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Minidoka County Joint School District #331

-Ensuring academic excellence, ethical behavior, and personal responsibility

2003 Curriculum Revision

Art
(Drawing, Painting, Ceramics, Graphics)
Photography
Acknowledgements:
Blaine Call - Minico High School
Anna Workman - Minico High School
Steve Buck - East Minico Middle School
Teresa Giraud - West Minico Middle School
Scott Coats - Minico High School
John Fennell - Curriculum Director
Art, Photography Benchmarks
Approved: 17 March 2003

8.1 Level: 6-8 Standard #1 Historical and Cultural Contexts of Art


Understand the historical and cultural contexts and interrelationships of the visual arts.
Benchmarks (Grades 6-8):
8.1.1 Explain the influence of historical events upon the development of artistic styles (modernism, cubism, impressionism)
8.1.2 Draw connections between recognizable traits or characteristics of artists sharing a common country or regional style
8.1.3 Document factors influencing art forms throughout history
8.1.4 Compare an art style, movement, or theory that shares characteristics with another art form
Learning Objectives
Beginning Art—Grades 6-8
‰ 1.a Examine historic meaning in a work of art and explain how artists express their cultural influence in their works of art
‰ 2.a Compare people’s reasons for making visual art to promote a cause, express a feeling or belief, or commemorate events and
celebrations
‰ 3.a Understand similarities between visual art and other arts disciplines that share a common theme or historical or cultural
context
‰ 4.a Analyze and create sculpture in various styles and with a variety of materials from various eras in history

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Art, Photography Benchmarks
Approved: 17 March 2003

8.2 Level: 6-8 Standard #1 Analyze Arts and Humanities Disciplines


Understand and conduct analyses in the arts and humanities disciplines.
Benchmarks (Grades 6-8):
8.2.1 Recognize and respond to characteristics and content of various art forms
8.2.2 Investigate and evaluate the visual arts as a way to create and communicate meaning
8.2.3 Analyze the visual arts of different cultures and time periods and compare to one’s own culture
8.2.4 Interpret a variety of art works using arts vocabulary
8.2.5 Assess the characteristics of personal work and the work of others
8.2.6 Investigate the various purposes art plays in society today (beauty, commercial, personal expression)
Learning Objectives
Beginning Art—Grades 6-8
‰ 1.a Recognize that art plays a significant role in all academic disciplines: Music, industrial arts, science, mathematics, and
creative arts
‰ 2.a Identify the elements and principles as used in the human made environment
‰ 2.b Identify common symbols used in interpreting visual arts
‰ 3.a Understand similarities between visual arts and other arts disciplines that share a common theme or historical or cultural
context
‰ 4.a Use some of the language of art when viewing historical drawings
‰ 5.a Analyze personal work, emphasizing originality and self-expression
‰ 6.a Examine magazines, books, commercials, etc. to demonstrate ways in which visual art is used to convey messages of beauty,
self-expression, etc.

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Art, Photography Benchmarks
Approved: 17 March 2003

8.3 Level: 9-12 Standard # 3 Communicate through Art


Communicate in art through application of the artistic concepts, knowledge, and skills.
Benchmarks (Grades 6 - 8):
8.3.1 Describe factors that make a specific art media, technique, or process effective in communicating an idea
8.3.2 Illustrate how visual structures (line, color, shape, repetition, rhythm, balance) and functions of art improve communication
of one’s ideas
8.3.3 Use visual, spatial, and temporal concepts to communicate meaning in a work of art
8.3.4 Create and critique a work considering the intent of its creator
8.3.5 Use different media, techniques, and processes to communicate an idea or to tell a story
Learning Objectives
Beginning Art—Grades 6-8
‰ 1.a Describe or demonstrate knowledge of the basic art elements (e.g., line, shape, color, value, texture and space) can be used to
solve an artistic problem
‰ 2.a Create a drawing using rhythm and movement in a design with lines, shapes, and/or repeating colors
‰ 2.b Demonstrate understanding of color theory skills using the color wheel and principles of contrast, value, intensity, hue, tints,
and shade
‰ 3.a Demonstrate understanding by effectively using the interrelationship of lights, darks, values scales, and positive and negative
space
‰ 4.a Participate in self-assessment and group evaluation of classroom art projects
‰ 4.b Analyze personal work, emphasizing originality and self-expression
‰ 5.a Create a drawing using intricate techniques, media, and tools (e.g., contour, continuous line, rending highlight, half-tones, and
reflective light) to tell one’s trials or life’s experiences

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Art, Photography Benchmarks
Approved: 17 March 2003

12.1 Level: 9-12 Standard #1 Historical and Cultural Contexts of Art


Understand the historical and cultural contexts and interrelationships of the visual arts.
Benchmarks (Grades 9-12):
12.1.1 Compare and contrast the historical, social, and environmental contexts that influence artistic expression
12.1.2 Identify representative visual works of art from a variety of cultures and historical periods
12.1.3 Compare and contrast aesthetics (study of beauty, art, and taste) from different cultural perspectives
12.1.4 Outline the history, purpose, and function of a particular visual art form
Learning Objectives
th
9 Grade Drawing Basic Drawing Advanced Drawing
‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and
people influential in the development people influential in the development people influential in the development
of historical and living cultures of historical and living cultures of historical and living cultures
‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which
the arts and humanities affect historical the arts and humanities affect historical the arts and humanities affect historical
events events events
‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art
history history history
‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art
when viewing historical drawings when viewing historical drawings when viewing historical drawings

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Art, Photography Benchmarks
Approved: 17 March 2003

12.2 Level: 9-12 Standard #1 Analyze Arts and Humanities Disciplines


Understand and conduct analyses in the arts and humanities disciplines.
Benchmarks (Grades 9-12):
12.2.1 Develop and use arts vocabulary to discuss a variety of art forms
12.2.2 Develop and present basis analyses of works of visual arts from structural, historical, and cultural perspectives
Learning Objectives
th
9 Grade Drawing Basic Drawing Advanced Drawing
‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in
today’s society, including career and today’s society, including career and today’s society, including career and
avocation opportunities avocation opportunities avocation opportunities
‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in
interpreting visual arts interpreting visual arts interpreting visual arts

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Art, Photography Benchmarks
Approved: 17 March 2003

12.3 Level: 9-12 Standard # 3 Communicate through Art


Communicate in art through application of the artistic concepts, knowledge, and skills.
Benchmarks (Grades 9-12):
12.3.1 Develop skills necessary to apply artistic techniques and processes
12.3.2 Use media, techniques, and processes that convey artistic intentions
12.3.3 Demonstrate how organizational principles and functions can be used to solve specific visual arts problems
12.3.4 Communicate in art through creative expression
Learning Objectives
th
9 Grade Drawing Basic Drawing Advanced Drawing
‰ 1.a Apply and use line, shape, color, ‰ 1.a Identify visual examples of use of ‰ 1.a Use line, value, shape, color,
texture, value, and space in drawings linear perspective in art repetition, harmony, and other element
‰ 1.b Apply and use balance, rhythm, ‰ 1.b Identify eye level, and vanishing, and principles of design
movement, proportion, emphasis, station, and measuring points ‰ 1.b Create art pictures that are more
pattern, unity, and variety in drawings ‰ 1.c Identify eye level and 2 vanishing controlled, thought out and planned
‰ 1.c Achieve line, tone, and stroke points ‰ 2.a Draw an object or a combination of
‰ 1.d Define form ‰ 1.d Identify appearance of circles in objects using the rendering technique
‰ 1.e Explore line and all its possibilities relation to eye level ‰ 2.b Focus on exact proportions
‰ 1.f Explore one-, two-, and three-point ‰ 2.a Apply gesture drawing ‰ 3.a Shade the picture locating all
perspectives ‰ 2.b Apply contour and surface contour highlights, half tones, core shadows,
‰ 2.a Draw from objects drawing reflected lights, cast shadows,
‰ 2.b Draw from still life arrangements ‰ 2.c Apply continuous line drawing shadows, and reflections
‰ 3.a Organize space and parts of the ‰ 2.d Identify and apply quality lines: ‰ 3.b Focus on drawing the object, fore
composition before beginning to draw Thick/thin, light/dark, hard/soft, ground, and background
‰ 3.b Demonstrate understanding by fast/slow ‰ 4.a Use imagination and explore
effectively using the interrelationship ‰ 3.a Identify forms of shading subjects of interest to create an art
of lights, darks, value scales, positive ‰ 3.b Identify effects of light and shadow picture
and negative space ‰ 4.a Draw and shade a ball, box, and ‰ 4.b Practice and complete a drawing
‰ 4.a Complete a drawing with respect to cylinder using cross hatching
the drawing process (human face, ‰ 4.b Draw and shade a still life object ‰ 4.c Practice and complete a drawing
animal, etc.) using stippling

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Art, Photography Benchmarks
Approved: 17 March 2003

12.1 Level: 9-12 Standard #1 Historical and Cultural Contexts of Art


Understand the historical and cultural contexts and interrelationships of the visual arts.
Benchmarks (Grades 9-12):
12.1.1 Compare and contrast the historical, social, and environmental contexts that influence artistic expression
12.1.2 Identify representative visual works of art from a variety of cultures and historical periods
12.1.3 Compare and contrast aesthetics (study of beauty, art, and taste) from different cultural perspectives
12.1.4 Outline the history, purpose, and function of a particular visual art form
Learning Objectives
Face and Figure Drawing Basic Painting Advanced Painting
‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and
people influential in the development people influential in the development people influential in the development
of historical and living cultures of historical and living cultures of historical and living cultures
‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which
the arts and humanities affect historical the arts and humanities affect historical the arts and humanities affect historical
events events events
‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art
history history history
‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art
when viewing historical drawings when viewing historical drawings when viewing historical drawings

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Art, Photography Benchmarks
Approved: 17 March 2003

12.2 Level: 9-12 Standard #1 Analyze Arts and Humanities Disciplines


Understand and conduct analyses in the arts and humanities disciplines.
Benchmarks (Grades 9-12):
12.2.1 Develop and use arts vocabulary to discuss a variety of art forms
12.2.2 Develop and present basis analyses of works of visual arts from structural, historical, and cultural perspectives
Learning Objectives
Face and Figure Drawing Basic Painting Advanced Painting
‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in
today’s society, including career and today’s society, including career and today’s society, including career and
avocation opportunities avocation opportunities avocation opportunities
‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in
interpreting visual arts interpreting visual arts interpreting visual arts

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Art, Photography Benchmarks
Approved: 17 March 2003

12.3 Level: 9-12 Standard # 3 Communicate through Art


Communicate in art through application of the artistic concepts, knowledge, and skills.
Benchmarks (Grades 9-12):
12.3.1 Develop skills necessary to apply artistic techniques and processes
12.3.2 Use media, techniques, and processes that convey artistic intentions
12.3.3 Demonstrate how organizational principles and functions can be used to solve specific visual arts problems
12.3.4 Communicate in art through creative expression
Learning Objectives
Face and Figure Drawing Basic Painting Advanced Painting
‰ 1.a Identify bones of the skull from the ‰ 1.a Understand the color wheel and ‰ 1.a Throughout each art project
front and side view color mixing completed in each media understand
‰ 1.b Identify the arches of the skull that ‰ 1.b Identify primary colors, secondary the importance of design principles
form the protection of the head colors, tertiary colors, tints, tones, and ‰ 2.a Emphasize good composition
‰ 1.c Draw the skull from various angles compliment colors ‰ 2.b Use color pencil, wax crayon,
‰ 2.a Draw the correct structure of the ‰ 2.a Identify materials and methods of conte crayon, spray paint, pastel chalk,
eye, nose, ears, mouth, and hair acrylic painting and ink for various projects
‰ 2.c Draw the face with all features in ‰ 2.b Identify painting materials ‰ 3.a Reinforce principles of good design
relation to each other (brushes, palette, canvas, papers) and composition in art projects
‰ 3.a Complete gesture drawing of full ‰ 2.c Identify painting methods of ‰ 4.a Create a picture using color pencil
figure glazing and impasto painting and apply overlapping colors
‰ 3.b Identify curve if spine for balance ‰ 3.a Identify materials and methods of ‰ 4.b Create art using wax crayon, or
‰ 3.c Draw body in various poses water color painting conte crayon
‰ 4.a Practice using different media, ‰ 3.b Identify colors visually and try to ‰ 4.c Complete project using spray paint
techniques, and methods to draw faces match using water color paint method
and figures, (e.g., pencil, charcoal, pen ‰ 3.c Identify types of paint and brushes ‰ 4.d Complete pastel painting
and ink, brush and ink, conte crayon, used for water color painting ‰ 4.e Complete art work using ink
gesture drawing, line drawing, ‰ 4.a Paint a monochrome painting
shading, lift out) ‰ 4.b Paint a complimentary color
‰ 4.b Study how light and shadow painting
appears on the face and figure ‰ 4.c Paint a full color pallet painting

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Art, Photography Benchmarks
Approved: 17 March 2003

12.1 Level: 9-12 Standard #1 Historical and Cultural Contexts of Art


Understand the historical and cultural contexts and interrelationships of the visual arts.
Benchmarks (Grades 9-12):
12.1.1 Compare and contrast the historical, social, and environmental contexts that influence artistic expression
12.1.2 Identify representative visual works of art from a variety of cultures and historical periods
12.1.3 Compare and contrast aesthetics (study of beauty, art, and taste) from different cultural perspectives
12.1.4 Outline the history, purpose, and function of a particular visual art form
Learning Objectives
Ceramics Graphics Photography
‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and ‰ 1.a Identify, in context, events and
people influential in the development people influential in the development people influential in the development
of historical and living cultures of historical and living cultures of historical and living cultures
‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which ‰ 1.b Demonstrate the ways in which
the arts and humanities affect historical the arts and humanities affect historical the arts and humanities affect historical
events events events
‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of ‰ 2.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products ‰ 3.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art ‰ 4.a Identify major movements in art
history history history
‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art ‰ 4.b Use some of the language of art
when viewing historical drawings when viewing historical drawings when viewing historical drawings

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Art, Photography Benchmarks
Approved: 17 March 2003

12.2 Level: 9-12 Standard #1 Analyze Arts and Humanities Disciplines


Understand and conduct analyses in the arts and humanities disciplines.
Benchmarks (Grades 9-12):
12.2.1 Develop and use arts vocabulary to discuss a variety of art forms
12.2.2 Develop and present basis analyses of works of visual arts from structural, historical, and cultural perspectives
Learning Objectives
Ceramics Graphics Photography
‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of ‰ 1.a Acquire a working vocabulary of
two or more humanities disciplines two or more humanities disciplines two or more humanities disciplines
‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products ‰ 2.a Compare and contrast the products
and processes of two humanities and processes of two humanities and processes of two humanities
disciplines disciplines disciplines
‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in ‰ 2.b Identify the role of the arts in
today’s society, including career and today’s society, including career and today’s society, including career and
avocation opportunities avocation opportunities avocation opportunities
‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in ‰ 2.c Identify common symbols used in
interpreting visual arts interpreting visual arts interpreting visual arts

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Art, Photography Benchmarks
Approved: 17 March 2003

12.3 Level: 9-12 Standard # 3 Communicate through Art


Communicate in art through application of the artistic concepts, knowledge, and skills.
Benchmarks (Grades 9-12):
12.3.1 Develop skills necessary to apply artistic techniques and processes
12.3.2 Use media, techniques, and processes that convey artistic intentions
12.3.3 Demonstrate how organizational principles and functions can be used to solve specific visual arts problems
12.3.4 Communicate in art through creative expression
Learning Objectives
Ceramics Graphics Photography
‰ 1.a On potter wheel learn to center ‰ 1.a Identify and complete exercises ‰ 1.a Study photography’s place in
clay, do open and closed forms, trim that include: Line, value, shape, color, history and its effects
pots and add foot texture, size, contrast, repetition, ‰ 1.b Identify basic principals and the
‰ 2.a Identify types of clay (e.g., white, overlapping, balance, and rhythm nature of light
terra cotta, porcelain, china) and ‰ 2.a Identify and use the fonts: ‰ 1.c Construct a homemade pin-hole
objects made of each Garamond, Baskerville, Bodoni, camera
‰ 2.b Identify green clay, bisque fire, Century Expanded, Helvetica ‰ 2.a Identify camera controls
glaze fire ‰ 2.b Identify and use capitals, lower ‰ 2.b Calculate proper metering of
‰ 2.c Identify glazes case, x-height, serifs, ascenders, and exposure
(transparent/opaque, food safe/non- desenders ‰ 2.c Learn the process of processing
food safe, matte/gloss) and methods of ‰ 3.a Use the Adobe Illustrator program film
application (brush, spray, dip) to do computer graphic design ‰ 2.d Learn exposure and processing of
‰ 2.d Identify kiln and how it operates to ‰ 4.a Work with type to learn sizing, photographic paper
fire clay creating outlines, and distorting ‰ 3.a Identify options available visually
‰ 3.a Identify tools for work with clay to ‰ 4.b Draw and paint using basic shapes, to the photographer
score, roll, and sculpt fills, blends, gradations, and gradient ‰ 4.a Communicate opportunities
‰ 4.a Apply the following methods to mesh through photography
create pottery and sculpture: Pinching, ‰ 4.c Work with layering art work to ‰ 4.b Critically analyze application and
coiling, slap construction, sculpting create different effects use of photographic communication
with additive and subtractive methods ‰ 4.d Work with transparency tools

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