First Semester

Visual Arts

AH-HS-1.4.1

Students will analyze or evaluate the use of the elements of art and principles of design in a variety of artworks.

DOK 3

(Incorporates knowledge about elements of art and principles of design from primary through 8^th grade)
Elements of art:

Line, Shape, Form, Texture, Space (perspective: aerial or atmospheric, two-point linear perspective), Value (lightness and darkness, tints and shades), Color (color theory - primary, secondary, intermediate hues, intensity - brightness and dullness, color schemes/groups - triadic, complementary, analogous)

Principles of design:

Repetition, Pattern, Rhythm, Movement, Contrast, Proportion, Balance (symmetrical, asymmetrical, radial), Emphasis (focal point), Variety, Unity

How is line used in two-dimensional and three-dimensional art to show depth and movement?

How is the illusion of depth or distance created on a flat surface in a two-dimensional work of art?

How are mass and volume used to describe form?

What is the difference between actual or visual texture?

Describe ways color can play a significant role in the creation of an art work?

How do the principles of art use or put together the different elements of art to create art work?

Elements of Art

Line

--vertical, horizontal, diagonal, contour, axis, emphasize, de-emphasizing

Shape

--geometric, organic, two-dimensional

Form

--mass, volume, three-dimensional

Texture

--actual, visual

Space

--perspective, aerial, linear, atmospheric, overlapping, foreground, background

Value

--shade, tint

Color

--primary, secondary, intermediate, intensity, triadic, complementary, analogous, warm, cool, hue, value, monochromatic

Principles of Design

Balance

--symmetrical (formal), asymmetrical (informal), radial

Repetition

Pattern (see Balance)

Rhythm

Movement

Contrast

Proportion

Emphasis (focal point)

Variety (transition, gradation)

Unity

DUD’s Elements and Principles of Art

Art in Focus (Glencoe)

Arts and Humanities: The Student Handbook (EvaMedia)

Reality through the Arts (Prentice Hall)

Scholastic Art Magazine

JCPS – History and Appreciation of Visual and Performing Arts

Humanities through the Arts (KET Distance Learning Tapes and Worksheets – Liz Jewell)

Worksheets/Chapter Questions

Fill in color wheel.

Mix primary colors (paints) to form secondary and intermediate colors.

Mix hue with black and white paint to create value.

Use construction paper to create designs to illustrate elements and principles of art.

Describe an article by using art vocabulary such as color, form, space, texture, etc.  Have students guess what it is.

Poster/Word Wall – elements, principles

Identify elements/principles of art used in advertising and tell how they are used to create a unified look.

Teacher Observation – hands-on activities

Class Notes

Vocabulary/Worksheets

Teacher-made test

Open-Response Questions

AH-HS-3.4.1

Students will explain how art fulfills a variety of purposes.

DOK 2

Purposes of visual arts: (different roles of art)

Ceremonial - ritual, celebration, artworks created to support worship ceremonies
Artistic expression - artwork to express or communicate emotions, ideas, feelings (e.g., for self-expression, to decorate or beautify objects)

Narrative - artworks that tell stories, describe and illustrate experiences, or communicate information, art to document important or historical events (e.g., Lange’s photography of the Depression era)
Functional - artistic objects used in everyday life (e.g., pottery, quilts, baskets, etc.)

Persuasive - artworks that promote ideas, philosophies, or products (e.g., advertising, marketing, propaganda, ideology, etc.)

Why is art important to society and culture?

Should art serve some kinds of societal function?

Should public monies be utilized to support artistic activities?  Should stipulations or censorship be placed on these monies?

What would life be like without visual art?

Ceremonial

Ritual

Commemoration

Artistic expression

Narrative

Functional

Persuasive

Chart – Fill in examples of each category.

Show students examples of art and have them tell the purpose of each.

Test

Show examples and identify purpose.

AH-HS-1.4.2

Students will analyze or evaluate the use of media and art processes in creating artworks.

DOK 3

 

Media (plural)/Medium (singular)

(Properties of media need to be known in order to respond to artworks)

Two-dimensional: paint (watercolor, tempera, oil, acrylic), fabric, yarn, paper, ink, pastel (oil and chalk), fiber, photography, computer-generated design/art
Three-dimensional: clay, wood, glass, metal, stone, plaster

Art processes:
Two-dimensional: drawing, painting, fiber art (e.g., fabric printing, stamping, batik, tie-dye), printmaking, photography
Three-dimensional: textiles, fiber art (e.g., constructing with fiber, weaving, rugs, crocheting, knitting, quilting), ceramics, sculpture, architecture

Subject matter: representational (e.g., landscape, portrait, still life), nonrepresentational (e.g., abstract, non-objective)

Music

AH-HS-1.1.1

Students will analyze or evaluate the use of elements of music in musical compositions.

DOK 3

(Incorporates prior knowledge about elements from primary through 8^th grade)
Elements of music:

Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera: overture, aria, recitative, movements of the classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics

AH-HS-3.1.1

Students will explain how music fulfills a variety of purposes.

DOK 2

Purposes of music: (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)
Artistic expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

Dance

AH-HS-1.2.1

Students will analyze or evaluate how choreographers and dancers use the elements of dance, forms and styles to communicate ideas and feelings through creating and performing.

DOK 3

(Incorporates prior knowledge about elements from primary through 8^th grade.)
Elements: Space, Time, Force

Choreographic Forms: Theme and Variations, Rondo, Narrative

Styles: (characteristics of)

Ballet – standardized dance movements, specialized leaps and lifts, French terminology to describe each standardized movement (actual terms not to be assessed), pointe shoes for women, slippers for men, costumes – tights, tutu, root is court dances

Tap – emphasis on rhythm, tap shoes, costumes – formal to street wear, improvisation, roots in recreational dance (e.g., Irish step dance, jig, and African steps)

Jazz – stylized movement, accents in hands, head, hips, feet, English/French terminology to describe movements (actual terms not to be assessed), jazz shoes or boots, costume related to theme of dance, improvisation, root in social dances and early musical theatre dance

Modern – freedom in movement, English/French/new words to describe movements (actual terms not to be assessed), usually barefoot but can use shoes based on theme, costume related to dance theme, improvisation used in the development of choreography

AH-HS-1.2.2

Students will describe or analyze the relationship among music, costumes, lighting, props/scenery and choreography.

DOK 3

AH-HS-3.2.1

Students will explain how dance fulfills a variety of purposes.

DOK 2

Purposes of dance: (different roles of dance)

Ceremonial - dances created or performed for rituals or celebrations (e.g., dances of Native Americans and West Africans to celebrate life events such as harvest, ritual dances associated with worship)
Recreational - dancing for entertainment, to support recreational activities (e.g., ballroom, line dancing, aerobic dance, dance as a hobby)
Artistic expression - dance created with the intent to express or communicate emotion, feelings, ideas (e.g., ballet, tap dance, modern dance, dance created and performed in a concert and/or theatrical setting for an audience)

Drama/

Theatre

AH-HS-1.3.1

Students will analyze or evaluate the use of technical elements, literary elements and performance elements in a variety of dramatic works.

DOK 3

(Incorporates prior knowledge about elements from primary through 8^th grade)

Elements of drama:
Literary elements – Script, Plot structures (exposition, rising action, climax or turning point, falling action, resolution), Suspense, Theme, Setting, Language (word choice/style used to create character, dialect, point of view), Monologue, Dialogue, Empathy
Technical elements - Scenery, Sound, Lights, Make-up, Props, Costumes, Design
Performance elements - Acting (e.g., character motivation and analysis),

      Speaking (e.g., breath control, projection, vocal expression, diction), Nonverbal expression  (e.g., gestures, body alignment, facial expression, character blocking and movement, stage directions - stage left, stage right, center stage, upstage, downstage)

Music

AH-HS-3.1.1

Students will explain how music fulfills a variety of purposes.

DOK 2

Purposes of music: (different roles of music)
Ceremonial - music created or performed for rituals or celebrations (e.g., patriotic music, music for worship)
Recreational - music for entertainment (e.g., music for play such as game songs, music for dances and social events, music for physical activities, music as a hobby)
Artistic expression - music created with the intent to express or communicate one’s emotions, feelings, ideas, experience (e.g., music created and performed in a concert setting for an audience)

2^nd Semester

Music

AH-HS-2.1.1

Students will analyze or evaluate how factors such as time, place and ideas are reflected in music.

DOK 3

 

Historical Periods in European Music: (in chronological order)

(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)

Renaissance (Palestrina, polyphony and counterpoint [multiple melodic lines played simultaneously] are prominent in music, the rise of instrumental and secular music)

Baroque (Bach and the fugue, Handel and oratorio)
Classical (Mozart & Haydn - true classical style, Beethoven - transition from Classical to Romantic)
Romantic (Tchaikovsky - influence on ballet, Wagner - influence on opera)
20^th Century (Impressionism/Post-Impressionism, Debussy, Ravel - symbolism in music)
Modern (Stravinsky - influence on Russian ballet)

Contemporary (this refers to music being composed today)

Recent Styles in American Music:

Modern American music consists of diverse musical styles (e.g., Latin and Caribbean influences in American music); many emerged from a blending of distinct musical styles.

Contributions of some prominent American composers:

Gershwin - jazz in classical musical forms, Copland - integrated national American idioms into his music, Ellington - led and shaped jazz styles in American music

·     Other styles are rooted in American culture (e.g., folk, popular, country, blues)

Dance

AH-HS-2.2.1

Students will analyze or evaluate how factors such as time, place and ideas are reflected in dance.

DOK 3

European Culture and Periods: (in chronological order)

(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)

Renaissance (court dances)

Baroque (development of ballet, Louis XIV)

Romantic (Golden Age of ballet)

Modern (Fokine – the revitalization and 20^th century prominence of Russian ballet, Balanchine, Baryshnikov)

 

Recent Styles in American Culture:

Popular dance (includes Early American dance, folk and social dance, [e.g., square dance, swing, waltz])

·     Martha Graham - abandoning traditional steps of ballet, portrayed characters in woman’s viewpoint)
Modern dance (important figures include: Alvin Ailey - acclaimed African American choreographer, incorporation of traditional African roots, African-American themes,

Drama/

Theatre

AH-HS-2.3.1

Students will analyze or evaluate how factors such as time, place and ideas are reflected in drama.

DOK 3

 

Japanese Culture (history and characteristics of Kabuki theatre)

Historical Periods: (in chronological order)

(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)

Renaissance (commedia dell’arte, Shakespeare and Elizabethan theatre)
Neo-Classicism/“Classical” (satire)
Romantic (melodrama)
Realism (Henrik Ibsen, George Bernard Shaw)

American Culture:

American playwrights’ role with realism in theatre (Tennessee Williams, Arthur Miller)

·     Modern & Contemporary (impact of technology on drama/theatre, the development of American musical theatre)

Visual Arts

AH-HS-2.4.1

Students will analyze or evaluate how factors such as time, place and ideas are reflected in visual art.

DOK 3

 

Middle Eastern and Asian temple architecture, characteristics of temples (Islamic – e.g., Dome of the Rock - geometric patterns for decoration such as arabesques, minaret tower to call Muslims to prayer, Hindu – e.g., Pampapati Temple– temple city complex with towers, Buddhist – e.g., Liurong Temple/pagoda or called a stupa in India, part of a temple city complex)

Unique visual arts in Asian cultures (Japanese printmaking, Chinese and Japanese ink and brush paintings, calligraphy)

Historical Periods and Styles: (in chronological order)

(Basic understanding of society in the time period, influence of geographic location and philosophical beliefs of each historical period is necessary to meet this standard)

Renaissance (Leonardo Da Vinci - painting, Michelangelo – sculpture, painting, architecture – build on the innovative architectural techniques of Ancient Greece and Rome ([e.g., the arch, vault, dome, principles of stress and counter stress, atrium-style houses, etc.])
Baroque (Rembrandt – Dutch Baroque, use of chiaroscuro, a bold contrast of light and dark, Caravaggio – Italian Baroque painter, captured realistic depictions using chiaroscuro)

Neo-Classical (Jacques-Louis David – distinctive Neo-Classical style associated with French revolution, Jefferson –Neo-Classical architecture with Ancient Greek and Roman architectural influences, reflects ideas of newly independent United States)
Romantic (John Constable – British landscapes, Francisco Goya – Spanish Court painter examined violence, greed and foolishness of society)
Realism - (Gustave Courbet – attention on the common man, Edouard Manet – focused on industrial-age city and people, bridged the gap between Realism and Impressionism)

Impressionism/Post-Impressionism (Claude Monet - tried to capture light as a moment of time, Vincent Van Gogh – used bright colors and line to express emotion, Mary Cassatt – domestic social scenes of women and children, Auguste Rodin – sculptor who used impressionistic style in his work)

Modern and Contemporary European (Salvador Dali – surrealism, Pablo Picasso – multiple styles including cubism)

·     Modern & Contemporary American (Andy Warhol – Pop Art, focused on celebrities and everyday objects of mass production, Georgia O’Keeffe – large scale abstraction of natural form, Frank Lloyd Wright – American architecture, Dorothea Lange – photography of the Depression era, Jacob Lawrence – reflects the African American experience)

Music

AH-HS-4.1.1

Students will create and notate music.

AH-HS-4.1.2

Students will improvise rhythmic and/or melodic embellishments and variations on given melodies.

AH-HS-4.1.3

Students will sing or perform on instruments, alone or with others, by reading basic music notation (with practice).

AH-HS-4.1.4

Students will identify skills and training necessary for a variety of careers related to music.

Dance

AH-HS-4.2.1

Students will create an individual or a group dance using dance elements (space, time and force) that communicates thoughts, ideas and/or feelings.

AH-HS-4.2.2

Students will demonstrate appropriate alignment, strength and flexibility while performing dance movement.

AH-HS-4.2.3

Students will perform dances utilizing various forms. (choreographic forms: theme and variation, rondo, narrative)

AH-HS-4.2.4

Students will perform social, recreational and artistic dances from various historical periods and cultures.

AH-HS-4.2.5

Students will identify skills and training for a variety of careers related to dance.

Drama/

Theatre

AH-HS-4.3.1

Students will create and perform using elements of drama. (Literary - script writing, Technical - designing and directing, Performance- acting)

AH-HS-4.3.2

Students will identify skills and training necessary for a variety of careers related to drama.

Visual Arts

AH-HS-4.4.1

Students will incorporate the elements of art and principles of design to generate several solutions to a variety of visual art situations.

AH-HS-4.4.2

Students will use media and processes, subject matter, symbols, ideas and themes to communicate cultural and aesthetic values.

AH-HS-4.4.3

Students will identify skills and training necessary for a variety of careers in visual arts.

Interrelation-ships Among the Arts

AH-HS-5.5.1

Students will compare one art form (e.g. music) to another (e.g. visual arts) from the same stylistic period in another arts discipline (e.g., Impressionism: Monet to Debussy).

AH-HS-5.5.2

Students will analyze and/or explain how ideas and emotions expressed in one art form (e.g. theatre) are similar or different to ideas and emotions expressed in another art form (e.g. dance).