Art+4+(Twelfth+Grade)

Art 4 (Twelfth Grade)

 * **​Clear Standards **

 **9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts ** ||  || · **//Elements //** Ø Dance: • energy/force • space • time Ø Music: • duration • intensity • pitch • timbre Ø Theatre: • scenario • script/text • set design Ø Visual Arts: • color • form/shape • line • space • texture • value Ø Dance: • choreography • form • genre • improvisation • style • technique Ø Music: • composition • form • genre • harmony • rhythm • texture Ø Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style • voice Ø Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony ||
 * __**Standards** __
 * A. Know and use the elements and principles of each art form to create works in the arts and humanities.
 * // · Principles //**
 * B. <span style="font-family: 'Verdana','sans-serif';">Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

· <span style="font-family: 'Verdana','sans-serif';">Dance: • move • perform • read and notate dance • create and choreograph • improvise · <span style="font-family: 'Verdana','sans-serif';">Music: • sing • play an instrument • read and notate music • compose and arrange •improvise · <span style="font-family: 'Verdana','sans-serif';">Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct · <span style="font-family: 'Verdana','sans-serif';">Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media || · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Evaluate the use and applications of materials. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Evaluate issues of cleanliness related to the arts. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Evaluate the use and applications of mechanical/electrical equipment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Evaluate differences among selected physical space/environment. · <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Evaluate the use and applications of safe props/stage equipment. · <span style="font-family: 'Verdana','sans-serif';">Evaluate the use and apply safe methods for storing materials in the arts. || · <span style="font-family: 'Verdana','sans-serif';">Analyze traditional technologies (e.g., acid printing, etching methods, musical instruments, costume materials, eight track recording, super 8 movies). · <span style="font-family: 'Verdana','sans-serif';">Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated marching band designs). ||
 * <span style="font-family: 'Verdana','sans-serif';">C. Integrate and apply advanced vocabulary within each of the arts forms. ||
 * D. <span style="font-family: 'Verdana','sans-serif';">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. <span style="font-family: 'Verdana','sans-serif';">Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques. ||
 * F. <span style="font-family: 'Verdana','sans-serif';">Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze the effect of rehearsal and practice sessions. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">H. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission <span style="font-family: 'Verdana','sans-serif';">. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">J. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">K. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities. ||

· <span style="font-family: 'Verdana','sans-serif';">Africa · <span style="font-family: 'Verdana','sans-serif';">Asia · <span style="font-family: 'Verdana','sans-serif';">Australia · <span style="font-family: 'Verdana','sans-serif';">Central America · <span style="font-family: 'Verdana','sans-serif';">Europe · <span style="font-family: 'Verdana','sans-serif';">North America · <span style="font-family: 'Verdana','sans-serif';">South America || <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">musical theatre). ||
 * **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.2.12 Historical and Cultural Contexts ** ||
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">A. Explain the historical, cultural and social context of an individual work in the arts. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">B. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present). ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">C. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">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). ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">D. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze a work of art from its historical and cultural perspective. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">E. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas) ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">F. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Know and apply appropriate vocabulary used between social studies and the arts and humanities. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">G. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Relate works in the arts to geographic regions:
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">H. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">I. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt;">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 <span style="font-family: 'Verdana','sans-serif';">
 * J. <span style="font-family: 'Verdana','sans-serif';">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. <span style="font-family: 'Verdana','sans-serif';">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. <span style="font-family: 'Verdana','sans-serif';">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//). ||

· <span style="font-family: 'Verdana','sans-serif';">Compare and contrast · <span style="font-family: 'Verdana','sans-serif';">Analyze · <span style="font-family: 'Verdana','sans-serif';">Interpret · <span style="font-family: 'Verdana','sans-serif';">Form and test hypotheses · <span style="font-family: 'Verdana','sans-serif';">Evaluate/form judgments || · <span style="font-family: 'Verdana','sans-serif';">Contextual criticism · <span style="font-family: 'Verdana','sans-serif';">Formal criticism · <span style="font-family: 'Verdana','sans-serif';">Intuitive criticism ||
 * **<span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.3.12 Critical Response ** ||
 * <span style="font-family: 'Verdana','sans-serif';">A. Explain and apply the critical examination processes of works in the arts and humanities.
 * <span style="font-family: 'Verdana','sans-serif';">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//). ||
 * <span style="font-family: 'Verdana','sans-serif';">C. Apply systems of classification for interpreting works in the arts and forming a critical response. ||
 * D. <span style="font-family: 'Verdana','sans-serif';">Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response. ||
 * = E. <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; font-style: normal; font-weight: normal;">Examine and evaluate various types of critical analysis of works in the arts and humanities <span style="font-family: 'Verdana','sans-serif'; font-size: 10pt; font-weight: normal;">. =
 * F. <span style="font-family: 'Verdana','sans-serif';">Analyze the processes of criticism used to compare the meanings of a work in the arts in both its own and present time. ||
 * <span style="font-family: 'Verdana','sans-serif';">G. Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique. ||


 * **<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">9.4.12 ****<span style="font-family: 'Verdana','sans-serif'; font-size: 12pt;">Aesthetic Response ** ||
 * <span style="font-family: 'Verdana','sans-serif';">A. 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. ||
 * <span style="font-family: 'Times New Roman','serif';">B. <span style="font-family: 'Verdana','sans-serif';">Describe and analyze the effects that works in the arts have on groups, individuals and the culture (e.g., Orson Welles’ 1938 radio broadcast, //War of the Worlds//). ||
 * <span style="font-family: 'Times New Roman','serif';">C. <span style="font-family: 'Verdana','sans-serif';">Compare and contrast the attributes of various audiences’ environments as they influence individual aesthetic response (e.g., viewing traditional //Irish// dance at county fair versus the performance of //River Dance// in a concert hall). ||
 * <span style="font-family: 'Times New Roman','serif';">D. <span style="font-family: 'Verdana','sans-serif';">Analyze and interpret a philosophical position identified in works in the arts and humanities. ||


 * __<span style="font-family: Georgia,serif;">**Anchors** __


 * <span style="font-family: Georgia,serif;">**Fair Assessments**


 * __<span style="font-family: Georgia,serif;">**Summative** __
 * __<span style="font-family: Georgia,serif;">**Diagnostic** __ ||
 * <span style="font-family: Georgia,serif;">**Curriculum Framework**

<span style="font-family: Georgia,serif;"> 1. The skills, techniques, elements, and principles of the arts can be learned, studied, refined, and practiced. 2. Artists use tools and resources, as well as their own experiences and skills, to create art. 3. People create, experience, and engage with art throughout their lives. 4. The arts provide a medium to understand and exchange ideas. 5. Art is created for a variety of purposes; artists create for a variety of reasons 6. Humans have expressed experiences and ideas through the arts throughout time and across cultures. 7. There are formal and informal processes used to assess the quality of works in the arts. 8. People use both aesthetic and critical processes to assess quality, interpret meaning, and determine value. <span style="font-family: Georgia,serif;">1. Artists create innovative works of art that communicate their personal vision, concerns, and life experiences. 2. There are many factors that influence the choices artists make when producing a work of art. 3. People have broad views about art. 4. Responses to works of art can vary depending on the context in which they are viewed. 5. Artists invent works of art that invite multiple interpretations. <span style="font-family: Georgia,serif;">1. Students will develop and present a personal body of work that documents their artistic and creative growth. 2. Students will articulate criteria (including formal and expressive qualities) that influence decisions about their personal choices in art. 3. Students will form and defend personal opinions on works of art. 4. Students will describe and analyze the effect that a work has on a group, individual, and culture. 5. Students will analyze and interpret a philosophical position identified in a work. <span style="font-family: Georgia,serif;"> * __<span style="font-family: Georgia,serif;">**Vocabulary** __ <span style="font-family: Georgia,serif;">**Cyan** - another word for blue <span style="font-family: Georgia,serif;">**Concept:** Artists create innovative works of art that communicate their personal vision, concerns, and life experiences. //Assessment// - Students will plan and produce their non-traditional portfolio based on a set of established criteria presented in the form of a rubric. Students will prepare a written artist statement describing the decisions evident in their work and share their work with peers during a formal critique. Teacher and/or peers will assess student learning with the rubric during the presentation. ||
 * __<span style="font-family: Georgia,serif;">**Big Ideas** __
 * __<span style="font-family: Georgia,serif;">**Concepts** __
 * __<span style="font-family: Georgia,serif;">**Competencies** __
 * __<span style="font-family: Georgia,serif;">**Essential Questions** __
 * 1) Why is it important to be able to create art independently?
 * 2) How do an artist’s skills and experiences affect his or her art-making?
 * 3) How are the arts a repository of what a culture values?
 * 4) How are the arts a medium for expressing what a culture questions?
 * 5) In what ways do works in the arts combine imitation and innovation?
 * 6) How do artists reveal and question stereotypes, self-awareness, and what it means to be an artist?
 * 7) In what ways do consumers of art change the meaning of a work in the arts?
 * 8) In what ways do the arts both define and express beauty?
 * 9) How do cultural, societal and generational borders affect the perception of the value of a work of art?
 * 10) How can works of arts both precipitate and reflect change?
 * 11) How can an artist preserve a culture, tradition and/or belief?
 * 12) How can an artist challenge a culture, tradition and/or belief?
 * 13) What can place mean to an artist (place as a space and place as inspiration)?
 * 14) Does placement affect a work of art?
 * Contrapposto** - way of sculpting a human figure in a natural pose with the weight of the body balanced on one leg
 * Environmental art** - outdoor artworks that are designed to become part of the natural landscape
 * Encaustic** - a painting medium in which pigment is mixed into melted wax
 * Kinetic art** - a sculptural form that actually move in space
 * Propaganda** - information or ideas purposely spread to influence public opinion
 * Satire** - the use of sarcasm or ridicule to expose and denounce vice or folly
 * Totem** - an object that serves as an emblem or respected symbol
 * Ukiyo-e** - an art style whose name means "pictures of the floating world"
 * Woodblock printing** - the process of making prints by carving images in blocks of wood, inking the surface of these blocks, and printing
 * Yamato-e** - an art style whose name means "pictures in the Japanese manner"
 * __<span style="font-family: Georgia,serif;">**Exemplars** __
 * Competency:** Students will articulate criteria (including formal and expressive qualities) that influence decisions about their personal choices in art.
 * Exemplar:** Students will develop a non-traditional portfolio by identifying and evaluating personal vision and concerns in their own works. This portfolio should present their works in a way that communicates their own personal vision. Students can look at books, websites and other media that artists have utilized to display their works.