ARTED 208 Curriculum Map GRADING RUBRIC

WI ART STANDARDS- Teacher:____Lacey Kowieski_______

Detailed sub-standards listed here in order. A wide
range of standards- A to L. 20 or more standards.
______/10 (x2)=______
1=really 2=poor 3= needs 4=partially 5= so-so 6= decent 7=pretty 8= good 9= very 10=
poor work acceptable good good excellent
WI or NATIONAL ART & DESIGN STANDARDS
A.12.6: Use art as a basic way of thinking and communicating about the world
C.12.1: Use the elements and principles of design in sophisticated ways
C.12.3: Use design to create artworks that have different meanings
C.12.5: Analyze the complexities of nature and use challenging artistic images and ideas as visual resources
C.12.6: Experiment visually with sketches for complex solutions involving concepts and symbol
C.12.10: Assume personal responsibility for their learning and the creative process
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
F.12.2: Understand visual techniques used in mass media
G.12.1: Use visual images as tools for thinking and communicating
G.12.4: Create works of art that have complex meanings
H.12.3: Use careful observation to draw, paint, and sculpt from life
H.12.5: Make and interpret maps, charts, and plans
I.12.7: Work independently, collaboratively, and with deep concentration when creating works of art
J.12.10: Reflect and talk about works of art
K.12.1: Connect their knowledge and skills in art to other areas, such as the humanities, sciences, social studies, and technology

Month Essential Project Description Media Criteria

& Question & IMAGE for project
Art “I can” With Title Assessmen
Standar t
d
Concepts
September
C.12.6 Essential Question: Clay Chess Discuss the history of -sketch paper -at least one
C.12.1 How can I create my set chess and how the game -clay set of
I.12.7 own chess set based is played. Let students -clay tools sketches that
E.12.1
on a cohesive theme? know they will be glaze describe the
creating and playing whole chess
Concepts: chess with their set in full
Interdisciplinary classmates! (not every
Visual Culture After deciding on a piece)
Elements (form, theme, students should -pieces did
unity) create a plan of their not crack or
chess set through stick to kiln
I can…discuss the sketching and shelves (no
history of chess and brainstorming. evidence of
play the game using It will be most beneficial chipping)
my own set I for students to sketch -pieces were
designed each piece before they uniform in
actually work with the size and color
clay. choice
Academic Language: They will be given a -student also
Form sheet with graphic turned in
Unity organizers that depict their list of
Glaze each piece clearly for glazes and
Kiln their own design application
Students will be required techniques
to work within a certain
size range- be sure to
remind them every so
often. They will have
better luck creating a
uniform set if they create
all of the like pieces in
one setting.
Students may glaze as
they complete their
pieces, or all at the end.
Required to keep a
detailed log of glazes
they use plus application
info for uniformity in the
set. (chess boards may be
printed and laminated)

October Silk screen

Essential Question: Explain to students how -Drawing -student
how can I use my Prints silk screening can be paper accurately cut
E.12.1
G.12.1 own skills and used for various -pencil out a
H.12.3 techniques to make a purposes. See if anyone -green recognizable
C.12.6 design I would wear? in class is wearing a shirt printmaking picture that
with a silkscreen print on film works with
Concepts: it -X-ACTO one color
Skills Show students examples knives - print
Visual Culture of silk screening, transfer was
 Techniques introduce the materials, -silkscreen completed on
and demo the process. roll paper/t-shirt
I can… Create my Draw and cut images- the -stretcher with no
own design based off images students want to strips or smudges or
what I find use can be as simple or as 1”x2” boards missing spots
aesthetically pleasing complicated as they like, and staple -students kept
through the process as long as they can use gun the paper
of printmaking X-ACTO knives to cut -adhering edges/t-shirt
them out. liquid clean of ink
SINGLE color images, -duct tape (this is really
Academic Language: no matter what they are. -screen hard to do
Silk Screening Have students tape the printing ink without
Adhering liquid printmaking film over and squeegee gloves)
Stretcher strips their images, and use the
knife to cut out all the
sections where color will
show
Show students online
tutorials and assist them
in. making their screens.
After stretching the
screen, it is time to attach
the film using adhering
liquid and a rag.
Afterwards, block off the
border with duct tape,
and you’re ready to go.
Make sure students line
up their registrations on
the paper/t-shirt/etc.
Pour ink along the edge
of the screen and
squeegee in both
directions until your
image is covered. Done!

Begin by taping a large Students had

November Essential Question: rectangle the size of the at least 3
How do I use a Tabletop paper on which students -masking different
H.12.3 variety of art tools to Monoprints will print. Inside, tape sketches/ideat
E.12.1 make a variety of students will create a -printing ink ions
C.12.6
C.12.1
textures on a print? smaller rectangle with -brayers
tape in which the ink will -paper -student had
Concepts: be spread. The larger -pens, at least four
Techniques rectangle is used to pencils different
Aesthetics register when printing. -paintbrushes types of
The smaller rectangle is -matboard marks in their
I can… Create a removed before printing -clay tools monoprint
depiction of to create a clean, sharp -other misc.
something important edge on the printed Tools for -edges of
to me using image. drawing print were
monoprint techniques clean
 Then, using pens,
Academic Language: pencils, brushes, and/or -student used
Monoprinting clay tools, students can this project to
Burnishing try out all different types accurately
of mark making in the represent
ink. The bigger variance themselves or
in marks, the better the something
print looks in the end. important to
After this test round, ask them
students to make
sketches of what they
want their print to look
like, something important
to them.

After sketches are

completed, have each
student set up their
station again as described
above. Use tools to create
a variety of marks for
their picture. After the
image is completed the
smaller tape rectangle
can be removed. Place
paper over the ink and
burnish it. A ghost image
(2nd print) can sometimes
be printed as well.

Students learn about their -Student used

December Essential Question: project and that they will different
how do I make a be making notebook - Aitoh elements and
A.4.3, customized notebook Suminagashi covers using ancient ink Boku-Undo principles
B.4.1, cover inspired by Books printing techniques. Suminagashi (pattern,
B.4.5, traditional Japanese Show PowerPoint Marbling Kit rhythm, etc.)
C.4.5, ink printing presentation with -copperplate in their
D.4.4, techniques? information about ancient paper inking
G.4.2, japan, as well as the -Paint techniques
K.4.1, Concepts: instructional video for palettes
L.4.4 Cultures the project. They will -Large pans -students
Multicultural choose partners, colors of or trays were able to
Interdisciplinary ink, and colors of binding -Paper towels articulate
Techniques string. -Water their
The next day students -Paintbrushes responses
I can… will experiment, print -Drawing when writing
create my own their book covers, and set paper about their art
notebook Inspired by them to dry, as well as -pencils and using
Japanese ink printing take sheets and measure -rulers vocabulary
history and puncture the for -push pins
binding. Send home with for binding -notebook
Academic Language: -needle held binding
 Suminagashi binding instructions so -embroidery when open
Unsized/sized paper they can look over them. floss in a ed, and had at
Concentric Next day students will variety of least 15 pages
Marbling measure their covers, colors. of paper
Surface tension puncture them, and bind bound inside
their books. Show an
instructional binding
video and assist students
with binding
They can now use these
for the rest of the year!
-students
Essential Question: followed
January How can I use simple After discussing the parts -Cardboard directions
C.12.1 tools to transform an of a camera and how (large) appropriately,
C.12.10 entire room into a light travels into a -a room. with and covered
F.12.2
camera obscura? Camera camera, start by asking one window all windows
I.12.7
G.12.1 Obscura students to get into -scissors/ X- tightly
Concepts: groups and select a space ACTO knife
Interdisciplinary in their school to convert -white sheet -Students
Art History into a camera obscura. -DSLR used correct
Rooms with one window camera and exposure
I can… Create a large and a good outside view tripod
scale camera obscura work best. Next, students -flashlight -Student can
using correct aperture divide up the (optional) name all the
and exposure construction tasks among basic parts of
techniques. their group members. a camera
Reviewing the parts of
Academic Language: the camera and how light
-aperture travels into the device is
-exposure essential for students to
-DSLR understand. Next, cover
-Johannes Vermeer all the windows in the
room with cardboard so it
does not show any light.
Secure the cardboard
with tape. Using an X-
acto knife, cut a 2-3’
diameter aperture in one
panel of the cardboard, as
an option, tape in the lens
form a flashlight. Hang
the cloth opposite the
aperture. Then, turn off
all the lights in the room
and observe the cloth.
The image will appear as
the student’s eyes adjust
to the dark. Talk about
the parts of the camera as
you observe the scene
from outside. Using a
DSLR on a tripod, record
 the scene, listening for
the length of the
exposure.
-groups
Essential Question: completed
How can I use an Start the lesson by -cellphone or four images
everyday object to showing students camera (one in the allotted
February take a picture in examples of forced per group) timeframe
C.12.5 forced perspective? perspective photography -twitter that are
C.12.10 Forced and have them discuss account visually
E.12.1
F.12.2
Concepts: Perspective how the effects were (optional) pleasing
E.12.3 -advocacy accomplished in the -projector -each photo
J.12.10 -visual culture images they enjoyed. Ask uses student
-aesthetics students to think about adjustments
how the images they like and
I can…use a camera could be changed or teamwork to
to utilize forced modified to work in the produce a
perspective and make school setting with forced-
an optical illusion available materials. perspective
photograph. Explain the lesson image
objectives, including the -student
Academic language: amount of time they have participated
-forced perspective to work, and where it is in discussion
okay to shoot. Make sure of images as
to say that it often takes well as
many tries and critique
adjustments to get the
desired effect. Ask them
to form groups of 3-4,
each group must have at
least one cellphone or a
camera and internet
access. Next, discuss
strategies for creating
effective compositions.
Have the groups
brainstorm effects that
they want to create and
places around the school
that would make good
settings. Then, let them
loose, and check in on
them as they work,
helping them problem
solve as needed. Then,
have the students upload
or tweet their favorite
four photos to you.
Retweet to quickly share.
Photos with the whole
class. Ask each group to
introduce their images
and describe how they
 got the shots. Have
students who are
listening discuss their
favorite images and why.
-students
Essential Question: created at
How can I work Divide class into groups. -sketch paper least 4 bowls
collaboratively with a Each group will create a -clay -the bowls
March group to create a full detailed plan for a set of -glaze are similar in
E.12.3 functional set of bowls including shape, Book 500 size and
H.12.3 dinnerware? style, and glaze choices. bowls by shape
I.12.7 Collaborative This guide will help Lark Crafts -the bowls
J.12.10
Concepts: Bowls students create a uniform are cohesive,
Artists set of dinnerware bowls. and have a
Advocacy Groups will need to theme or a
Aesthetics discuss ways to add color scheme
variety while maintaining that
I can… unity, perhaps through compliments
Use my social skills the creation of a theme or the set
and create a group set a color scheme. Then,
April of bowls that are students will need to
functional and work closely with their
May cohesive. peers in order to stay
focused on the project
Academic Language and should compare their
-Bernard Leach pieces as they create.
-Kate Maury Encourage students to
-Johnson Tsang take measurements and
refer to the glaze guides
that they created often.
After construction, have
the groups continue to
consult regarding their
glaze choices. Glaze
_______/10 application will need to
be discussed among the
groups and will present
another opportunity to
work together to make
creative decisions. Upon
completion, host a snack
day once the bowls are
fired to highlight the
functional nature of the
work the students _______/10
_______/10 completed.
_______/10 _______/10

_______/10
*Typed out curriculum map in completion with no errors in spelling ______/10

*Good range of introductory level projects in terms of skill level, ______/10

2D/3D, subject matter, and media used.
TOTAL _____/100
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