Art+1+(Ninth+Grade)

Art 1 (Ninth Grade)

 * Standard(s) Aligned System **

__* **Standards**__  ** 9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts ** ||  || · Elements Ø Visual Arts: • color • form/shape • line • space • texture • value · Principles Ø Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony || · Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media || · Evaluate the use and applications of materials. · Evaluate issues of cleanliness related to the arts. · Evaluate the use and applications of mechanical/electrical equipment. · Evaluate differences among selected physical space/environment. · Evaluate the use and applications of safe props/stage equipment. · 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';">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="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="font-family: Georgia,serif; font-size: 120%;">Clear Standards **
 * A. <span style="font-family: 'Verdana','sans-serif';">Know and use the elements and principles of each art form to create works in the arts and humanities.
 * 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';">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 painting that illustrates the may styles that influened a single artist's style). ||
 * 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="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 12pt; text-align: left;">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="color: black; display: block; font-family: 'Verdana','sans-serif'; font-size: 12pt; text-align: left;">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="display: block; font-family: 'Verdana','sans-serif'; font-size: 12pt; text-align: left;">9.4.12 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;">**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;">**Big Ideas** __ <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;"> <span style="font-family: Georgia,serif;">1. Artists create works of art that imitate the work of other artists, and synthesize those experiences as inspiration for their own innovation. 2. Works of art can evoke an emotional response. 3. Artists can be change agents. 4. Artists invent works of art that invite multiple interpretations. __<span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">1. Students will generate works of art that are reminiscent of recognized artists, and will adapt those experiences to create innovative works of their own. 2. Students will explain how various works convey and evoke emotions. 3. Students will explore methods and strategies that artists use to influence change. 4. Students will choose a work of art, identify multiple interpretations, compare and contrast them, and draw conclusions. __<span style="font-family: Georgia,serif;"> <span style="font-family: Georgia,serif;">Linear contours- observed interrelationship of the edges of forms Color theory- the organized and systemized study of the science of color
 * Concepts** __
 * Competencies** __
 * Essential Questions** __# How do artists use rehearsals, sketches, models and/or drafts to improve or revise their work?
 * 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?
 * __<span style="font-family: Georgia,serif;">**Vocabulary** __
 * <span style="font-family: Georgia,serif;">**Additional vocabulary is used relating to emergent curriculum.**

Engraving - a method of cutting or incising a design into material, usually metal, with a sharp tool; also the name for a print made by inking such a design and pressing it against a medium Etching - to engrave a metal plate with acid Fine arts - refers to the arts that are valued and enjoyed, but are not functional; cannot be used to accomplish tasks Function - refers to the intended use or purpose of an object Intaglio - a process in which ink is forced to fill lines cut into a metal surface Juxtaposition - to position items close together or side by side to permit comparison or contrast Medium - material used by an artist to produce a work of art Modeled light- the study of affect of highlights and shadowsand form Relief - sculpture forms extending into space from the flat surface Renaissance- (1400-1600 AD)a period of great creative and intellectual activity in which artists studied the natural world in order to perfect understanding of anatomy and perspective. <span style="font-family: Georgia,serif;">Concept: Works of art can evoke an emotional response. Competency: Students will explain how various works convey and evoke emotions. Exemplar: Students will reflect on a variety of works to identify qualities that capture, express or produce emotion, e.g. the works of Kathe Kollwitz, Paula Modersohn-Becker. They will work in small groups to brainstorm a list of criteria that makes these works expressive. //Assessment// - Students will create a piece in a selected media and apply these criteria. They will participate in discussions about the quality of the works using the criteria that they have established. The teacher will assess students’ ability to identify criteria used to discuss the quality of the works through oral questioning. ||
 * __<span style="font-family: Georgia,serif;">**Exemplars** __