Enduring Understanding

 

The student will understand:

  • Understand that art from prehistoric times to present time is different and identify the differences.
  • Begin the course of study by examining the early Egyptian art and then continuing through that of the Greek and Roman eras.
  • Examine art from India, China, Japan, Africa, and Native Americans.
  • Examine the art of Christian, Byzantine and Islamic cultures, as well as Roman and Gothic art.
  • Identify modern European art as well as art from the modern era.
  • Use a historical approach to analyze art and a critical approach to interpret it.
  • Discuss various artworks, research artists online, create documents and presentations demonstrating concepts learned, and produce several artworks using techniques described in the course.

 

 

Essential Questions

 

  • How do you define art?
  • Explain the difference between how art criticism and art history differ.
  • How is the choice of materials used in a sculpture important to both the sculptor and the viewer?
  • Explain how successful works of art achieve unity by using the elements and principles.
  • What are the four steps in the process of art criticism and how do you apply them?
  • Why did prehistoric people create art?
  • Explain the role religion played in the development of the pyramids.
  • Discuss the contributions made by Myron, Phidias, and Polyclitus to Greek sculpture.
  • What are the characteristics of Roman public buildings?
  • What influenced Japanese art?
  • Discuss the influence of geography and beliefs on the artworks created by Native American cultures.
  • Describe how artworks made of enduring materials provide information about the technologies and social structures of African peoples who lived centuries ago.
  • Describe the relationship between early Christian art and religious beliefs.
  • Describe the structural changes made in churches during the Romanesque period.
  • Discuss the accomplishments of Duccio and Giotto.
  • Identify the singular contributions of three Renaissance giants - Leonardo da Vinci, Michelangelo, and Raphael.
  • Identify innovations introduced by Hugo van der Goes.
  • Identify factors that caused artists of northern Europe to be divided in their stylistic preferences.
  • Describe the style and the most important works of three major Spanish painters of the period.
  • Explain how Goya opened up the visual arts to include highly personal and subjective vision as subject matter.

 

 

Additional Resources Needed


Textbooks

Art In Focus 2000
By: McGraw-Hill
Publisher: Glencoe/McGraw-Hill
Student Edition-ISBN: 0-02-662408-7
Teacher Edition-ISBN: 0-02-662409-5
Teacher Classroom Resources-ISBN: 0-02-662412-5

Technology Needs
Microsoft Word (word processing software)
Microsoft PowerPoint (automated presentation software)
RealPlayer or iTunes

Content Topics

 

Unit 1

Creating and Understanding Art

 

Unit 2

Art of Early Civilizations

 

Unit 3

Art of Rising Civilizations

 

Unit 4

Art of Asia, the Americas, and Africa

 

Unit 5

Art in Quest of Salvation

 

Unit 6

Art of an Emerging Modern Europe

 

Unit 7

Art of the Modern Era

 

 

Assessments

 

  • Cumulative Journal
  • Discussion Board Questions With Class and Teacher Input
    Individual Art Projects
  • Unit Tests

 

 

Standards Alignment:

 

PA State Standards:

Art and Humanities:

 

9.1 Production, Performance, and Exhibition of Dance, Music, Theatre, and Visual Arts

A. Know and use the elements and principles of each art form to create works in the arts and humanities.

B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts.

C. Integrate and apply advanced vocabulary to the art forms.

D. Demonstrate specific styles, in combination, through the production or performance of a unique work of art (e.g., a dance composition that combines jazz dance and African dance).

E. Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

F. Analyze works of arts influenced by experiences or historical and cultural events through production, performance, or exhibition.

G. Analyze the effect of rehearsal and practice sessions.

H. Incorporate the effective and safe use of materials, equipment, and tools into the production of works in the arts.

 

9.2. Historical and Cultural Contexts

Explain the historical, cultural, and social context of an individual work in the arts.
B. Relate works in the arts, chronologically, to historical events (e.g., 10,000 B.C. to present).
C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).
D. Analyze a work of art from its historical and cultural perspective.
E. Analyze how historical events and culture impact forms, techniques, and purposes of works in the arts (e.g., Gilbert and Sullivan operettas).
F. Know and apply appropriate vocabulary used between social studies and the arts and humanities.
G. Relate works in the arts to geographic regions:

Africa
Asia
Australia
Central America
Europe
North America
South America

H. Identify, describe, and analyze the work of Pennsylvania Artists in dance, music, theatre, and visual arts.
I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American
musical theatre).
J. Identify, explain, and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo, ethnic dance, and music).
K. Identify, explain, and analyze traditions as they relate to works in the arts (e.g., story telling, plays, oral histories, poetry, work songs, blue grass).
L. Identify, explain, and analyze common themes, forms, and techniques from works in the arts (e.g., Copland and Graham's Appalachian Spring and Millet's The Gleaners).

 

9.3. Critical Response

A. Explain and apply the critical examination processes of works in the arts and humanities; Compare and contrast, Analyze, Interpret, Form and test hypotheses; Evaluate/form judgments

B. Determine and apply criteria to a person's work and works of others in the arts (e.g., use visual scanning techniques to critique the student's own use of sculptural space in comparison to Julio Gonzales' use of space in Woman Combing Her Hair).

C. Apply systems of classification for interpreting works in the arts and forming a critical response

D. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.

 

9.4. Aesthetic Response
Evaluate an individual's philosophical statement on a work in the arts and its relationship to one's own life based on knowledge and experience.

 

National Standards for Visual Arts Education:

1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Understanding the visual arts in relation to history and cultures
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
6. Making connections between visual arts and other disciplines