parts Understand how these design elements are employed/
Simplified form communicates unified and balanced composition Students will select their own animal (one they brought together in order to create a decorative design
the purpose and function of identify with) and create a fine line design of
designed objects their very own
The function of an artwork
Thurs, can be emphasized by its Lesson 2: Creating a composition using Fine
9 decoration line design
Day 2 Compositions use positioning Silkscreen Haida design onto shoes or other
and grouping of subjects for form of apparel
different meanings and
emphasis
Unity is achieved by
controlling the elements of a
composition within the picture
plane.
Fri, 10 PD Day

Mon, Remembrance Day Weekend?


13
Tues, See above See above Lesson 2: Creating a composition using Fine Peer Assessment & Summative
14 line design (Closure) Are able to apply the various design elements in order
Day 1 Gallery Walk & Peer Critique to create a personalized and original fine-line design
Student's design enhances/emphasizes the overall
aesthetics of the utilitarian garment onto which it is
applied
Wed, Technology has an effect on 1. In a presentation, students will teach their peers Lesson 3: Multicultural Research project (Part Peer Assessment & Summative Evaluation
15 materials used in image about a non-western artist and/or artistic A) Offers a thorough survey of the materials and artistic
Day 2 making movements Intro students to various cultural art forms from practices of their chosen artist
Works of art contain themes 2. Analyze how the personal and social conditions around the world. Provide brief overview. Demonstrates keen insight when analyzing how the
Thurs, and images that reflect impact their artists themes and images Discuss: artist use of materials and technologies influence the
16 end product
various personal and social 3. Question how their artists employs both How art history has a tendency to be Critically analyzes how the artist employs/merges
Day 1 conditions traditional and moderns practices and technology exclusionary and focus on western traditional and contemporary materials when tackling
Drawing can express the when creating their work. artistic practices at the expense of contemporary sociocultural issues
artists concern for social 4. Evaluate how effectively their artists practice others - leading to misconceptions and Create their own composition in which they effectively
conditions. addresses present-day sociocultural issues mislabeling of other cultural works as replicate their chosen artists artist style
Works of art contain themes 5. Compose a composition based on/inspired by the primitive (despite being just as
and images that reflect artistic style and/or a piece from their selected advanced as western forms)
various personal and social artists body of work. How learning about other cultural forms
conditions of artistic expression is important, as
art and cultures inspire and change
one another
Take a look at Japanese influence on
impressionism and African influences on
cubism
Fri 17 Portfolio Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 2

Page 7 of 11
Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Mon, See above See above Lesson 3: Multicultural Research project (Part See above
20 B)
Day 1 Research project: students will then choose a
non-western contemporary artist
Tues, They will then create a presentation describing
21 their chosen artists artistic style and how they
Day 2 have brought traditional art forms into the
present, as well as how they use these to
Wed,
discuss contemporary concerns and events.
22
Day 1
Thurs, Lesson 3: Multicultural Research project (Part
23 C)
Day 2 Students will create a composition based on
the style work in the style of their selected artist
Fri, 24 Portfolio Various materials alter Open Studio: Skills Workshop Part of summative grade for portfolio
Day 1 representational formats and
processes used in achieving
certain intended effects
Mon, See above See above Lesson 3: Multicultural Research project (Part See above
27 C cont.)
Day 2
Tues,
28
Day 1
Wed, Lesson 3: Multicultural Research project
29 (Presentations)
Day 2
Thurs,
30
Day 1
December

Fri, 1 Portfolio Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 2
Mon, 4 See above See above Lesson 3: Multicultural Research project See above
Day 1 (Presentations)
Tues, Performance Task Students will take all of the skills they have learned Symbolic Self-Portrait See below
5 throughout this unit and use them to combine a Students will explore/define their own visual
Day 2 number of visual elements to create a unified style when creating a symbolic portrait/tattoo
composition. that reveals aspects of their personal identity.
Wed, 6 They will focus on bringing many elements
Day 1 together to create unity in a composition.
Thurs,
7
Day 2
Fri, 8 Portfolio Open Studio: Work on Portfolio Part of summative grade for portfolio
Day 1

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Mon, Performance Task See below Symbolic Self-Portrait (Cont.) See below
11
Day 2
Tues, Performance Task Students will take all of the skills they have learned Symbolic Self-Portrait Summative Observation & Assessment
12 Discussing the components throughout this unit and use them to combine a Gallery Walk & Peer Critique - Demonstrates attention to detail, resulting in
Day 1 of composition is part of number of visual elements to create a unified sophisticated imagery.
learning to talk about art. composition. - Skillful application of the elements of design to create a
Describing and discussing unified and balanced composition
media and techniques used in Students will evaluate their own work and that of - The use of imagery, formal choices, and materials lead
ones own works will develop their peers using key terms and theories taught to the creation of an original and sophisticated artistic
vocabulary. throughout the unit. style
Describing and discussing - Articulates the symbolic meaning of formal elements and
components of design are imagery on how they contribute to the meaning of the
part of the process of work overall. Ideas and rationale demonstrate a deep
analyzing ones own work. critical thought and reflection.
Wed, Flex Time Extra time to give me some lee
13 way
Day 2
Thurs,
14
Day 1
Fri, 15 Portfolio Various materials alter Open Studio: Skills Workshop Part of summative grade for portfolio
Day 2 representational formats and
processes used in achieving
certain intended effects
Mon, Flex Time
18
Day 1
Tues,
19
Day 2
Wed,
20
Day 1
Thur,
21
Day 2
Mon, Christmas Holidays Start?
22
Mon,
25
Tues,
26
Wed,
27

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Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Thurs,
28
Fri, 29

January

Mon, 1
Day 1
Tues,
2
Day 1
Wed, 3
Day 2
Thurs,
4
Day 1
Fri, 5
Day 2
Mon, 8 Exhibit Works of art contain themes Learning how to objectively and constructively offer Review of Exhibition Requirements
Day 1 and images that reflect artistic criticism to peers in a large group display
various personal and social Review of Sketchbook and Portfolio
conditions Students will apply, visual, analytical, and critical Requirements
Image making is a personal skills, and develop control and competency.
Tues, Exhibit experience created from Exhibition Work Time
9 ideas and fantasies.
Day 2 Drawing can express the
Wed, artists concern for social
10 conditions.
Day 1 Discussing the components
of composition is part of
Thurs, learning to talk about art.
11 Describing and discussing
Day 2 media and techniques used
in ones own works will
Fri, 12 develop vocabulary.
Day 1 Describing and discussing
components of design are
Mon, Exhibit part of the process of Display & Walk through See above
15 analyzing ones own work.
Day 2
Tues, Exhibit
16
Day 1
Wed, Exhibit
17
Day 2
Thurs, Exhibit
18
Day 1

Page 10 of 11
Art 10 (5 Credit Course)
Day Unit SLOs Skills/Objectives Activities/Assignments Evaluation

Fri, 19 Exhibit
Day 2
Mon, Diploma Display
22 -
Fri, 26
Mon, Tear Down
29 -
Tues,
30
Wed, Last Day N/A
31 of
Day 1 Classes

? Flex Day 4 Other 17 Unit 1 16 Unit 2 22 Unit 3 12 Exhibition 12 Portfolio

Resource for later: http://helenrindsberg.myiglou.com/NonWesternArt/Documents/NWArt_MajorCultures.pdf

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