High School Painting Curriculum - Park Hill School District
High School Painting CurriculumCourse Description: An introduction to the transparent media of watercolor painting, opaqueacrylic painting and other paint media. Major emphasis is on experiencing a variety oftechniques and creating composition through observation.Scope and Sequence:TimeframeUnit9 weeksWatercolor9 weeksAcrylicInstructional TopicsTopic 1: Terms/TechniquesTopic 2: ColorTopic 3: ObservationTopic 1: Terms/TechniquesTopic 2: ColorTopic 3: Art HistoryTopic 4: ObservationTopic 5: Creativity and OriginalityTopic 6: Technology
Unit 1: WatercolorSubject: PaintingGrade: 10, 11, 12Name of Unit: WatercolorLength of Unit: 9 weeksOverview of Unit: In this unit we experiment with various watercolor techniques. Severalprojects will be done using color layering, color blending and using the techniques demonstratedin class.Priority Standards for unit: I.1.B.1.1 Mix tempera/acrylic paints to create different hues I.1.B.1.2 Mix tempera/acrylic paints to create a range of 4 values and levels of intensity I.1.B.1.3 Apply paint to create a solid area of color with no visible brushstrokes, changein value or intensity I.1.B.1.4 Blend one color/value smoothly into another I.1.B.1.5 Demonstrate proper use and cleaning of brushes and palettes I.1.B.1.6 Use brushes of various sizes/types I.1.B.2.1 Mix tempera/acrylic paints to match observed hues I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash, graduatedwash I.1.B.2.3 Apply watercolor to create simulated and invented textures I.1.B.2.4 Select and use appropriate size and brush type I.1.B.3.1 Select and use paint expressively (hard edge, soft edge, painterly brush strokes) I.1.B.3.2 Demonstrate the following watercolor techniques: masking, wet on wet, drybrush, glaze, transparent layering, scratch, resist, lifting I.1.B.3.3Mix watercolors to match observed hues I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of media engagement with experimentation and/or risk taking informed decision-making III.2.A.1 With one artwork: describe artwork; analyze the use of elements and principles in the work; Interpret the meaning of the work (subject, theme, symbolism, messagecommunicated); Judge the work from various perspectives: Showing a real or idealized image of life (Imitationalism); Expressing feelings (Emotionalism/ Expressionism); Emphasis on elements and principles (Formalism);Board Approved: February 23, 20172 Page
Serving a purpose in the society or culture (Functionalism)III.2.A.2 Compare and contrast two artworks: describe artwork analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, messagecommunicated) Judge the work from various perspectives Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism)II.2.A.3 Compare and contrast student artwork with professional artworks ormasterpieces: describe artwork Analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, messagecommunicated) Judge the work from various perspectives Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism)III.2.A.4 Use the following process with a body of work (portfolio) Describe artwork Analyze the use of elements and principles in the work Interpret the meaning of the work (subject, theme, symbolism, messagecommunicated) Showing a real or idealized image of life (Imitationalism) Expressing feelings (Emotionalism/ Expressionism) Emphasis on elements and principles (Formalism) Serving a purpose in the society or culture (Functionalism)I.3.A.1 Create original artworks using the following as subject matter: Portrait Still life Landscape Non-objective ArchitectureI.3.A.2 Communicate ideas through the creation of a: Portrait Still lifeBoard Approved: February 23, 20173 Page
Landscape Non-objective Architecture I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g., figureand/or architecture in a landscape) I.3.A.4 Select subject matter to communicate personal ideas through a series of original,related worksSupporting Standards for unit: II.1.4.2.1 Identify and use color theory including color intensity and split-complementarycolor scheme II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., differentvalues and different textures) I.2.F.3 Identify and use foreshortened figure proportions II.1.F.3 Identify and use a range of values to create the illusion of form throughobservation of transparent and reflective objects II.2.A.2 Use elements to create compositional balance II.1.B.3 Identify and use implied shapes II.1.C.3.1 Identify and create complex form in-the-round II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective forms in twodimensional artwork II.1.G.3.1 Design negative and positive space from all viewpoints in three-dimensionalwork II.1.G.3.2 From observation, identify and use appropriate perspective techniques to createthe illusion of space II.2.B.2 Identify and use emphasis (focal point) through isolation and location V.1.B.3 Compare and contrast two artworks on: Time Place Artist Subject matter Theme Characteristics Material/ Technology Ideas and beliefs of culture Function of art in culture/society III.1.A.1.1 Discuss personal beliefs about the nature of art III.1.A.1.2 Define aesthetics as the branch of philosophy that deals with the nature andvalue of art III.1.A.1.3 Discuss and develop answers to questions about art, such as:Board Approved: February 23, 20174 Page
What is art? Why do responses vary? Who decides what makes an artwork special, valuable or good? ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect for therights and obligations of using and sharing intellectual property. ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective research strategiesto locate information and other resources for their intellectual or creative pursuits. ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsiblyrepurpose or remix digital resources into new creations.Unwrapped Skills Bloom’s(Students need to TaxonomyUnwrapped Concepts (Students need to know) be able to do)Levels Webb's DOKthe following watercolor techniques: continuouswash, graduated washDemonstrateApply1watercolor to create simulated and inventedtexturesApplyApply2appropriate size and brush typeSelectAnalyze2appropriate size and brush typeUseAnalyze2paint expressively (hard edge, soft edge, painterlybrush strokes)SelectAnalyze2paint expressively (hard edge, soft edge, painterlybrush strokes)UseAnalyze2the following watercolor techniques: masking, weton wet, dry brush, glaze, transparent layering,scratch, resist, liftingDemonstrateApply1watercolors to match observed huesMixApply1painting media and techniques that demonstrate-sensitivity and subtlety in use of media-engagement with experimentation and/or risktaking-informed decision-makingSelectUnderstand2painting media and techniques that demonstrate-sensitivity and subtlety in use of media-engagement with experimentation and/or risktaking-informed decision-makingApplyCreate3With one artwork:-the use of elements and principles in the workAnalyze2AnalyzeBoard Approved: February 23, 20175 Page
With one artwork:-the meaning of the work (subject, theme,symbolism, message communicated)With one artwork:-the work from various perspectives:-Showing a real or idealized image of life(Imitationalism);-Expressing feelings (Emotionalism/Expressionism);-Emphasis on elements and principles(Formalism);-Serving a purpose in the society or culture(Functionalism)two artworks:-describe artwork-analyze the use of elements and principles in theworktwo artworks:-describe artwork-analyze the use of elements and principles in theworkoriginal artworks using the following as subjectmatter:-portrait-still yze3CreateCreate3Essential Questions:1. Why is it important to know the variety of watercolor techniques?2. How do you control the transparency/opaqueness of a color?3. How do you mix color to match observed hues in your painting?Enduring Understanding/Big Ideas:1. In each painting you do, there will be textures to acquire, colors to lift and values tomatch. Knowing the techniques will give you a variety of tools to achieve the desiredeffect.2. The transparency is control by the amount of water you use compared to the amount ofpigment.Board Approved: February 23, 20176 Page
3. You should start with the base color of the object. Use your knowledge of the colortheory unit. It is important to layer each color to achieve good depth in your painting.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain entOpaqueWatercolorLoading your brushBlotCold pressHot -runsValueWashGraded WashGlazingWet on DryWet on WetDry s for Vocabulary Development: TextbookBoard Approved: February 23, 20177 Page
Topic 1: Terms and TechniquesEngaging Experience 1Title: Technique Practice PageSuggested Length of Time: 2 class periodsStandards AddressedPriority: 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,graduated washSupporting: 1.B.2.4 s: Select and use appropriate size and brush typeDetailed Description/Instruction: Students will use tube watercolor sets to create thetechniques listed on the worksheet. Paper is 11 x 15. The teacher will demonstrate eachtechnique and the students will use each technique to show that they understand.Bloom’s Levels: ApplyWebb’s DOK: 1Rubric: to be createdBoard Approved: February 23, 20178 Page
Topic 2: ColorEngaging Experience 1Title: Value ScaleSuggested Length of Time: 1 class periodStandards AddressedPriority: 1.B.1.4 Blend one color/value smoothly into anotherSupporting: 1.B.1.6 Use brushes of various sizes/typesDetailed Description/Instructions: Use a warm color, a cool color, and black (or paynes grey)to create a value scale from light washes to darker intensity. Students will create 3 separate valuescales in each color.Bloom’s Levels: ApplyWebb’s DOK: 1, 2Rubric: to be createdEngaging Experience 2Title: Color Mixing GridSuggested Length of Time: 4 to 5 class periodsStandards AddressedPriority: 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,graduated washDetailed Description/Instructions: Using the tube paints, students create a grid that crossreferences the colors of the paints so when mixed you can see what makes what color. Paper is15 x 15. Every color is mixed eventually with the other. Students will use more water to createthe transparent colors and more pigment to create bright, more opaque colors.Bloom’s Levels: ApplyWebb’s DOK: 1Rubric: to be createdEngaging Experience 1Title: Monochromatic WatercolorSuggested Length of Time: 5-7 class periodsStandards AddressedPriority: 1.B.1.4 Blend one color/value smoothly into another I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,graduated washBoard Approved: February 23, 20179 Page
I.1.B.2.3 Apply watercolor to create simulated and invented textures I.1.B.3.3 Mix watercolors to match observed hues I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of media engagement with experimentation and/or risk taking informed decision-makingSupporting: II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect forthe rights and obligations of using and sharing intellectual property. ISTE-KNOWLEDGE COLLECTOR.3.A - plan and employ effective researchstrategies to locate information and other resources for their intellectual orcreative pursuits.Detailed Description/Instructions: Students will choose a photo that shows perspective andpaint it in one color only concentrating on the values. Students will also focus on what techniqueto use for each part of the painting to show differences in texture.Bloom’s Levels: Apply and CreateWebb’s DOK: 3Rubric: to be createdEngaging Experience 2Title: Using Expressive ColorSuggested Length of Time: 4-5 class periodsStandards AddressedPriority: I.1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,graduated wash I.1.B.2.3 Apply watercolor to create simulated and invented textures I.1.B.3.3Mix watercolors to match observed hues I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of media engagement with experimentation and/or risk taking informed decision-makingSupporting: II.1.C.3.1 Identify and create complex form in-the-round II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures)Board Approved: February 23, 201710 P a g e
II.1.C.3.2 Identify and demonstrate the illusion of transparent and reflective formsin two-dimensional artworkDetailed Description/Instructions: Students will paint an apple from observation, using theirown knowledge of color to use creative color scheme and underpainting. Students will painthighlights, shadows, and cast shadows to show form in the round.Bloom’s Levels: Apply and CreateWebb’s DOK: 3Rubric: to be createdBoard Approved: February 23, 201711 P a g e
Topic 3: ObservationEngaging Experience 1Title: Still LifeSuggested Length of Time: 4-5 class periodsStandards AddressedPriority: I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of mediaengagement with experimentation and/or risk takinginformed decision-makingI.1.B.2.2 Demonstrate the following watercolor techniques: continuouswash, graduated wash I.1.B.2.3 Apply watercolor to create simulated and invented texturesSupporting: II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures) I.2.F.3 Identify and use foreshortened figure proportions II.1.F.3 Identify and use a range of values to create the illusion of form throughobservation of transparent and reflective objects II.2.A.2 Use elements to create compositional balanceDetailed Description/Instructions: Students will create a still life of various objects (fruit,veggie, sea shell, something reflective and cloth). They will paint 2 or more objects with avariety of color and reflections on a soft cloth.Bloom’s Levels: CreateWebb’s DOK: 3Rubric: to be createdEngaging Experience 2Title: Flower PaintingSuggested Length of Time: 4-5 class periodsStandards AddressedPriority: I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of mediaengagement with experimentation and/or risk takinginformed decision-makingI.1.B.2.2 Demonstrate the following watercolor techniques: continuouswash, graduated washBoard Approved: February 23, 201712 P a g e
I.1.B.2.3 Apply watercolor to create simulated and invented texturesSupporting: II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures) ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsiblyrepurpose or remix digital resources into new creations.Detailed Description/Instructions: Students will take a close-up photo of flowers,concentrating on the form and value changes. Students will produce a painting, creating theillusion of realism.Bloom’s Levels: CreateWebb’s DOK: 3Rubric: to be createdEngaging Experience 3Title: Painting on LocationSuggested Length of Time: 4-5 class periodsStandards AddressedPriority: I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of mediaengagement with experimentation and/or risk takinginformed decision-makingI.1.B.2.2 Demonstrate the following watercolor techniques: continuouswash, graduated wash I.1.B.2.3 Apply watercolor to create simulated and invented texturesSupporting: II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures) I.3.A.1 Create original artworks using the following as subject matter: Portrait Still life Landscape Non-objective ArchitectureDetailed Description/Instructions: Students will take a field trip, painting on location:architecture, people, landscape and free choice. They will use color layering and techniqueslearned to paint a successful composition.Board Approved: February 23, 201713 P a g e
Bloom’s Levels: CreateWebb’s DOK: 3Rubric: to be createdEngaging Experience 4Title: Watercolor CollageSuggested Length of Time: 2 weeksStandards AddressedPriority: I.1.B.4 Select and apply painting media and techniques that demonstrate sensitivity and subtlety in use of mediaengagement with experimentation and/or risk takinginformed decision-makingI.1.B.2.2 Demonstrate the following watercolor techniques: continuouswash, graduated wash I.1.B.2.3 Apply watercolor to create simulated and invented texturesSupporting: II.1.D.3 Contrast textures within the same artwork II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,different values and different textures) ISTE-DIGITAL CITIZEN.2.C - demonstrate an understanding of and respect forthe rights and obligations of using and sharing intellectual property. ISTE-CREATIVE COMMUNICATOR.6.B - create original works or responsiblyrepurpose or remix digital resources into new creations.Detailed Description/Instructions: Students will create a collage from magazines or imagesfound online. They will use cut and torn pieces related to the same color, a variety of textures, awide range of values, contrast, and text. Students will arrange these pieces to create a strongcomposition and using the techniques demonstrated in class to paint in watercolor.Bloom’s Levels: CreateWebb’s DOK: 3Rubric: to be createdBoard Approved: February 23, 201714 P a g e
Engaging ScenarioEngaging Scenario Still life: Students will set up their own still life from a variety of objectsthat include different surface textures. The objects are arranged in a strong composition infront of them. The students will then create a watercolor painting using layers, techniques andother practices that were introduced in class. Students will do their best as matching the colorhues.Portrait: Students will take a photo of oneself or of someone that they want to paint. They areto use the techniques demonstrated to achieve a realistic painting. They may also choose tocreate a portrait and use a more expressive color scheme showing a real or idealized image.Rubric for Engaging Scenario: To be created.Board Approved: February 23, 201715 P a g e
Summary of Engaging Learning Experiences for stedLength ofTimeTerms/TechniquesTechniquePractice PageStudents will use tube watercolor setsto create the techniques listed on theworksheet. Paper is 11 x 15. Theteacher will demonstrate eachtechnique and the students will useeach
High School Painting Curriculum Course Description: An introduction to the transparent media of watercolor painting, opaque acrylic painting and other paint media. Major emphasis is on experiencing a variety of techniques and creating composition through observation.
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