Think ART _ Standard COMMUNICATING

Art Methods Syllabus- Course Outline

Overview Assignments

Lessons and Journals:
Jan 23 - Jan 30
Feb 6 - Feb 13 - Feb 20 - Feb 27
Mar 6 - Mar 20 - Mar 27
Apr 3 - Apr 10 - Apr 17 - Apr 24
May 1
TEXT Resources Resources

Understanding Rubrics
Rubric ART Assignment
Rubric Journal
Observation - Clinical Form
FINAL INSTALLATION

E. VISUAL COMMUNICATION AND EXPRESSION

Content Standard
Students in Wisconsin will produce quality images and objects that effectively communicate and express ideas using varied media, techniques, and processes.

Rationale:
Images and objects (cars, appliances, clothing, furniture, buildings, works of art, etc.) carry meanings and communicate ideas, Designers, graphic artists, architects, and other artists use a variety of processes to communicate ideas. Students need to learn how to read images and understand the meanings carried by objects.

By the end of the grade level students will:

Activities may include:

Grade 8:
· Making a work of art, such as a print, about who one is as a person
· Making a scale model of a building to be part of an ideal community
· Making a box with hidden chambers that creatively communicates an idea
· Drawing a floor plan of a model room in which one can sleep, study, make art, watch videos, and dream
· Making a work of art, such as a political cartoon, that expresses an idea or strong feeling about a social issue

F. VISUAL MEDIA AND TECHNOLOGY

Content Standard
Students in Wisconsin will understand the role of, and be able to use, computers, video, and other technological tools and equipment

Rationale:
We live in a visual and technological world where people are constantly confronted with complex print and media works. These images and artworks are created by designers and artists highly skilled in the use of computers, video, and other technological tools. Careers in areas such as multimedia design and the film industry are rich and growing. Art education teaches students how to understand and create with new technologies.

By the end of the grade level students will:

Activities may include:

K-8 Visual Art Curriculum Model
Art Methods Syllabus- Course Outline Overview Assignments Lessons and Journals: Jan 23 - Jan 30 Feb 6 - Feb 13 - Feb 20 - Feb 27 Mar 6 - Mar 20 - Mar 27 Apr 3 - Apr 10 - Apr 17 - Apr 24 May 1 TEXT Resources Resources Understanding Rubrics Rubric ART Assignment Rubric Journal Observation - Clinical Form FINAL INSTALLATION		Communicating E. VISUAL COMMUNICATION AND EXPRESSION F. VISUAL MEDIA AND TECHNOLOGY
E. VISUAL COMMUNICATION AND EXPRESSION Content Standard Students in Wisconsin will produce quality images and objects that effectively communicate and express ideas using varied media, techniques, and processes. Rationale: Images and objects (cars, appliances, clothing, furniture, buildings, works of art, etc.) carry meanings and communicate ideas, Designers, graphic artists, architects, and other artists use a variety of processes to communicate ideas. Students need to learn how to read images and understand the meanings carried by objects.
By the end of the grade level students will:
Grade 4: E.4.1 Communicate basic ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics E.4.2 Communicate basic ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia E.4.3 Communicate basic ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products E.4.4 Communicate basic ideas by producing visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models E.4.5 Use the visual arts to express ideas that cannot be expressed by words alone	Grade 8: E.8.1 Communicate complex ideas by producing studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics E.8.2 Communicate complex ideas by producing design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia E.8.3 Communicate complex ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products E.8.4 Communicate complex ideas by producing visual communication forms useful in everyday life, such as, sketches, diagrams, graphs, plans, and models E.8.5 Use the visual arts to express ideas that can't be expressed by words alone	Grade 12: E.12.1 Communicate ideas by producing sophisticated studio art forms, such as drawings, paintings, prints, sculpture, jewelry, fibers, and ceramics E.12.2 Communicate ideas by producing advanced design art forms, such as graphic design, product design, architecture, landscape, and media arts, such as film, photography, and multimedia E.12.3 Communicate ideas by producing popular images and objects, such as folk art, traditional arts and crafts, popular arts, mass media, and consumer products E.12.4 Communicate ideas by producing advanced visual communication forms useful in everyday life, such as sketches, diagrams, graphs, plans, and models E.12.5 Continue to use the visual arts to express ideas that can't be expressed by words alone
Activities may include:
Grade 4: · Using nature as a source to create a design, such as a paper maché (paper and paste) sculpture or piece of jewelry · Creating a business card with a design that communicates the nature of the business · Creating a quilt square expressing a deeply felt belief · Creating a blueprint for the best school in the world · Making a work of art, such as a poster, that expresses an idea or strong feeling about a social issue	Grade 8: · Making a work of art, such as a print, about who one is as a person · Making a scale model of a building to be part of an ideal community · Making a box with hidden chambers that creatively communicates an idea · Drawing a floor plan of a model room in which one can sleep, study, make art, watch videos, and dream · Making a work of art, such as a political cartoon, that expresses an idea or strong feeling about a social issue	Grade 12: · Creating artwork, such as a collage (pasted two-dimensional materials), to illustrate a deeply felt political issue · Designing and making a toy for a child including using one's own material(s) · Creating a group environment on a current theme or issue using technology along with traditional materials · Designing a plan for a model community recreation area · Making a work of art, such as a photo montage (pasted photographs) or sculpture, that expresses one's inner being and/or thoughts
F. VISUAL MEDIA AND TECHNOLOGY Content Standard Students in Wisconsin will understand the role of, and be able to use, computers, video, and other technological tools and equipment Rationale: We live in a visual and technological world where people are constantly confronted with complex print and media works. These images and artworks are created by designers and artists highly skilled in the use of computers, video, and other technological tools. Careers in areas such as multimedia design and the film industry are rich and growing. Art education teaches students how to understand and create with new technologies.
By the end of the grade level students will:
Grade 4: F.4.1 Learn that art includes mass media, such as magazines, television, computers, and films F.4.2 Know that art techniques are used in mass media F.4.3 Know that advertisements, news, and entertainment programs contain visual messages F.4.4 Know that there are stereotypes in visual media F.4.5 Know that production techniques affect viewers' perceptions F.4.6 Learn simple media techniques F.4.7 Learn how media productions are made F.4.8 Learn to make changes in media production	Grade 8: F.8.1 Make informed judgments about mass media, such as magazines, television, computers, and films F.8.2 Understand some visual techniques used in mass media F.8.3 Interpret visual messages in advertisements, news, and entertainment programs F.8.4 Recognize stereotyping in visual media F.8.5 Understand the effects of production techniques on viewers' perceptions F.8.6 Create media works with a range of media techniques F.8.7 Develop a working knowledge of media production systems F.8.8 Revise media productions based on personal reflection	Grade 12: F.12.1 Make informed judgments about mass media, such as magazines, television, computers, and films F.12.2 Understand visual techniques used in mass media F.12.3 Interpret visual messages in advertisements, news, and entertainment programs F.12.4 Recognize stereotyping in visual media F.12.5 Understand the effects of production techniques on viewers' perceptions F.12.6 Use a range of media techniques to create art F.12.7 Apply a working knowledge of media production systems F.12.8 Revise media productions based on personal reflection and audience response
	Activities may include:
Grade 4: · Talking about a children's television program and describing why it is appealing · Looking at an advertisement and discussing why the product is illustrated or photographed as it is (How is color used? Who is the audience?) · Looking at a television show with the sound turned off and focusing on the visual images · Listing the types of stereotyping one might find on a television show · Creating a transparency or drawing on film · Creating a story board · Using a computer to create a work of art · Analyzing and revising a video with input from class participants	Grade 8: · Finding out which is the most popular television program of elementary, middle, and high school students and why · Comparing and contrasting advertisements on similar products, such as a soft drinks or jeans · Analyzing the visual choices made for a television program and how these choices make the program successful · Looking for examples of stereotyping (race, gender, age, or occupation) in the media · Identifying films in which computerized images are used to create unusual affects · Using a variety of techniques to create images with a computer · Doing a group video with a director, camera person, lighting designer, set designer, and sound technician · Making some drawings, photos, or video clips to show several ways one would redesign a scene from film or video	Grade 12: · Comparing the graphic design of two or more magazines, such as Smithsonian, Newsweek, Art News, and Bon Appetit · Comparing and contrasting similar advertisements of a product such as teenage clothing, and how the advertisements affect the audience · Analyzing the visual choices used in a high-profile news program · Looking for examples of stereotyping (race, gender, age, or occupation) in the media and examining how some television stations are addressing this issue · Studying the works of George Lucas and his company, Industrial Light and Magic · Making a video including computer images with sound and music, showing camera position, composition, lighting, and set design · Studying animation in film, such as Nightmare Before Christmas, James and the Giant Peach, and Toy Story. · Making drawings, photos, or video clips to show different ways one would redesign a scene from film or video
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