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Art 2014-2015 School Year Ms. Munsens Class Room Curriculum artmunsen@gmail.

com The Art Department in the ________ District recognizes that differentiation is an important process that teachers use to enhance the learning of all students, building on their individual strengths and level of knowledge. The Art Curriculum was written to facilitate the incorporation of Differentiation strategies to enhance student learning. The Facilitating Activities of each course provide flexibility to address the individual learning needs of all students.

Homework Expectations: Art students are to complete their own homework. If assistance is needed...it must purely be assistance and not someone else doing it completely! Homework is important in that it encourages students to work on concepts learned in class, facilitates creative development, allows one to practice and refine skills learned in class, allows for growth in problem solving skills, creates a baseline of what students know and are capable of doing, builds portfolios, stretches the imagination, and challenges students to think differently. Homework is scheduled according to individual class calendars. It is due at the beginning of class only. Any homework turned in after class has started will be considered late, and 10 points will be deducted for any late homework assignment, an additional 5 points will be deducted for work late beyond two days from the due date. After 5 days including weekends, zeros will be given (weekends are included in the count). Please be responsible for your own actions. If a student forgets to bring in homework on the due date and proper time, then it is considered late. Forgetting homework and having your parents drive it in after the due date and time is not considered an excuse. Homework is due when it is due. Keynotes: Any missing homework will be given zeros. Along with long term in-class projects, a sketchbook is due every Friday as well. Please use regular or drawing pencils only. No crayons, no paint, no pens, etc. only pencils. Work to lose the white of the page. No more than 25% white, if that. Please use a blending tool called a tortillon for blending. Do not use your fingers to smudge/blend with. Homework is graded on effort, quality of design, quality of workmanship, time on task, creativity, personal commitment, use of the elements and principles of design, individual achievement, individual unique expression, class norms and/or task completion. Please see grade standards below. 1-10 2-20 3-30 4-40 5-50 6-60 7-70 8-80 9-90 10-10 Needs improvement-------------------------------Outstanding

4. Complete the drawings in plenty of time before the due date. Drawings should be believable, realistic, and as well developed as necessary to get the final drawing across to the viewer. Work to lose the white of the page, leaving no more than 25% or less white.

Materials: Homework sketch pads can be purchased at most local departments stores, pharmacies and art supply stores. It is strongly recommended that sketch pads are 9"x12" or 8 1/2" x 11" only and are spiral bound either on the top or side. MAKE UP POLICY When you are absent, you miss the give and take of class discussions and procedures, audiovisual materials, and a complete understanding of assigned projects. By participating in make up, you have an opportunity to receive full credit for class projects in your Participation grade. Absences include illness, doctors appointments, dentists appointment, driver license appointments, court appearances, vacations, school visits, planned absences, field trips, dismissals, tardiness, school sporting events, etc. Make up for absences occurs within two days upon your return to school for full credit, starting promptly after school at 2:15- 3:00 p.m. Additionally, make up occurs after the absence, not before.

Knowledge and Skills: Art Fundamentals- (Basics in Drawing, Painting, Sculpture) Work from observation Still Life, Portrait, Landscape, Styles of Art (realistic, abstract, nonobjective) Line: Contour Shape: Geometric, Organic, Complex Form/Value: Illusion of form (sphere, cylinder, cone, cube, pyramid) using the 5- value range. Color: Color theory (wheel, primary, secondary, intermediate, tertiary), intensity, value, and schemes (monochromatic, complementary, analogous, triad, split complement) Texture: Actual, Simulated; Invented Space: Linear Perspective Relationship between Positive and Negative Space; Illusion of space through linear perspective Balance: Symmetrical, Asymmetrical, Radial Emphasis: Creating a focal point through contrast and convergence Contrast: Simultaneous contrast of elements Rhythm: Regular and progressive rhythms Unity: Unified composition through three elements Proportion: Size relationships of the facial features of the head

Drawing 1- (Pencils, Ink, Charcoal) Work from observation, Expressive Figure & Portrait, Personal communication of an idea (self, peace, freedom, justice, love, war, nature), Architecture as a compositional element, Landscape Complex Object, Still Life, Line: Gesture, weighted Form: Illusion of form, five value range, reflected light in complex arrangement Color: Layered monochromatic color Texture: Mark making for texture and expression Value: Value scales and application of hatching, crosshatching, stippling Space: Negative space defines positive; Illusion of space through two-point linear perspective, size relationships, overlapping, and atmospheric perspective (change of detail, clarity, modeling) Balance: Compositional structure through shape, value, texture Emphasis: Focal point through contrast, convergence, isolation, location, overlapping, unusual juxtaposition Contrast: Simultaneous contrast of three elements Rhythm: Direct viewers eye through repetition of an element Proportion: Figure proportions real versus average Portrait proportions real versus average Unity: Unified composition through four element Goals: Respond to and make informed judgments about visual arts using historical examples of fine arts and the visual culture found in contemporary society. Acquire media skills and processes necessary for life-long artistic learning and application. Depict and interpret the world around them in visual form. Develop and creatively express ideas through artistically proficient products. Understand and express the relationship between art, history, and culture.