SECONDARY VISUAL ARTS CURRICULUM

Grade Level Class 8th 309 Spring UNIT 1: 4 weeks Extension of Self Cardboard Animal Sculptures Students examine their personalities through an exploration of animal characteristics. Students will investigate an animal that they feel they relate to, recording their research in their process diaries. Students will look at how humanity treats these animals (domestic pets, hunting, zoos) and semiotic meanings attached to them. Students will create a wearable cardboard sculpture that emphasizes a trait they share with their animal. Students will collect information on Suprematism and artists like Kazimir Malevich in their sketchbooks. Students will paint their sculptures with a limited color pallet, using basic geometric shapes to direct the viewers eye. Students will paint as though to hide the animalistic form, but express the semiotic meaning that influenced their animal choice. Students will write an artist statement explaining their choices. Semester 20 weeks Author Group Members Emily Schranz Rachel, Jenelle, Mia, Alex, Megan, Becca, Emily E. UNIT 4: 6 weeks It really depends on how you look at it Deconstruction & Reconstruction Students will bring in an object from home that has personal meaning, but without a pop cultural reference. Looking at Andy Warhols Campbell soup can series for an example. Students will question whether the soups personal meaning to the artist was more influential to the audience, over the impact of mass produced pre-made food on society. Using their object, students will create sketches from different angles that represent their personal meaning. Students should attempt to create an iconographic status for their object. Students will take three of those sketches, re-draw them as color studies, and assign a different media to each. Students will then grid over the drawings using the same ratio, and cut them up. Students will recreate the object using the cut squares. Students will be creating one cubist drawing from these using three different media. [ Remember the three initial drawings were each assigned a different media] Use Paul Cezannes stilllives for reference. Students should reflect in their journals: How does personal meaning influence a work of art about an ordinary object? How is the meaning interpreted by the viewer? (while looking at other students finished works.) Students will write an artist statement explaining their choices.

Title Theme Description

UNIT 2: 4 weeks Deconstructed Identity Logo Design Students will look at typography, and how specific traits of a typeface can express emotion. They will look at the way fonts are used in logo design, and how they express the personality of the company. Students will choose five fonts that fit their personality as a reference, and a word out of the dictionary that defines them best. Students will explain in writing why they chose the word, including its definition. Students will complete an exploratory worksheet on Gestalt principles. Students will learn about line by creating a zentangle. Students will create fifteen sketches and a personal logo using the dictionary word they found, one form of line, and a gestalt principle. After introducing illustrator, students will take three of their sketches, and draw them in the program. Later they will narrow their sketches down to one, being conscious that the design must work in black and white in 1x1, and color 3x3. Students will then learn how to mat their work for graphic design. Students will decide how branding and re-branding can work with or against a company. How is the logo they created capable of branding them?

UNIT 3: 6 weeks Home Comfort Furniture Students will look at how sculpture has function in the home. Looking at artists like Frank Lloyd Wright, student will interpret the emotions furniture design conveys in a home setting. What happens when designs, colors, and/or textures clash? What is Feng Shiu? Students will look at how refurbishing an object can change the use of the object. How different colors or textures can work with the skeleton of the furniture. Students will choose a functional object used in homes (mainly wooden), analyze in writing how it makes them feel, and then disassemble it. Using the individual pieces, students will create new sketches reassembling them into a new sculpture. After re-assemblage, students will design a new surface for their sculpture using acrylic paint, textiles, pen and ink, and/or striping the surface. Their new surface should reflect the theme of comfort or lack of comfort. They should choose patterns, color, and designs that are aesthetically pleasing to themselves. Reflect on how the changes have altered their analysis of the original piece of furniture. Students will write an artist statement explaining their choices.

SECONDARY VISUAL ARTS CURRICULUM

Practice Studio Pract.
(60%)

Crit/Hist Study (40%) Analyze semiotic meaning of animals, and investigate suprematist painting Production of animal sculpture.

Studio Pract. (60%) Type Design Logo Design Line-zentangle

Crit/Hist Study (40%) Analyze logo designs. Students design a personal logo that is influenced by Filippo Marinetti, and incorporates Gestalt principles

Studio Pract. (60%) Deconstruction and Re-assemblage, Industrial Design

Crit/Hist Study (40%) Related art design and function between historical artists and IKEA production philosophy. Curate and install sculptures.

Studio Pract. (60%) Drawing + two other mediums

Crit/Hist Study
(40%)

Drawing Sculpture Painting

Objectives

Forms Frames Conceptual Framework Key Artists

Students will be able to: Abstractly experiment with animal semiotics to construct and later display a wearable cardboard sculpture, and explain how their construction choices help a viewer correctly interpret its meaning. 2D 3D 4D Cultural Artwork Subj. Artist Struct. Aud. PMod World

Students will be able to: Analyze and appropriate popular branded logos to create a unique personal logo; examine and revise the design through document of the creative process. 2D Cultural Artwork Subj. Artist 3D Struct. Aud. 4D PMod World

Students will be able to: Investigate the form vs. function, and viewers response to contemporary furniture design, by writing a convincing and logical argument that supports their investigation. 2D Cultural Artwork Subj. Artist 3D Struct. Aud. 4D PMod World

Key Artworks

Inuit Art, Nick Cave, Lucas Ainsworth & Alyssa Hamel, Chris Gilmor, Sonia Delaunay-Terk, Kazimir Malevich, Laurence Vallieres 1. Laurence Vallieres, Box Bear, 2013 2. Nick Cave, Soundsuits, 2008 1. Does artwork made to be worn evoke a different feeling than a typical 3D work? 2. How has Vallieres art work been influenced by economic Factors? 3. How is Nick Cave and Laurence Vallieres work similar to Inuit art? 4. What meaning can the audience interpret from the depiction of certain

April Greiman, Carolyn Davidson, Linden Leader, Filippo Marinetti, Robert Indiana, Paula Scher, 1. Filippo Marinetti, Zang Tumb Tumb, 1914 2. Carolyn Davidson, Nike swoosh logo, 1971 1. How does the placement of the words in Zang Zumb Zumb make you feel? 2. What influence has Filippo Marinettis work had on other designers? 3. What other meanings do we attach to a Swoosh (check mark) symbol? 4. How has the meaning of the symbol changed in different context?

Ludwig Mies van der Rohe, Frank Lloyd Wright, IKEA, Rob Voerman, Barbara Krueger, Valerie Hegaty 1. Frank L. Wright, Robie House, 1908-1910 2. Valerie Hegaty, Niagara Falls, 2007 1. After going on a virtual tour of Robbie House, what feelings are evoked by the precise interior designs of Frank L. Wright? 2. What were Wrights principles/ interests that governed the stylistic qualities of his work? 3. What meanings can be made behind the stylistic qualities of Valerie Hegatys

investigate artists influence and intent, comparing and contrasting art movements. Analyze the impact of pop culture symbols on society. Students will be able to: After analyzing Andy Warhols commentary on mass production, students will organize imagery that represents one positive influential memory, and explain how that imagery was influenced by culture. 2D 3D 4D Cultur Subj. Struct. PMod al Artwor Artist Aud. World k Andy Warhol, Paul Cezanne, Jeff Koons, Mike Willie, Gertrude Stein, Georges Braque 1.Andy Warhol, Campbells Soup Cans, 1962 2. Gertrude Stein, If I told Him: A Completed Portrait of Picasso, 1924 1. What do you intuitively feel is the meaning behind Andy Warhols Campbells Soup Cans? 2. How does the repetition of the soup cans make you feel? 3. How has Andy Warhol been influenced by mass production in the food industry? 4. How has the writing technique Gertude

Key Critical Questions

SECONDARY VISUAL ARTS CURRICULUM

animals (Index)? work? 4. How has Hegatys recontextualisation challenged the established pattern of authority of traditional painting? Assemblage, Feng Shiu, color, texture, industrial design, form vs. function analyze, compare/contrast, critique, describe, interpret, question Read Write Syntax Listen Speak Stein used change the context of the meaning? How has she manipulated words? Mass-production, icon, pop art, social commentary analyze, compare/contrast, describe, interpret, question, Read Write Listen Speak

Vocabulary

Language Functions Language Modes Language Demands Language Tasks & Activities Language Supports

Inuit, Sculpture, semiotics (icon, index, symbol), Suprematism, Soundsuit, color, geometric vs. organic shape, positive/negative space analyze, compare/contrast, describe, interpret Read Write Syntax Listen Speak

Gestalt Principles, line, logo, branding, graphic design ,Italian Futurism, zentangle, draphic designers analyze, critique, describe, interpret Read Write Listen Speak

Discourse

Syntax

Discourse

Discourse

Syntax

Discourse

1. Write an artist statement (syntax) 2. Process book 1. Artist informational sheets on Nick Cave, Laurence Vallieres work, and Inuit art. 2. Worksheet: students accumulate a word bank. Students will use the words they chose to describe the visual similarities and differences between the artists. Students will compare/ contrast what they interpreted about the artists with what they learned from the artist information sheets. Formative Summative (Before) (After) Process Book Artist Statement Checklist Rubric VA:Cr2-8a, Va:Pr5-8a, VA:Re8-8a

1. Write an artist statement (syntax) 2. In progress critique (discourse) 1. Artist informational sheets on Filippo Marinetti, Carolyn Davidson, and the gestalt principles. 2. Worksheet: includes famous logos, students will describe and interpret meaning, and analyze and critique the artists use of gestalt principles.

1. Write an artist statement (syntax) 2. Process book 1. Artist informational sheet on Frank L. Wright, Valerie Hegaty, and the origins of Feng Shiu. 2. Worksheet: students will question and interpret the reason Wright designed the furniture for his homes. Students will compare/contrast this with the concept of Feng Shiu. Students will critique the readability of Hegartys concept, and describe how and if they would change anything. Formative Process Book Two stars and a Wish Summative Artist Statement Critique

1. Write an artist statement (syntax) 2. Process Book 1. Artist informational sheet on Warhol, Cezanne, Braque, and Stein. 2. Worksheet: students will compare and contrast Steins poem, with Braques art in a Venn diagram. Analyze and question the possible meanings.

Assessments

Formative Process Book Checklist

Summative

Formative Process Book Quick Write

Summative

National Standards

Artist Statement Research Task Rubric Va:CR1-8a, VA:Cr2-8b, VA:Cr3-8a, VA:Cn11-8a

VA:Cr1-8b, VA:Pr4-8a, VA:Pr6-8a, VA:Re9-8a

Artist Statement Portfolio (of document ed stages!!) VA:Cr2-8c, VA:Re7-8a, VA:Re7-8b, VA:Cn10-8a

SECONDARY VISUAL ARTS CURRICULUM

Illustrative Artwork