Professional Documents
Culture Documents
Douglas County School District DRAFT April 2010
Page 1
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
Why are the principles 1.0‐ Students know and apply Understand and Unity Principles will be Class critique
of design an essential visual arts media, techniques, apply the principles Variety covered with rubric and
component to and processes. of design when Balance throughout the student/teacher
producing a successful 2.0‐ Students use knowledge of creating artwork Dominance course in various feedback
work of art? visual characteristics, purposes, and viewing the Movement projects/media
Principles of Design
Douglas County School District DRAFT April 2010
Page 2
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What unique qualities 1.0‐ Students know and apply Use pencil Value Contour Line Class critique
do pencil techniques visual arts media, techniques, techniques to Texture exercises with rubric and
have? and processes. render line, shape, Lead Grades Positive/negative student/teacher
2.0‐ Students use knowledge of form, value, and Stump Blenders space exercises feedback
Why, when, and how visual characteristics, purposes, texture. Highlight Drawing from
Graphite, Charcoal
Douglas County School District DRAFT April 2010
Page 3
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What was the impact 1.0‐ Students know and apply Create an edition of Printing Ink and Linoleum or Class critique
of printmaking on the visual arts media, techniques, prints Paper other types of with rubric and
art and literary world? and processes. Benchhooks block printing student/teacher
2.0‐ Students use knowledge of Use printmaking Brayers feedback
What are some of the visual characteristics, purposes, tools and materials Gouges Scratchboard
forms of printmaking, and functions properly and safely. Block Materials Classroom
and what technical 3.0‐ Students choose, apply, and Relief Printing observation
Printmaking
Douglas County School District DRAFT April 2010
Page 4
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
How can these media 1.0‐ Students know and apply Using colored pencil Value Practice Class critique
be used to achieve visual arts media, techniques, and pastel Texture exercises with rubric and
various visual and processes. techniques to create Transparency student/teacher
qualities? 2.0‐ Students use knowledge of value, texture, and Opacity Duck Stamp feedback
Colored Pencil, Pastels
Douglas County School District DRAFT April 2010
Page 5
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What are the unique 1.0‐ Students know and apply Understand basic Wash Color mixing Class critique
characteristics of these visual arts media, techniques, color theory and Transparency exercises with rubric and
types of paints? and processes. color mixing. Opacity student/teacher
Tempera, Watercolor, and Acrylic