1. LCSD#1 High School - Design I GVC Quarter 1 1243 Assessment Quarter: 1  Portfolio  1 Summative Assessment - ASCD  2 Formative Assessments (Critique, Journal, Interview, Checklist, Artist Statement…) Enduring Understanding: The Elements & Principles of Design are found throughout art history and have defined the creative process. Essential Questions:  1.1: Why are different art techniques, media and processes important to the creative process?  2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?  2.2: What does problem solving look like?  4.1: Why is it important for artists to explore the past in their artwork?  5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics?  6.2: What is the importance of making connections between art and other disciplines? Guaranteed Access For This Quarter: Knowing:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections Standard:Bench mark 11  1.1 22  2.1  2.2 44  4.1 55  5.1 66  6.2 Illustrate: Elements & Principles of Design Demonstrate: Elements & Principles of Design Label & Define: Elements & Principles of Design Outline for Quarter 1 : Art – History Week 1 – 3 Week 4 – 6 Week 7 - 9 Foundational Vocabulary: Line, Shape, Space, Form, Value, Texture, Color, Element, Principle, Balance, Proportion, Emphasis, Rhythm, Movement, Unity, Variety, Contrast, Pattern, Medium, Technique, Process, Symbols, Communication Suggested Artists: Bauhaus, Holzer, Cruger, Lautrec, Lichtenstien, Rowlins, Beardsley, Tom Phillips, Raunschenberg,, Strassman, Robert Indiana, Peter May, Stephanie D’Armond, Charles Demuth, Basquiat, William Morris, Karen Kunc, Joseph Cornell Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving Course Specific Vocabulary: Perspective, Vanishing point, contour, positive/negative, symmetry/asymmetrical, vertical, horizontal, diagonal, sphere, cube, cylinder, abstract, realism, figurative, gesture, pointillism, color wheel, tint, shade, proportion

2. LCSD#1 High School - Design II GVC Quarter 1 1243 Assessment Quarter: 1  Portfolio  1 Summative Assessment – ASCD Form  2 Formative Assessments (Critique, Journal, Interview, Check list, Artist Statement…) Enduring Understanding: Understanding of the Elements & Principles of design has enhanced an artists ability to communicate meaning/intention throughout art history. Essential Questions:  1.1: Why are different art techniques, media and processes important to the creative process?  2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?  2.2: What does problem solving look like?  3.2: Why is it important to develop individual connections from history and culture?  4.1: Why is it important for artists to explore the past, present and future in their artwork?  5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?  6.1 How do the characteristics of art compare to other disciplines?  6.2: What is the importance of making connections between art and other disciplines?  6.3: What is art’s connection to its time and place? Guaranteed Access For This Quarter: Knowing:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections Standard:Bench mark 11  1.1 22  2.1  2.2 33  3.2 44  4.1 55  5.1 66  6.1  6.2  6.3 Illustrate: Elements & Principles of Design Demonstrate: Elements & Principles of Design Label & Define: Elements & Principles of Design Outline for Quarter 1 : Art – History Week 1 – 3 Week 4 – 6 Week 7 - 9 Foundational Vocabulary: Line, Shape, Space, Form, Value, Texture, Color, Element, Principle, Balance, Proportion, Emphasis, Rhythm, Movement, Unity, Variety, Contrast, Pattern, Medium, Technique, Process, Symbols, Non-objective, Representational, Intent, Communication Suggested Artists: Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving Bauhaus, Holzer, Cruger, Lautrec, Lichtenstien, Rowlins, Beardsley, Tom Phillips, Raunschenberg,, Strassman, Robert Indiana, Peter May, Stephanie D’Armond, Charles Demuth, Basquiat, William Morris, Karen Kunc, Joseph Cornell Course Specific Vocabulary: Perspective, Vanishing point, contour, positive/negative, symmetry/asymmetrical, vertical, horizontal, diagonal, sphere, cube, cylinder, abstract, realism, figurative, gesture, pointillism, color wheel, tint, shade, proportion, foreshortening, chiaroscuro

3. LCSD#1 High School - Design I - GVC Quarter 2 2 Assessment Quarter: 2  Portfolio  1 Summative Assessment – ASCD Form  2 Formative Assessments (Critique, Journal, Interview, Check list, Artist Statement…) Enduring Understanding: The interpretation of characteristics from other disciplines through the visual arts can generate creativity. Essential Questions:  1.2: How does the use of different techniques, media, and processes effect the communication of ideas, feelings and observation?  2.2: What does problem solving look like?  3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past in their artwork?  5.2: How does increasing our awareness of artistic characteristics affect the way we reflect on a work of art?  6.1 How do the characteristics of art compare to other disciplines  6.2: What is the importance of making connections between art and other disciplines? Guaranteed Access For This Quarter: Using, Applying:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Development Standard:Benchmark 11  1.2 22  2.2 33  3.1  3.3 44  4.1 55  5.2 66  6.1  6.2 Create: Compose, Design Evaluate: Interpret, Explain Analyze: Compare, Discover Apply: Construct, Experiment Outline for Quarter 2 : Art & Music Week 1 0 - 12 Week 13 - 15 Week 16 - 18 Foundational Vocabulary: Description, Intent, representational, non-objective, Interpretation Criteria, Analysis, Evaluation Degas, Paul Klee, Jacob Lawrence, Romaire Beardon, Marc Chagal, Miriam Shapiro, Jackson Pollock, Piet Mondrian, Lewitt Melejovich, Shoenberg, Ciurlonis, Kandinski, Suggested Artists: Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving

4. LCSD#1 High School - Design II - GVC Quarter 2 2 Assessment Quarter: 2  Portfolio  1 Summative Assessments  2 Formative Assessments (Critique, Journal, Interview, Check list, Artist Statement…) Enduring Understanding: The interpretation of characteristics from other disciplines through the visual arts broadens and deepens the level of appreciation for creative expression. Essential Questions:  1.2: How does the use of different techniques, media, and processes effect the communication of ideas, feelings and observation?  2.2: What does problem solving look like?  3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past, present and future in their artwork?  4.2: How does understanding art history and cultural variation impact our decision making process?  5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?  6.1 How do the characteristics of art compare to other disciplines?  6.2: What is the importance of making connections between art and other disciplines?  6.3: What is art’s connection to its time and place? Guaranteed Access For This Quarter: Using, Applying:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Development Standard:Benchmark 11  1.2 22  2.2 33  3.1  3.3 44  4.1  4.2 55  5.2 66  6.1  6.2  6.3 Create: Compose, Design Evaluate: Interpret, Explain Analyze: Compare, Discover Apply: Construct, Experiment Outline for Quarter 2 : Art & Music Week 1 0 - 12 Week 13 - 15 Week 16 - 18 Foundational Vocabulary: Description Interpretation, Aesthetic perception, Criteria, Analysis, Evaluation Suggested Artists: Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving Degas, Paul Klee, Jacob Lawrence, Romaire Beardon, Marc Chagal, Miriam Shapiro, Jackson Pollock, Piet Mondrian, Lewitt Melejovich, Shoenberg, Ciurlonis, Kandinski

5. LCSD#1 High School Design I – GVC Quarter 3 3 Assessment Quarter: 3  Portfolio  1 Summative Assessment – ASCD Form  3 Formative Assessments Enduring Understanding: Visual Literacy facilitates a richer understanding of art and promotes communication. Essential Questions:  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past in their artwork?  5.3: Why should an artists work be interpreted and evaluated by the viewer? Guaranteed Access For This Quarter: Knowing, Using, Applying:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Development  Computer Technology Standard:Benchmark 33  3.3 44  4.1 55  5.3 Create: Design, Solve, Improve Evaluate: Reflect, Confer, Assess Analyze: Categorize, Classify, Relationship Understand: Classify, Infer Remember: Recall, Relate Outline for Quarter 3 : History – Art - Text Week 19 - 21 Week 22 - 24 Week 25 - 27 Foundational Vocabulary: Meaning Making, Story Telling, Connections, Purpose and Intent, Creative Thinking, Critical Thinking, Culture, Reflection Suggested Artists: Rembrandt, Picasso, Van Gogh, Duchamp, DaVinci, Cindy Sherman, Francis Bacon, Albrecht Durer, Botaccelli, Vasacchio, Cassatt, Kahla, Kathe Kolwitz, Hokusai, Giberitt, Vandewidden, Goya, Jacob Lawrence, Cezannet, Sargent, Maleovich, Schiele, Beckman, Curtis, Samaras Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving (Critique, Journal, Interview, Check list, Artist Statement…)

6. LCSD#1 High School Design II – GVC Quarter 3 3 Assessment Quarter: 3  Portfolio  1 Summative Assessments  3 Formative Assessments Enduring Understanding: Visual Literacy facilitates a richer understanding of art and promotes purposeful and intentional meaning making. Essential Questions:  3.2: Why is it important to develop individual connections from history and culture?  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past, present and future in their artwork?  5.3: Why should an artists work be interpreted and evaluated by the viewer? Guaranteed Access For This Quarter: Knowing, Using, Applying:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Development  Computer Technology Standard:Benchmark 33  3.2  3.3 44  4.1 55  5.3 Create: Design, Solve, Improve Evaluate: Reflect, Confer, Assess Analyze: Categorize, Classify, Relationship Understand: Classify, Infer Remember: Recall, Relate Outline for Quarter 3 : History – Art - Text Week 19 - 21 Week 22 - 24 Week 25 - 27 Foundational Vocabulary: Styles of Art/Movement, Philosophies of Art, Meaning Making, Story Telling, Connection, Purpose and Intent, Criteria, Creative Thinking, Critical Thinking, Culture, Reflection Suggested Artists: Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving Rembrandt, Picasso, Van Gogh, Duchamp, DaVinci, Cindy Sherman, Francis Bacon, Albrecht Durer, Botaccelli, Vasacchio, Cassatt, Kahla, Kathe Kolwitz, Hokusai, Giberitt, Vandewidden, Goya, Jacob Lawrence,Cezannet, Sargent, Maleovich, Schiele, Beckman, Curtis, Samaras (Critique, Journal, Interview, Check list, Artist Statement…)

7. LCSD#1 High School Design I – GVC Quarter 4 4 Assessment Quarter: 4  Portfolio  1 Summative Assessments  3 Formative Assessments (critique, Journal, Interview, checklist, Artist Statement…) Enduring Understanding: Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Essential Questions:  1.2: How does the use of different techniques, media and processes effect the communication of ideas, feelings and observations?  2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?  3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past in their artwork?  5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?  5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?  5.3: Why should an artist’s work be interpreted and evaluated by the viewer? Guaranteed Access For This Quarter: Evaluate:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Reflection Standard:Benchmark 11  1.2 22  2.1 33  3.1  3.3 44  4.1 55  5.2  5.3 Analyze: Survey, Conclusion, Theme Evaluate: Choose, Solve Improve: Edit/Refine Create: Theorize, Predict, Propose Outline for Quarter 4 : Self Portrait/Student Voice Week 28 - 30 Week 31 - 33 Week 34 - 36 Foundational Vocabulary: Non objective, Representational, Personal Voice, Creativity, Problem Solving, Brainstorming, Visual Research Suggested Artists: Picasso, Da Vinci, Dali, Duchamp, Frank Lloyd Wright, Louis Sullivan, Georgia O’Keeffe, Mary Cassatt, Julianne Schnable, Basquiat, Frieda Khalo, Robert Irwin Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving

8. LCSD#1 High School Design II – GVC Quarter 4 4 Assessment Quarter: 4  Portfolio  1 Summative Assessments  3 Formative Assessments (Critique, Journal, Interview, Checklist, Artist Statement Enduring Understanding: Student Voice is developed and enhanced through reflection on one's ideas, emotions and observations. Essential Questions:  1.2: How does the use of different techniques, media and processes effect the communication of ideas, feelings and observations?  2.1: Why does our understanding of the elements & principles of design enhance the effectiveness/intention of our art work?  3.1: How do choices in subject matter, symbols and ideas communicate meaning in art work?  3.3: Where do artists find inspiration?  4.1: Why is it important for artists to explore the past, present and future in their artwork?  5.1: Why does reflecting on the art we see and make increase our awareness of its characteristics, meanings and purposes?  5.2: How does increasing our awareness of artistic characteristics, meaning and purpose affect the way we reflect on a work of art?  5.3: Why should an artist’s work be interpreted and evaluated by the viewer?  6.3: What is art’s connection to its time and place? Guaranteed Access For This Quarter: Evaluate:  Elements and Principles of Design  Media & Technique Exploration  Art Reflection  Historical & Cultural Connections  Portfolio Reflection Standard:Benchmark 11  1.2 22  2.1 33  3.1  3.3 44  4.1 55  5.1  5.2  5.3 66  6.3 Analyze: Survey, Conclusion, Theme Evaluate: Choose, Solve Improve: Edit/Refine Create: Theorize, Predict, Propose Outline for Quarter 4 : Self Portrait/Student Voice Week 28 - 30 Week 31 - 33 Week 34 - 36 Foundational Vocabulary: Non-objective, Representational, Personal Voice, Creativity, Problem Solving, Brainstorming, Visual Research, Variations on a Theme, Innovation Suggested Artists: Thinking Strategies:  Monitoring for Meaning  Activating, Utilizing & Building Background Knowledge (Schema)  Asking Questions  Drawing Inference  Determining Importance  Creating Sensory Images  Synthesizing Information  Problem Solving Picasso, Da Vinci, Dali, Duchamp, Frank Lloyd Wright, Louis Sullivan, Georgia O’Keeffe, Mary Cassatt, Julianne Schnable, Basquiat, Frieda Khalo, Robert Irwin