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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION ART DEPARTMENT INTRODUCTION TO ART HISTORY Grade Level: 9-12 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 26, 2013 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS

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Page 1: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

ART DEPARTMENT

INTRODUCTION TO ART HISTORY

Grade Level: 9-12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 26, 2013

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

Page 2: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Mr. Jeffrey Moore, Director of Curriculum and Instruction

Curriculum Writing Committee

Ms. Jeanne Coon

Ms. Sally Dunn

Supervisors Ms. Deirdre Bova

Ms. Angelique Gauthier Ms. Jane Goldstein Ms. Judith Lagana Dr. Meryl Norych Ms. Lavetta Ross

Page 3: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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Art History

Course Philosophy

Art History offers students the opportunity to explore the history of art from ancient times to the present. It has a broad interdisciplinary

reach, encompassing all fields of study: art, history, politics, religion, sociology, and more. Art has many purposes. The ability to identify the

purposes and meaning behind a work of art helps us to better understand the world in which we live.

In this course, students will learn to suspend judgment when looking at works of art, developing critical thinking skills by letting go of

assumptions and learning to gather evidence before advancing an educated opinion. While the study of art is important for cultural literacy, it

also promotes skills that are intrinsically valuable in academic settings and life: creative and innovative thinking, problem solving,

interpretation, and nonverbal communication. Students will be encouraged to become “world travelers” who seek the intellectual and

emotional joys of aesthetic experiences, and who have expertise in the skills to convey and reflect upon emotional impacts.

Course Description

Art History is an introductory survey course that will help students to develop an understanding of historically and culturally diverse seminal

works of architecture, sculpture, painting and other media. Students will examine art from the past and present, from European and non-

European cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

Fine and Performing Arts requirement. In this course, students will look at different examples of artistic expression from a variety of different

sources. Students will produce a variety of evidence of learning, including writing, multimedia presentations, group projects, and hands-on

projects that demonstrate an understanding of art and its historical context.

Page 4: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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Course Map

Relevant Standards Enduring Understandings Essential Questions Common Assessments

1.1.12.D.1,2 1.2.12.A.1,2 1.3.12.D.2,3,4,5 1.4.12.A.1,2,3,4 1.4.12.B.1,2,3 9-10.RST.4,7 9-10.WHST.1,2,4,7,8

Art reacts and responds to the culture and time period in which it was created.

What is art?

Definition of Art

Representational Art

Cultural Anthropologist

Cross-Cultural Art

Social Commentary Art

How do art and architectural styles reflect the culture, region and belief system from which they emanated?

How do socioeconomic conditions and political changes affect the production of art?

How has art been used throughout the last century as a vehicle for social and political change?

1.1.12.D.1,2 1.2.12.A.1,2 1.3.12.D.2,3,4,5 1.4.12.A.1,2,3,4 1.4.12.B.1,2,3 9-10.RST.4,7 9-10.WHST.1,2,4,7,8

The methods and techniques used to produce art have evolved over time.

How is art influenced by climate and resources? Definition of Art

Representational Art Cultural Anthropologist Cross-Cultural Art Social Commentary Art

How does technology impact art?

How have artistic techniques evolved over time?

1.1.12.D.1,2 1.2.12.A.1,2 1.3.12.D.2,3,4,5 1.4.12.A.1,3,4 1.4.12.B.1,2,3 9-10.RST.4,7 9-10.WHST.1,2,4,8

There are common characteristics among diverse artworks based on periods/styles and themes.

How do art historians group artistic works into related categories? Definition of Art

Representational Art Cultural Anthropologist Cross-Cultural Art What are the similarities and differences

between Western and non-Western art?

9.3.12.C.13 9-10.RST.3

Proper use of supplies and tools are essential to safety in the art classroom.

What are the safety concerns to be considered when working in an art studio?

Performance Test

What protection can be used in an art studio?

Page 5: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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Course Map

Relevant Standards Enduring Understandings Essential Questions Common Assessments

1.1.12.D.1,2 1.2.12.A.1,2 1.3.12.D.2,3,4,5 1.4.12.A.2,3,4 1.4.12.B.1,2,3 9-10.RST.1,4,7 9-10.WHST.1,4,7,8

Innovative application of the elements and principles of art can result in original works of art.

How can one produce an original work of art inspired by a certain movement, period, theme, or technique? Representational Art

Cultural Anthropologist Social Commentary Art How do one’s own personal beliefs manifest

themselves in individual creations?

1.1.12.D.1,2 1.2.12.A.1,2 1.3.12.D.2,3,4,5 1.4.12.A.1,2,3,4 1.4.12.B.1,2,3 9-10.RST.4,7 9-10.WHST.1,2,4,7,8

One must suspend judgment when looking at works of art.

How does one suspend judgment to objectively evaluate a piece of art?

Definition of Art Cross-Cultural Art Social Commentary Art

Page 6: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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Enduring Understandings & Pacing

Unit Title Unit Understandings Recommended

Duration

1: Introduction to Art

Art reacts and responds to the culture and time period in which it was created. The methods and techniques used to produce art have evolved over time. There are common characteristics among diverse artworks based on periods/styles and themes. Proper use of supplies and tools are essential to safety in the art classroom. One must suspend judgment when looking at works of art.

5 weeks

2: Ancient Foundations of

Art

Art reacts and responds to the culture and time period in which it was created. The methods and techniques used to produce art have evolved over time. There are common characteristics among diverse artworks based on periods/styles and themes. Innovative application of the elements and principles of art can result in original works of art.

6-7 weeks

3: Art & Culture

Art reacts and responds to the culture and time period in which it was created. The methods and techniques used to produce art have evolved over time. There are common characteristics among diverse artworks based on periods/styles and themes. One must suspend judgment when looking at works of art.

6-7 weeks

4: Comparative Art

Art reacts and responds to the culture and time period in which it was created. The methods and techniques used to produce art have evolved over time. There are common characteristics among diverse artworks based on periods/styles and themes. One must suspend judgment when looking at works of art.

6-7 weeks

Page 7: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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Enduring Understandings & Pacing

Unit Title Unit Understandings Recommended

Duration

5: Contemporary Art

Art reacts and responds to the culture and time period in which it was created. The methods and techniques used to produce art have evolved over time. Innovative application of the elements and principles of art can result in original works of art. One must suspend judgment when looking at works of art.

6-7 weeks

Page 8: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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ART HISTORY

UNIT 1: INTRODUCTION TO ART SUGGESTED DURATION: 5 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Art reacts and responds to the culture and time period in which it was created.

What is art? How do art and architectural styles reflect the culture, region and belief system from which they emanated?

The methods and techniques used to produce art have evolved over time.

How is art influenced by climate and resources? How does technology impact art? How have artistic techniques evolved over time?

There are common characteristics among diverse artworks based on periods/styles and themes.

How do art historians group artistic works into related categories?

Proper use of supplies and tools are essential to safety in the art classroom.

What are the safety concerns to be considered when working in an art studio? What protection can be used in an art studio?

One must suspend judgment when looking at works of art. How does one suspend judgment to objectively evaluate a piece of art?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EVIDENCE OF LEARNING

9.3.12.C.13 9-10.RST.3

Performance test will include procedures, operations, and applications through manipulation of materials. Reading passages with text-based questions and hands-on lab practical should be included.

The proficient student will:

demonstrate knowledge of safety procedures, operations;

practice correct safety procedures through hands-on activities;

utilize varied equipment properly;

dress appropriately for the equipment being utilized;

comprehend complex informational texts by drawing relevant evidences to construct effective arguments and analyses.

1.1.12.D.1 1.2.12.A.1 1.3.12.D.2, 4 1.4.12.A.1 1.4.12.B.1 9-10.WHST.1, 4

Definition of Art: students will create two pieces of art in any medium of their choosing. Additionally, in a multi-paragraph essay or presentation, students will define “art.” Then, students will use the two original pieces to demonstrate what “is” art and what “isn’t” art. Their creations can fit into any movement, period, or classification of their choosing. Students can create cave art to abstract, modern pieces.

The proficient student will:

construct a definition of art that explains fluidity of art, but includes the need for a cohesive artistic message;

provide examples of art that reflect culture, religion, and belief system;

provide examples of art influenced by climate, resources, and technology;

write arguments identifying the strengths and limitations of both claims(s) and counter-claims(s) in a discipline-appropriate form;

accurately use art-specific vocabulary in context;

produce clear writing which is appropriate to task, purpose, and audience.

Page 9: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE Conduct class discussion on the interplay of form and content in the communication of art’s intent and message; teacher-provided examples will include art from varied cultures, regions, and time periods. Suggestions include:

The Last Supper by da Vinci Lantingji Xu by Wang Xizhi Tlingit K’alyaan Totem Pole at Sitka National Historical Park The Gates, Central Park, New York, 1979–2005 by Christo No. 14 by Mark Rothko Ryōan-ji (The Temple of the Dragon at Peace) in Kyoto, Japan

Students will be shown how to identify the form and content, and discuss what is being communicated. They will then break into groups and be given a variety of seminal works of varied cultures, regions, and time periods (to be chosen by the teacher) and analyze them for form, content, and intention.

Recognize that there is no singular definition for art. The requirements for art must be compose a fluid, “living” definition. Art in context Balance Color theory Composition Form and content Harmony Medium Principles of visual design Proportion Regional/period/personal style Subject matter Representational/figurative art Realism, Expressionism, Abstract and non-representational art Unity

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Gather relevant information from multiple authoritative print and digital sources.

Apply knowledge of art terminology to new situations.

Conduct a class discussion addressing the lack of a singular definition of art. What do we expect of art today? How do we view artists in the past and now? Students will produce a list of reasons why, and why not, the artwork of a child should or should not be considered art. This can be followed up with an informal debate utilizing the Philosophical Chairs protocol.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics .

Draw evidence from informational texts to support analysis, reflection, and research.

Apply knowledge of art terminology to new situations.

Students can complete a Quadrant Activity after viewing a piece of art. Fold a piece of paper into four sections: Physical (What did you observe?); Emotional (What did you feel?); Intellectual (What did you think?); Spiritual (What do you believe to be true about the work of art?). Students add information to each quadrant, individually and/or in groups.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics .

Apply knowledge of art terminology to new situations.

Students will be given photos of different works of art and will then break into groups to “play art historian.” They will need to categorize the photos of artwork into groups based on period, style, and genre. They will also need to decide how the works would be displayed in a museum exhibit. They will complete a graphic organizer explaining their decisions. They will then rotate to the next station and work with the previous group’s decisions. They will need to agree or disagree with the previous groups work and provide explanations for their critiques.

Determine the meaning of domain-specific vocabulary and phrases.

Draw evidence from informational texts to support analysis, reflection, and research.

Apply knowledge of art terminology to new situations.

Page 10: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED MODIFICATIONS

TECHNOLOGY INTEGRATION Activity Alternatives

Students can produce a video or multimedia presentation to be presented to the class explaining why their choice is important, who produced it (if known), why, when, where and how.

Students can respond to the debate via backchannel tools, such as Twitter or Today’s Meet, in response to arguments made for and against a definition of art.

Students can post responses on Padlet, thereby sharing responses with the entire class.

Students may use the Google Art Project or Google Images to search and explore art.

Student Monitoring

Monitor backchannel for understanding.

Edmodo can be used to post articles and ask for student response/discussion.

Student safety tests can be placed online as Google Forms, and students can continue to work until they receive a perfect score. This will allow the teacher to monitor progress as well as provide reinforcement for safety techniques with which students are struggling.

DIFFERENTIATION A selection of articles for debate can be chosen for students at appropriate Lexile levels.

Instead of participating in an oral debate/discussion, students may participate via online discussion tools, such as Twitter or Today’s Meet, to join in on the conversation.

Outlines and guides of teacher lectures can be provided as needed for students.

Before beginning the unit, the teacher can use a K-W-L chart to determine students’ prior knowledge and understanding.

To reinforce domain-specific vocabulary, the teacher and students can create and maintain a word wall of relevant terms acquired in this unit.

Page 11: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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ART HISTORY

UNIT 2: ANCIENT FOUNDATIONS OF ART SUGGESTED DURATION: 6-7 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

Art reacts and responds to the culture and time period in which it was created.

How do art and architectural styles reflect the culture, region and belief system from which they emanated? How do socioeconomic conditions and political changes affect the production of art?

The methods and techniques used to produce art have evolved over time.

How is art influenced by climate and resources? How does technology impact art?

There are common characteristics among diverse artworks based on periods/styles and themes.

How do art historians group artistic works into related categories?

Innovative application of the elements and principles of art can result in original works of art.

How can one produce an original work of art inspired by a certain movement, period, theme, or technique?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EVIDENCE OF LEARNING

1.1.12.D.1,2 1.2.12.A.2 1.3.12.D.2,3,5 1.4.12.A.3 1.4.12.B.1,2,3 9-10.WHST.1,4

Students will select a region and time period. Using the tools, materials, and resources available at the time, they will create an original piece of representational art. Then, in a multi-paragraph essay, they will explain why their creation is art, how their piece is reflective of the culture/time/period, and how the materials/resources were used to create the piece. They should discuss the strengths and limitations of their argument.

The proficient student will:

explain the effect of climate, resources, and technology on the art produced during the prehistory period though ancient civilizations;

analyze the period and regional styles emblematic of prehistory through ancient civilizations’ art;

analyze how their creation reflects culture, religion, and belief system;

evaluate how the political and social conditions of the time influenced art;

analyze impact of resources, materials, technology on art production;

identify how art is grouped into movements/periods;

adequately mimic a movement, period, theme, or technique of a prehistoric or ancient civilization in an original piece of art.

write arguments identifying the strengths and limitations of both a claim in a discipline-appropriate form;

accurately use art-specific vocabulary in context;

produce clear writing which is appropriate to task, purpose, and audience.

Page 12: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE After a class discussion and slide presentation regarding the various types of pyramidal structures around the world, students will break into groups to further research a specific type of structure and then present their findings to the class using a group-created visual, including posters, flyers, or pamphlets. Be sure to include pyramids/ziggurats/steppes from varied cultures: Mesopotamian, Egyptian, Chinese, Mesoamerican, and Indonesian.

Paleolithic, Mesolithic, Neolithic Steppes, ziggurat, pyramid Naturalism Cardinal points Sumer, Akkad, Babylonia, Assyria, China, Mesoamerica, Indonesia, Egypt

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Taking time for reflection and revision, write routinely over extended time frames for a range of purposes.

Compare the differences between cave art created during different periods and in different locations, such as the Brandberg Massif in Namibia, Altamira in Spain, Lascaux in France, the Chumash in California, the Serra da Capivara National Park in Brazil, etc. in a multimedia presentation of their choice (consider online multimedia resources such as Prezi, ThingLink, or SlideRocket).

Massiff Central Cave, Lascaux Cave, Great Hall of the Bulls, Altamira Cave Paleolithic Era Natural pigment (ochre, zinc oxides, charcoal)

Recognizing and describing similarities and differences among art produced in a geographical region.

Use technology, including the Internet, to display information dynamically.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Groups will explore the causes for the differences among the art created in the different civilizations in the Ancient Near East: Sumer, Akkad, Babylonia, Assyria, Persia and present to class as members of each culture in costume.

Sumer, Akkad, Babylonia, Assyria, Persia Culture Belief system

Recognizing and describing similarities and differences among art produced in a geographical region.

Use technology, including the Internet, to display information dynamically.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Teacher will provide images of human figures from Mesolithic through New Kingdom Egypt to student teams. Images will not identify geographic location or time period. Teams will arrange pictures in chronological order. Then each team will present and defend their choices to the class. Teacher will use mistakes as learning opportunities.

Mesolithic, Neolithic Sumer, Akkad, Babylonia, Assyria, Perisa, Egypt (New, Middle & Old Kingdoms)

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Students will make a bas-relief sculpture of a work of art from an ancient civilization. Students may choose a work of their own or use teacher-supplied examples.

Classical, Archaic, Hellenistic, Republican periods Doric, Ionic, Corinthian Capital, pediment , frieze Entasis Kore/kouros/korai, Peplos Contraposto Weight-shift principle

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Page 13: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will work in small groups to design and create a small mosaic. The mosaic must incorporate themes related to a specific ancient civilization, such as Babylonia, Christian, Egyptian, Chinese, etc., but students should be encouraged to use modern versions of traditional early themes. For example: a triptych of important modern-day figures. Mosaics can be produced using a variety of materials including, paper, ceramics, glass, etc.

Mosaic Color theory

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Divide students into groups: Greek, Roman, Byzantine, Chinese, Egyptian, Mesopotamia, etc. Groups will subdivide and pick a work of art from the time period and create a “Who, What, When, Where, Why, How?” presentation using any media.

Classical, Archaic, Hellenistic, Republican periods Doric, Ionic, Corinthian Capital, pediment , frieze Entasis Kore/kouros/korai, Peplos Contraposto Weight-shift principle Period of Persecution, Period of Recognition Mosaic

Use technology, including the Internet, to display information dynamically.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Use technology, including the Internet, to take advantage of its capacity to link to other information.

Conduct short and sustained research projects to answer a question or solve a problem (including a self-generated question).

Page 14: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED MODIFICATIONS

TECHNOLOGY INTEGRATION Activity Alternatives

Students can create a visual comparison of different pyramids found around the world using Prezi, Animoto, Minecraft, Slide Rocket, or any other multimedia presentation tool they choose (with teacher approval).

Students can use the Google Art Project to create a timeline from Paleolithic through Neolithic including significant monuments and sculptures.

Instead of participating in an oral debate/discussion, students may participate via online discussion tools, such as Twitter or Today’s Meet, to join in on the conversation.

Student Monitoring

Create an on-line Venn diagram using LucidChart for Paleolithic, Mesolithic and Neolithic, noting the differences of the periods.

Edmodo can be used to post articles and ask for student response/discussion.

DIFFERENTIATION Students can select or be guided to appropriate-Lexiled reading materials to match their own Lexile level when conducting research.

Outlines and guides of teacher lectures can be provided as needed for students.

Before beginning the unit, the teacher can use a K-W-L chart to determine students’ prior knowledge and understanding.

To reinforce domain-specific vocabulary being learned, the teacher and students can create and maintain a word wall of relevant terms acquired in this unit.

Create a travel brochure for an ancient civilization. Highlight the architecture and art that makes your civilization an enticing destination.

Interview an architect from an ancient civilization. One student acts as the interviewer, one the interviewee.

Students pretend to find a new pyramid of an assigned civilization. They must create a detailed map or model.

Page 15: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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ART HISTORY

UNIT 3: ART & CULTURE SUGGESTED DURATION: 6-7 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS

Art reacts and responds to the culture and time period in which it was created.

How do art and architectural styles reflect the culture, region and belief system from which they emanated? How do socioeconomic conditions and political changes affect the production of art?

The methods and techniques used to produce art have evolved over time.

How is art influenced by climate and resources? How does technology impact art? How have artistic techniques evolved over time?

There are common characteristics among diverse artworks based on periods/styles and themes.

How do art historians group artistic works into related categories? What are the similarities and differences between Western and non-Western art?

One must suspend judgment when looking at works of art.

How does one suspend judgment to objectively evaluate a piece of art?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EVIDENCE OF LEARNING

1.1.12.D.1 1.2.12.A.1, 2 1.3.12.D.4,5 1.4.12.A.3 1.4.12.B.1 9-10.RST.4,7 9-10.WHST.1,4,8

Students will take on the role of cultural anthropologists. In small groups, they will select a country or principality, and create a multimedia presentation on the characteristics of the art and architecture, and how it reflects the region/culture. They must research and provide evidence to support their conclusions as to how their art and architecture are similar to those of other areas. (Alternatively, students can create museum displays instead of a multimedia presentation, or the class may select one group’s research and use it to mount a full exhibition of student-created works that mimic the style and motifs of that country or principality.)

The proficient student will:

analyze defining features of a culture’s art and/or architecture;

cite examples that illustrate the influence on art and architecture;

identify how the art and architecture reflect the culture, region, and belief system;

analyze how socioeconomic and political changes impacted the development of art;

evaluate how climate and resources impacted art and architecture;

write arguments identifying the strengths and limitations of both a claim in a discipline-appropriate form;

accurately use art-specific vocabulary in context;

produce clear writing which is appropriate to task, purpose, and audience.

Page 16: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Identify various examples of written communication from the time periods being studied. Analyze characteristics that make similar forms of writing unique to each culture (i.e., Islamic versus Chinese calligraphy).

Abugida/alphasyllabary Adjad Alphabet Logography Syllabary Calligraphy Hieroglyphics Cuneiform Illuminated manuscripts

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Analyze the similarities of iconography and architecture across various cultures. Divide students into groups and have them complete image searches of common archetypes: father, mother, monotheism, polytheism, heaven, wisdom, marriage, etc. Each group will report back to the class about commonalities of iconography across various cultures.

Archetype Iconography Monotheism / polytheism

Use technology, including the Internet, to display information dynamically.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Use technology, including the Internet, to take advantage of its capacity to link to other information.

Conduct short and sustained research projects to answer a question or solve a problem (including a self-generated question).

Teacher will number various locations on each continent on a map. Students will randomly select an area, researching that region’s architecture. Groups will then present to the rest of the class about distinguishing features of that region’s art and its cultural impact.

Domain-specific vocabulary in the study of architecture, such as: Arcade Atrium Basilica Belfry Buttress Capital Capstone Colonnade Cupola Frieze Mansard Mosaic Niche Pedestal Spire Steeple Tabernacle

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Use technology, including the Internet, to display information dynamically.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Use technology, including the Internet, to take advantage of its capacity to link to other information.

Conduct short and sustained research projects to answer a question or solve a problem (including a self-generated question).

Page 17: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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SUGGESTED MODIFICATIONS

TECHNOLOGY INTEGRATION Activity Alternatives

Students can write a journal in the style of a medieval travelogue, detailing the art and architecture, as well as the culture, of a particular region. Students may use a blogging platform such as Wordpress or Tumblr, or utilize desktop publishing software.

Students may utilize Today’s Meet or Twitter to log similarities and differences to cultures that they researched as a backchannel to presentations.

Student Monitoring

Edmodo can be used to post articles and ask for student response/discussion.

Examine access and versioning logs in blogging/publishing platforms and learning management systems to determine levels of participation.

Monitor backchannels for understanding and reflection, posing questions to prompt participation as needed.

DIFFERENTIATION Students can select or be guided to appropriate-Lexiled reading materials to match their own Lexile level when conducting research.

Outlines and guides of teacher lectures can be provided as needed for students.

Before beginning the unit, the teacher can use a K-W-L chart to determine students’ prior knowledge and understanding.

Page 18: INTRODUCTION TO ART HISTORY History.pdfEuropean cultures. Through hands-on creation of artwork, the course provides an opportunity for students to satisfy their 5-credit New Jersey

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ART HISTORY

UNIT 4: COMPARATIVE ART SUGGESTED DURATION: 6-7 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Art reacts and responds to the culture and time period in which it was created.

How do art and architectural styles reflect the culture, religion and belief system from which they emanated?

The methods and techniques used to produce art have evolved over time.

How is art influenced by climate and resources? How does technology impact art? How have artistic techniques evolved over time?

There are common characteristics among diverse artworks based on periods/styles and themes.

What are the similarities and differences between Western and non-Western art?

One must suspend judgment when looking at works of art.

How does one suspend judgment to objectively evaluate a piece of art?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EVIDENCE OF LEARNING

1.1.12.D.1,2 1.2.12.A.2 1.3.12.D.2,5 1.4.12.A.1,4 9-10.RST.4,7 9-10.WHST.2,4,8

Students will pretend to commission a new piece of art collaboratively created by a Western and non-Western artist (pretend that Artist A and Artist B had a child….). Students may choose the medium and form of the art. The final product must reflect both Western and non-Western artistic sensibilities. A written or oral explanation (cultural influences, resources used, cross-cultural connections, etc.) must accompany the work.

The proficient student will:

create a piece of art blending two different culture’s religions, belief systems, and values;

demonstrate knowledge of cultural heritage;

utilize appropriate culturally-mediums;

draw on similarities between differing cultures’ art in order to bridge the differences.

write an explanatory text that makes important connections and distinctions, developed with well-chosen, relevant facts;

accurately use art-specific vocabulary in context;

produce clear writing which is appropriate to task, purpose, and audience.

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students take on the role of an Interpol task force. All of the world’s major artworks have been stolen. Students must choose a famous work of art from a region and time period (either selected or randomly assigned) and develop an “All Points Bulletin” describing the work of art and characteristics. Student will develop a profile of the thief based upon characteristics in the art.

Students must utilize domain specific vocabulary from prior units to discuss period, style, and genre. Various art museum web sites, through their curatorial department arrangements, offer lists of periods and regions that should be represented. Sample syllabi for AP Art History from the College Board can also serve as lists of periods and regions, and associated vocabulary.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics (9-10.RST.4)

Draw evidence from informational texts to support analysis, reflection, and research (9-10.WHST.9)

Use technology, including the Internet, to display information dynamically (9-10.WHST.6)

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively (9-10.WHST.8)

Pick a work of art from the time period and create a “Who, What, When, Where, Why, How?” presentation using any media the student is comfortable utilizing. The teacher may use an art history textbook or syllabus to ensure that all major regions and time periods are represented.

Use technology, including the Internet, to display information dynamically (9-10.WHST.6)

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively (9-10.WHST.8)

Use technology, including the Internet, to take advantage of its capacity to link to other information (9-10.WHST.6)

Conduct short and sustained research projects to answer a question or solve a problem (including a self-generated question) (9-10.WHST.7)

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SUGGESTED MODIFICATIONS

TECHNOLOGY INTEGRATION Activity Alternatives

Students may utilize the Internet to research art museums around the world, and describe how their architecture and arrangement are reflections of the culture and/or the art that they display.

Students may design a museum from a particular part of the world, in a particular time period, and serving a particular patron. Students may use illustration software, video software, Minecraft, or other means to display their museum.

Students may utilize email or other communication means to solicit feedback from art museum professionals and architects.

Student Monitoring

Edmodo can be used to post articles and ask for student response/discussion.

Create a research and reflection log utilizing Google Forms and monitor student progress/challenges on research projects.

DIFFERENTIATION Students can select or be guided to appropriate-Lexiled reading materials to match their own Lexile level when conducting research.

Skype or other communication can be utilized to enlist a mentor or other advisor from an art museum or collection. If local, the speaker may be able to visit the class to discuss issues of curation and display.

Outlines and guides of teacher lectures can be provided as needed for students.

Before beginning the unit, the teacher can use a K-W-L chart to determine students’ prior knowledge and understanding.

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ART HISTORY

UNIT 5: CONTEMPORARY ART SUGGESTED DURATION: 6-7 weeks

UNIT OVERVIEW

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS Art reacts and responds to the culture and time period in which it was created.

How do socioeconomic conditions and political changes affect the production of art? How has art been used throughout the last century as a vehicle for social and political change?

The methods and techniques used to produce art have evolved over time.

How does technology impact art?

Innovative application of the elements and principles of art can result in original works of art.

How can one produce an original work of art inspired by a certain movement, period, theme, or technique? How do one’s own personal beliefs manifest themselves in individual creations?

One must suspend judgment when looking at works of art.

How does one suspend judgment to objectively evaluate a piece of art?

LEARNING TARGETS

NJCCCS/CCSS COMMON ASSESSMENT EVIDENCE OF LEARNING

1.1.12.D.1 1.2.12.A.1 1.3.12.D.2,3,4 1.4.12.A.2,4 1.4.12.B.1 9-10.RST.4 9-10.WHST.1,4,7,8

Students will select an issue that they feel strongly about: the environment, racism, civil rights, poverty, etc. Using mixed media, students will depict their social statement through an original creation that mimics the style of a “modern” artist (20th and 21st century, possibly late 19th century). A written assignment will accompany the piece, detailing supporting evidence for the student’s position, explaining the opposing side of the issue, explaining whether or not the art is meant to offend. After each presentation to the class, peers will critique: does the artist get the point across? Is there a focal point? Does it show effective use of the principles of design?

The proficient student will:

demonstrate the relationship between art, politics, and social movements;

analyze how art is used to influence politics and social change;

effectively utilize mixed media to convey a message;

identify how new political ideologies and structures affect the world of art by creating an atmosphere where new thought and new ideas where explored to the fullest.

write arguments identifying the strengths and limitations of both a claim in a discipline-appropriate form;

accurately use art-specific vocabulary in context;

produce clear writing which is appropriate to task, purpose, and audience.

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SUGGESTED STRATEGIES

ACTIVITIES DECLARATIVE KNOWLEDGE PROCEDURAL KNOWLEDGE

Students will create a psychological profile of a modern artist, attempting to analyze in general psychological terms what drove/drives that artist. Students will synthesize information from a range of sources including scientific and psychological resources to formulate and support their own conclusions with regards to the artist’s state of mind. Examples could include Frieda Kahlo, Jackson Pollack, Andy Warhol, etc. Findings and conclusions can be presented to the class in a format of their choosing.

Various art museum web sites, through their curatorial department arrangement, offer lists of movements. Suggestions include: Abstract Abstract Expressionism American Modernism Art Nouveau Bauhaus Constructivism Cubism Dada Divisionism Fauvism Expressionism Futurism Geometric Abstraction Happening Minimalism Op Art Outsider Art Photorealism Pop Art Post-Impressionism Spatialism Surrealism Video Art Visionary Art

Sample syllabi for AP Art History from the College Board can also serve as lists of movements and associated vocabulary/artists.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Draw evidence from informational texts to support analysis, reflection, and research.

Develop a website similar to eBay that specializes in contemporary artwork. Items listed on the website will need to include background information on the artwork. Teams will participate in a bidding war for specific pieces that are highly prized but will need to be able to defend their purchases.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Use technology, including the Internet, to display information dynamically.

Host a dinner party with artists from different periods/movements of the 20th and/or 21st centuries. Create a seating chart (with explanations as to the artists’ seating arrangement), a menu reflecting each artist’s sensibilities, and appropriate entertainment.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Draw evidence from informational texts to support analysis, reflection, and research.

Compare how new technologies (photography, digital cameras, computers/software) have been used to effect political change with positive/negative results.

Determine the meaning of domain-specific vocabulary and phrases used in a scientific or technical context relevant to grades 9-10 texts and topics.

Gather relevant information from multiple authoritative print and digital sources using advanced searches effectively.

Draw evidence from informational texts to support analysis, reflection, and research.

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SUGGESTED MODIFICATIONS

TECHNOLOGY INTEGRATION Activity Alternatives

Students may choose a modern, cutting-edge Internet or other technology and predict impacts upon art.

Students can use the Internet to research “not-yet-famous” artists and movements working in medium influenced by or dependent upon technology.

Student Monitoring

Students may utilize the Internet to research art museums around the world, and describe how their architecture and arrangement are reflections of the culture and

DIFFERENTIATION Modern and contemporary art can present a challenge to students who have not yet developed reflective and interpretive skills. The teacher may

wish to display works of contemporary art and describe their conventions and/or differences with more traditional art.

Students can select or be guided to appropriate-Lexiled reading materials to match their own Lexile level when conducting research.

Mixed media allow students to experience contemporary art in many different ways. Strive to include art of different media, as well as 2D and 3D pieces in order to maximize student interaction with artwork.

Outlines and guides of teacher lectures can be provided as needed for students.