Tobias Fifield AP STUDIO ART Teaching Portfolio

Charcoal Drawings AP Studio Art, Xian China

Color Theory AP Studio Art, Xian China

Mono Relief Printmaking AP Studio Art, Xian China

Relief Block Prints Student Artwork

Relief Block Printmaking AP Studio Art, Xian China

DIPONT EDUCATION Pre AP-Level (Foundation) AP Center Art Department

SCHEME OF WORK 2018-2019 Subject:

AP Studio Art

Level:

Pre AP (Foundation)

AP Recommended # of Hours:

216 Hours (3 Hour Sessions，Meeting twice each week）

# of Periods/Week

Approximate Total Number of Weeks/Periods:

36 (40 Min Sessions，Meeting once a week）

Approximate Total Number of Hours:

Examination Session:

June 2019

Teachers:

Created by Tobias Fifield

Reference book(s)/Author(s)

How to Look at Modern Art, by Philip Yenawine Drawing and Painting, 2015 by Kate Wilson Printmaking, 2015 by Bill Fick & Beth Grabowski

Date Completed:

Sept, 2018

INDEX AIMS & OBJECTIVES INSTRUCTIONAL GOALS DIFFERENTIATED INSTRUCTION IN ART EDUCATION AP INSTRUCTION METHODS ART EDUCATION IN CHINA ASSESSMENT Of, As, and For LEARNING SAMPLE ASSESSMENT RUBRIC SAMPLE STUDENT PERFORMANCE EVALUATION STUDENT-CENTERED ASSESSMENTS ACTION PLANNING LESSON PLANNING STANDARDIZED WEEKLY LESSON PLANS

AIMS and OBJECTIVES (adapted from The College Board for Art Pre-AP Level 2018-2019)

The following Scheme of Work is skills based and connected to The National Art Education Core Standards, The Visual Art Course Guide Pre-AP College Board Objectives, and the books; How to Look at Modern Art, by Philip Yenawine, Drawing and Painting, 2015 by Kate Wilson, and Printmaking, 2015 by Bill Fick & Beth Grabowski, as well as other online resources on art education. Participation in Pre-AP courses places students on a path to college readiness.

These courses provide students with opportunities to engage deeply with texts, motivating problems to solve and questions to answer, and key concepts that focus on the content and skills central to each discipline. Across the ninth-grade Pre-AP courses, students will experience shared classroom routines that foster and deepen college-readiness skills. Finally, students will take classroom assessments that provide meaningful and actionable feedback on college-readiness indicators.

The Scheme of Work assumes 1 x 40 minute periods of classroom lessons per week, and is arranged on a weekly basis allowing for development of language skills. The scheme will outline skills that the students will develop, possible activities, and differentiated instructional practices. Four key skill areas/modalities will be included in the scheme: Explore, Discover, Create, Present. Skills outlined in the scheme may require more or less time to complete than what is suggested. In addition, teachers can bundle activities to cover multiple skills. Pre-AP Visual Art Students learn to think critically and creatively as artists while developing discipline-specific knowledge and skills.

Visit pre-ap.collegeboard.org for more information about the Pre-AP Program:

https://pre-ap.collegeboard.org/pdf/pre-ap-visual-arts-cg-wr.pdf

INSTRUCTIONAL GOALS ⚫

Encourage creative and systematic investigation of formal and conceptual issues.

⚫

Emphasize making art as an ongoing process that involves the students in informed and critical decision making.

⚫

Help students develop technical skills and familarize them with the functions of the visual elements.

⚫

Encourange students to become independent thinkers who will contribute inventively and critically to their culture through artmaking.

Following the National Core Arts Standards students will learn how to ◼

Brainstorm collaboratively multiple approaches to an art or design problem.

◼

Make art or design with various materials and tools to explore personal interests, questions, and curiosity.

◼

Experiment with various materials and tools to explore personal interests in a work of art or design.

◼

Demonstrate safe and proper procedures for using materials, tools, and equipment while making art.

◼

Discuss and reflect with peers about choices made in creating artwork.

◼

Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.

◼

Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form.

https://www.arteducators.org/learn-tools/national-visual-arts-standards

DIFFERENTIATED INSTRUCTION IN ART EDUCATION Strategies for differentiating instruction in an art class Students want to feel competent and accomplished in their educational pursuits. One way to help students build confidence is to allow them to choose their own methods to demonstrate learning. If you assign everyone the same art project, students who lack confidence in that area will not produce their best work. Even if they know a lot about the subject, their finished product won't be an accurate reflection of their ability or knowledge. The choices you offer depend on what you're assessing. Do you want students to be able to differentiate between historical art periods, such as impressionism and art nouveau? If so, some possible project or assessment options are: •

Have students create works of art in a chosen medium that represent styles from different periods of art from history.

•

Allow students to write a compare and contrast essay to compare two different art periods.

•

Let students design a poster using elements from a particular period of art.

Do you want students to demonstrate an understanding of the concept of perspective in art? If so, consider these options: •

Students could collect a series of images that demonstrate different perspectives and vantage points and share them with the class.

•

Students who enjoy writing could assume the role of an inanimate object and write a series of diary entries from that object's perspective. This could demonstrate that the concept of perspective is applicable to all art forms, including creative writing.

•

Students who own a camera could choose an image (such as a leaf, penny, or squirrel) to photograph from a variety of perspectives (such as from the ground, from far away, and up close). They can create a digital portfolio to showcase the series.

Differentiated instruction https://study.com/teach/differentiated-instruction.html

INSTRUCTION METHODS IN AP (The College Board for Art Pre-AP Level 2018-2019) Pre-AP course frameworks articulate the essential knowledge, skills, and practices all students need to be prepared for college and career. In short, the frameworks outline the what in terms of the content and skills teachers should prioritize. The Pre-AP teacher, in turn, breathes life into the course by defining the howâ€”creating the learning opportunities that allow students to build, practice, and strengthen the skills that will reward them throughout their high school coursework and prepare them for their futures. The Pre-AP teacher's role is to translate what lives in this framework into classroom learning. The Pre-AP course resources help teachers do that by modeling effective strategies and approaches that they can adapt and leverage throughout the course. The teacher-facing lessons and student resources (available to schools participating in the official Pre-AP Program) provide concrete models of how to apply the course framework and instructional principles to daily instruction. This section describes the overall Pre-AP instructional approach, or philosophy, to serve as a reference or guide for all teachers seeking to align their instruction to Pre-AP goals and principles. The following components bring shape, focus, and meaning to Pre-AP courses, while honoring and preserving the space and flexibility for teachers' instructional decision making: Shared principles: Instructional routines and strategies that unite all Pre-AP courses Areas of focus: Discipline-specific instructional priorities for the course Instructional resources: Overview of the lessons and resources that are provided to teachers participating in the official Pre-AP Program Pre-AP course teachers will receive more detailed course maps and planning tools through the digital resources and professional learning institute that come with official program participation.

ART EDUCATION IN CHINA An interesting artical on art education in China Art Education China has the tradition of valuing art education in educational institutions. The third National Conference on Education since China adopted the policy of reform and open-up has once again included students' development in art into the national guidelines for education. In recent years, rapid progress has been achieved in art education in regular educational institutions. A scientific administrative system over art education has been formed covering all levels of the country. A series of guiding documents concerning art education has been issued. The teaching structure of art education, inter-related between all stages from primary school, junior and senior secondary school to university, has taken an initial shape. More information can be found on the links belowďźš

http://np.china-embassy.org/eng/Education/t167599.htm

ASSESSMENT Of, As, and For LEARNING (adapted from National Art Education Core Standards and The College Board for Art Pre-AP Level 2018-2019) Pre-AP is designed to both facilitate and measure student learning while supporting teacher practice in the orchestration of instruction and assessment in the classroom. The Pre-AP theory of action is threefold: 1) purposeful and focused content, 2) horizontal alignment of skills and strategies, and 3) targeted assessments tied with feedback and reflection for both students and teachers. These elements guide Pre-AP curriculum and assessment design in order to support teacher learning as a means to increase student success. Therefore, these design features should widen the net of the number of students prepared for later high school and college coursework. The targeted assessments, feedback reports, and scoring rubrics help build a more consistent teacher understanding of performance expectations required by Pre-AP to build readiness for AP and college-level work. The emphasis on scoring student work and utilizing assessment feedback reports aligns strongly with qualitative feedback from the AP Program on the highly instructive value AP Readings and other distributive scoring models have on teacher understanding of assessment performance benchmarks. In Pre-AP courses, students begin by carefully examining one object, text, performance piece, or problem. They will engage in deep observation to build, refine, or confirm their knowledge, thus developing a foundational skill that supports analysis and learning in each discipline. As students encounter texts, art, graphs, maps, problems, and other source materials, they will learn to first engage in deep, close observation before being asked to explain and then apply or evaluate. In all four Pre-AP Arts courses, students will regularly engage in conversation about selected anchor worksâ€”key artistic examples that relate to students' own creative work, even if they are not performing or otherwise emulating this selected work directly. They will learn to observe and analyze these works in terms of craftâ€” describing how they were made. They analyze meaning or intent, identifying what the creator may have been aiming to express. In observing and analyzing these examples, students will be encouraged to frame their ideas using discipline-specific vocabulary.In the arts, academic conversation relates to student discussion of professional examples (as described in Close Observation and Analysis, above), but also to the ways that students are encouraged to effectively collaborate and communicate in the creation and presentation of their own work. Through guided discussion, Pre-AP Arts students will regularly share their own ideas and works in progress with one another and respond to the work of their peers. In these conversations, they will offer suggestions, provide rationales for their ideas, and compare and contrast their own work to the work of others. In discussing and refining their works and performances collaboratively, students will come to understand that there may be several possible solutions to any creative challenge.

SAMPLE ASSESSMENT RUBRIC

Assessment

Objectives

Goals & Expectations

GCE Percentage Weightings

Students will develop ideas through sustained and focused investigations A01

INVESTIGATE

informed by contextual and other

25%

sources，demonstrating analytical and critical understanding Students will explore and select appropriate resources， media， A02

DISCOVER

materials，techniques，and processes，

25%

reviewing and refining ideas as work develops Students will record ideas， insights relevant to intensions，reflecting A03

CREATE

critically on work and progress

25%

Students will present a personal and meaningful response that realises A04

PRESENT IDEAS

intensions and，where appropriate， making connections between visual and other elements

25%

SAMPLE STUDENT PERFORMANCE EVALUATION

Criteria for Success

Related Learning Objective

Strong Evidence

Sufficient Evidence

Limited Evidence

Student work has been

5.1A-VA (Proficient):

Process documentation

Process

Process documentation

purposefully refined and

With guidance,

includes ongoing evidence of

documentation

presents little or no evidence

revised over the course of its

experiment with

removing, combining,

includes evidence

of revision over time.

creation.

removing, combining,

rearranging and/or reworking

of removing,

rearranging, or

several aspects of the work

combining,

reworking one or more

in order to better align with

rearranging, or

parts of a work of art in

artistic intent.

reworking one or

order to better align

more elements of

with the overall intent

the work over time.

of the piece.

Visit pre-ap.collegeboard.org for more information about the Pre-AP Program.

https://pre-ap.collegeboard.org/pdf/pre-ap-visual-arts-cg-wr.pdf

STUDENT-CENTERED ASSESSMENTS Just like teachers, students need to know how to use assessments. NAEA identifies strategies for art educators to plan and implement quality assessments that maximize studentsâ€™ full potential. Student-centered assessments in the visual arts align with curricular standards, learning goals, objectives, and desired expressive outcomes such as idea development, habits of mind, and innovation and problem-solving skills (Eisner, 2002).

Assessment-literate art educators present assessments in student-friendly language; teach students how to use assessments; and explain what is being assessed, why it is being assessed, and how it is being assessed. With practice, students learn to use formative assessments to guide in-progress learning tasks so that they are better prepared to reach goals and targets measured through summative assessments.

As a general rule, art educators understand how the acts of taking chances and making mistakes (which sometimes occur during art production and inquiry tasks) can be important components of the learning process and lead to quality results. Art educators who are assessment literateâ€”that is, highly proficient in assessmentâ€”know how to use assessments to guide teaching and student performances that include creating artworks, developing portfolios, experimenting with art media and processes, brainstorming ideas, and reflecting in journals (Chappuis, Stiggins, Chappuis, & Arter, 2012; Sickler-Voigt, in press). They develop comprehensive learning tasks that encourage students to be aware of and apply artistic behaviors and mindsets (Hetland, Winner, Veenema, & Sheridan, 2013). When assessments are necessary for teaching evaluations, assessment-literate art educators consider strategies to make their results extend beyond compulsory exercises. Seeing the values of assessment in everyday teaching and as part of a well-rounded education, they communicate assessment results to students, parents, teachers, administrators, and policy makers. They articulate the valuable role of art education in our schools and communities NATIONAL ART EDUCATION ASSOCIATION www.arteducators.org Assessment White Papers for Art Education-pdf

ACTION PLANNING HIGH SCHOOL ACCOMMPLISHED CREATING: Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses. Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design. Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form. Demonstrate awareness of ethical implications of making and distributing creative work. Redesign an object, system, place, or design in response to contemporary issues. Engage in constructive critique with peers, then react on, re-engage, revise, and re-ne works of art and design in response to personal artistic vision. HIGH SCHOOL ACCOMPLISHED PRESENTING: Analyze, select, and critique personal artwork for a collection or portfolio presentation. ❑ Evaluate, select, and apply methods or processes appropriate to display artwork in a specific place. ❑ Make, explain, and justify connections between artists or artwork and social, cultural, and political history.

HIGH SCHOOL ACCOMPLISHED RESPONDING: Recognize and describe personal aesthetic and empathetic responses to the natural world and constructed environments. Evaluate the effectiveness of an image or images to influence ideas, feelings, and behaviors of specific audiences. Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works. ❑ Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

HIGH SCHOOL ACCOMPLISHED CONNECTING: Utilize inquiry methods of observation, research, and experimentation to explore unfamiliar subjects through art-making. Compare uses of art in a variety of societal, cultural, and historical contexts and make connections to uses of art in contemporary and local contexts.

LESSON PLANNING In addition to completing the scheme of work outlined below, The course design provides opportunities for students to develop the knowledge, skills, and dispositions articulated across the five big ideas in the arts framework, both during and outside of Pre-AP Arts module implementation. The course provides opportunities for students to engage in the Pre-AP Arts areas of focus outside of the Pre-AP instructional materials. The course provides opportunities for students to engage in the Pre-AP shared principles: Close observation and analysis Evidence-based writing Higher-order questioning Academic conversation Practice The instructional plan for the course includes opportunities for students to continue to practice and develop disciplinary skills outside of the Pre-AP instructional materials within each module. Assessment The instructional plan for the course includes one performance assessment and two formative assessments per module. Note: Semester-length arts courses are responsible for implementing one module and corresponding assessment. The instructional plan reflects the time and methods for using the performance task rubrics provide actionable feedback to students. The instructional plan reflects the time and/or methods and strategies for making responsive adjustments to future instruction based on student performance. Participating teachers and students are provided with discipline-specific materials and resources enabling students to complete the production- and performance-based work associated with the instructional modules. Students in Pre-AP Visual Arts courses will need access to art tools and materials (from within a range of options described in instructional modules) for student practice and creative production.

Pre-AP Visual Arts Areas of Focus Analysis and Interpretation: Students observe, investigate, and discuss a limited number of anchor works, which are works of art central to the themes and content of a particular topic, and relate these examples to their own creative work. Peer-to-Peer Dialogue: Students engage in structured conversations with peers to share ideas, respond to and offer advice on works in progress, critique final works, and discuss next steps. Experimentation: Students generate and consider a range of options for both the technical and expressive content of their work and make purposeful decisions about which options to incorporate in the work. Reflective writing: Students communicate and clarify ideas in writing throughout the creative process: as a component of research and idea generation, in describing works in progress, and in reflecting on final works.

Following a standardized lesson plan template. It is recommended that the vocabulary focus for the topics are theme-based, and connect to the “Useful Vocabulary for the AP Art Exam” from the reference books; How to Look at Modern Art, by Philip Yenawine and adapted lessons from

Drawing and Painting, by Kate Wilson, Printmaking by Bill Flik & Beth Grabowski, as well as online sources from The National Gallery of Art, The Getty Museum, MoMA, and Art of Education.

Week

Topics

Assessment

Learning Outcomes/Objectives

Teaching Activities / Ideas / Resources / Reference Materials / Art Supplies

Success Criteria/Key Vocabulary/ Differentiation/ Learner Profile/Formative and/or Summative Assessment/Cross-curricular and/or Connection to Extra-curricular activities

Weekly topics are

Objectives

(adapted from Pre-AP Visual

(Lessons are adapted from two

(Key Art Vocabulary is adapted

covered

(taken from

Arts Framework and National

books; Drawing and Painting, by

from How to Look at Modern Art, by

throughout the

Pre-AP Visual

Art Education Core

Kate Wilson and Printmaking by

Philip Yenawine with focus on

year where each

Arts Framewor

Standards)

Bill Fick & Beth Grabowski, as well

student-centered Q&A, having

project forms

k).

as online sources from The

students learn to evaluate and critique

around Visual Art

On completion of this Topic /

National Gallery of Art, The Getty

work’s of art and eachother’s artwork

Elements &

Section, students should be

Museum, MoMA, and Art of

with (VTS); Visual Thinking

Principles of Art

able TO:

Education sites.)

Strategies and talkabout formal

on Thematic

properties of Art Elements and

Topics...are

Art Movements, Periods and

created as task

Styles：

based projects that involves both subject and technical skills throughout the year

Abstract Expressionism, Abstraction, Art Deco, Art Nouveau, The Bauhaus, Color Field Painting, Conceptualism, Constructivism, and Suprematism, Cubism, Dada, Deconstructionism, De Stijl, Fauvism, German Expressionism

Principles.of Art

and Expressionism，Happenings， Thematic topics Drawing fabric， Patterns， Illustrating words， Insects，Drawing over Newspaper， Nature， Close-ups， Transformation， Tools，Negative， Positive Space， Non Objective， Wrong colors， Contraditions， Conceptual Illustrations， Posters，Signage， Extreme Perspectives， Chinese Proverbs，Poetry， Social Statements,Tiny Objects repeated Patterns, A Caf’e， School Canteen， School Gym， School Trackfield， Campus Architecture， Sculptures， Shoes，A Park， Views from a Mirror，Glass Bottles，Texture

Learning

Observe, investigate, and

Impressionism， Installation，

Assessment &

discuss a limited number of

Minimalism，Moderism，”Neo”, Op

Objectives

anchor works, which are

Art, Outsider Art，Pattern Painting，

(VTS); Visual Thinking Strategies What do you see?

works of art central to the

Performance Art，Photorealisim，

Development of

themes and content of a

Pointillism，Pop Art，

ideas through

particular topic, and relate

Post-Immpressionism，

sustained and

these examples to their own

Post-Modernism，Realisim，

focused

creative work.

Surrealism，Symbolism

informed by

Engage in structured

Visuals：

contextual and

conversations with peers to

other sources，

share ideas, respond to and

Visual Images in all media formats

demonstrating

offer advice on works in

are used sucvh as; places, people,

Line，Shape， Form， Space，

analytical and

progress, critique final works,

activities, animals, insects, plants

Texture， Value，& Color Theory

critical

and discuss next steps.

etc.Things, experiences, and

What made you think that? What more can you see?

investigations

understanding

emotions & feelings around us that

Art Elements and Principles.of Art Art Elements:

Principles of Art:

Generate and consider a

we see, listen to, watch, or

Explorations and

range of options for both the

experience are integrated in works

Balance，Harmony， Contrast，

selections of

technical and expressive

of art as well as references to Art

Movement，Rhythm， Emphasis，

appropriate

content of their work and make

History in; Photography，

Unity, Composition & Emotion

resources，

purposeful decisions about

Architecture, Artifacts,

media，

which options to incorporate in

Found-Objects, Drawings, Paintings

materials，

the work.

& Sculpture, Film, Poetry and other

techniques，and

mediums

processes，

Communicate and clarify

reviewing and

ideas in writing throughout the

refining ideas as

creative process: as a

work develops

component of research and

Media， Mediums， Tools &

idea generation, in describing

Supports

Recording their

works in progress, and in

ideas， insights

reflecting on final works.

relevant to

Art Supplies：

Graphite drawing pencils，Vine，or Willow drawing Charcoal，Soft Color

Areas of Concentration： References to 19th & 20th C. Art History，Figure Studies，Portraits，the Human Form，Still-Life，Nature Studies，Lanscapes，Abstract Art，Intro to Painting，Visual Expression， Project: ‘Music & Poetry，Intro to Illustration，Conceptual Drawing， Project: ‘Papier Collage’ Group Project: ‘Papier Mach’e’，Color Theory

Rubdowns， Self-Portraits， Anatomy， Opposites, The 5 Senses, Found objects，Drawing to Music Etc.

intensions， reflecting critically on work and progress Presentation of personal and meaningful responses that realises intensions and， where appropriate， making connections between visual and other elements

Pastels，or Conte Crayons， OilPastels， Fixatives, Spray-Mounts，Non-Toxic Water Color Paints，Tempura, Acrylic Art Mediums, Inks, Etching Tools, Brushes, Sponges, Clothes, Knives， Scrapers, Cutting-mats，Adhesives, Masking Tapes，Elmers Glue， Printmaking tools，Hot-Glue-Sticks， Color Art Paper，Magazines Etc.

SEM Week

Topics

Assessment

Learning Outcomes/Objectives

Teaching Activities / Ideas / Resources / Reference Materials / Comments

Success Criteria/Key Vocabulary/ Differentiation/ Learner Profile/Formative and/or Summative Assessment/Cross-curricular and/or Connection to Extra-curricular activities

SEM1 Week 1-2

Intro to Art

Development of

Mediums &

Introduction to the course.

ideas through

Supplies

sustained and

（Warm-up Activity）“Find someone Success Criteria - show the students in class who Can…”draw, paint,

make，“getting to know their names” examples of a Sketchbook and online

read about different types of Art

Course outline, rules and

focused Hand-out on

investigations

Classroom Rules,

informed by

Expectations,

contextual and

Goals,

other sources，

Assessment,

demonstrating

examples of a Pre-AP Sketchbook

talk about Art they know of talk about visiting a museum

analytical and

skim and scan to identify and

disscussion

critical

retrieve facts and details in a text

required materials

understanding explain and discuss their favorite

and supplies,

expectations, teacher and student

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of Art

Supports and course requirements.

and Art Supplies & Mediums they will be using using an over-head projector

Grading Open on

types of mediums and physical

Students will be able to…

Student

Explorations

art activities and talk about their

responsibilities，

and selections

interests in the arts

Talk about

of appropriate

up-comming

resources，

Projects (focus on

media，materials， the text and the questions

Listening &

techniques，and

Responding taking

processes，

notes and asking

reviewing and

questions)

refining ideas as

Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

Colors, Shapes, Places，Things Pedagogical Approach(es)

recognize connections between

including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based,

make contributions and influence

skills development, cooperative

a discussion

learning, and peer teaching. Differentiation

work develops Share and compare; provide mark

Recording their

ideas， insights

scheme, peer and/or self-assessment.

relevant to

All four modalities present (reading,

intensions，

writing, listening, and speaking)

reflecting critically on work and

Learner Profile – communication and

progress

collaboration

Presentation of

Assessment/Evaluation – formative

personal and

(open and directed questioning,

meaningful

monitoring of student progress, skim

responses that

and scan (check for underlining of key

realises

words and some answering of content

intensions and，

questions)

where Interdisciplinary

appropriate，

Learning/Connection to

making

Extra-curricular activities -

connections

(to be

added later through staff meetings/CPD)

between visual and other elements

Week 3-4

Intro to Art

Development of

Introduction to The Elements

Elements：

ideas through

of Art with focus on LINE.

Contour Lines

sustained and focused

Review Hand-out

Students will be able to…

investigations

on Classroom

informed by

Rules,

contextual and

Expectations,

other sources，

Goals,

demonstrating

Assessment,

analytical and

Grading

critical

Main Activity；

Success Criteria -

Wire Sculpture Line Drawing

Key Vocabulary - Learners are able to

Exercise: “Drawing without

comprehend and talk about the formal

fear“Warm-up activities which

properties of Art;

read about different types of Lines

students are asked to create blind

in Art

contour line drawings of a wire

Sculpture，Line，Contour Line，Blind

sculpture they will make using

Contour，2-D；（Two-Demensional

three basic drawing methods；

Lines）

explain and discuss by showing examples of Contour Line Drawings

making sure each

understanding

student is prepared with an A-4 or A-3 size Sketchbook.

recognize connections between the text and the questions

Explorations and selections

make contributions and influence

of appropriate

a discussion

Continuous Line Drawing

2D Contour Line Drawing

Blind Contour Line Drawing

resources，

What do you see? What made you think that? What more can you see?

media，materials， techniques，and

Media， Mediums， Tools &

Open disscussion

processes，

Supports

on required

reviewing and

materials and

refining ideas as

supplies, Student

work develops

responsibilities，

(VTS); Visual Thinking Strategies

Art Elements and Principles.of Art Graphite drawing pencils，Vine，or Willow drawing Charcoal，

Art Elements:

Show examples of images in the

Line，Shape， Form， Space，

Refference Book: “Useful

Texture， Value，& Color Theory

Talk about

Recording their

up-comming

ideas， insights

Projects (focus on

relevant to

Vocabulary” from How to Look at

Modern Art, by Philip Yenawine

Principles of Art:

Listening &

intensions，

Responding taking

reflecting critically

Balance，Harmony， Contrast，

notes and asking

on work and

questions)

progress

Presentation of personal and meaningful responses that realises intensions and， where appropriate， making connections between visual and other

Continuous Line Drawing

Movement，Rhythm， Emphasis， Students draw by producing without

Unity, Composition & Emotion

ever lifting the drawing instrument from the page. This means that, in addition to outlines and internal shapes, the pencil must move back and forth across the surface of the paper, with lines doubling back on each other, so that the drawing is one free-flowing, unbroken line. To avoid the temptation to erase lines, it can be

Pedagogical Approach(es)

helpful to complete a continuous line

including inquiry/discovery based,

drawing with an ink pen, varying the

concept based, cooperative learning,

line weight, as needed, to indicate

peer teaching, etc. - concept based,

elements

perspective and areas of light and

skills development, cooperative

shadow. Like the drawing methods

learning, and peer teaching.

described above, this drawing method develops confidence and drawing

Differentiation

speed, and encourages your eyes and hand and brain to work together. Continuous line drawings work best with in-depth observation of a subject, without interference from your thinking.

2D Contour Line Drawing

The purpose of contour drawing is to emphasize the mass and volume of the subject rather than the detail; the focus is on the outlined shape of the subject and not the minor details.

Share and compare; provide mark scheme, peer and/or self-assessment. All four modalities present (reading, writing, listening, and speaking) Learner Profile â€“ communication and collaboration Assessment/Evaluation â€“ formative (open and directed questioning, monitoring of student progress, skim and scan (check for underlining of key words and some answering of content questions)

The illusion of three-dimensional form, space and distance can be conveyed

Interdisciplinary

in a contour drawing through the use

Learning/Connection to

of varied line-weight (darker lines in

Extra-curricular activities -

the foreground / paler lines in the

added later through staff meetings/CPD)

distance) and perspective. Contour Drawing Exercises: Using line alone eliminates the challenge of applying tone, colour and mediums; and instead focuses attention solely upon shape and proportion. After completing warm-up activities such as blind and gesture drawings, slower, more formal contour drawings can be an excellent way to begin more

(to be

realistic representations of your subject matter. Used intermittently throughout projects, contour drawings can also be helpful for the student who needs to work faster.

Blind Contour Line Drawing

A blind contour drawing contains lines that are drawn without ever looking at the piece of paper. This forces you to study a scene closely, observing every shape and edge with your eyes, as your hand mimics these on paper. The aim is not to produce a realistic artwork, but rather to strengthen the connection between eyes, hand and brain: a reminder that, when drawing, you must first learn to see. Blind Drawing Exercises: Blind drawing is an excellent way to start a high school Fine Art programme. Drawing wobbly lines that bear little resemblance to the chosen object is relaxing and stress-free. Often, a classroom bubbles with laughter at the unexpected results. Blind drawing stretches the arms and soul; eases you into

observational drawing without fear.

Week

Intro to：

5-6

Development of

Introduction to LINES.

Main Activity；

ideas through Line Elements Part A） making sure each student is prepared with an A-4 or A-3 size Sketchbook.

sustained and

types of LINES and physical examples Students will be able to…

Line Drawing Exercise Part A

focused investigations informed by

Sketchbook

talk about Art they know of

“Activitiy which students are to explore outside of the classroom

talk about visiting a museum

demonstrating

and build a Visual Vocabulary of different types of Lines.

analytical and

skim and scan to identify and

critical

retrieve facts and details in a text

and Art Supplies & Mediums they will be using using an over-head projector

Media， Mediums， Tools &

properties of Art; Basic Line Elements;

Supports

Thin lines, Thick lines，Squiggly lines，

art activities and talk about their

on required

and selections

interests in the arts

materials and

of appropriate

supplies, Student

resources，

responsibilities，

media，materials， the text and the questions

Talk about

techniques，and

up-comming

processes，

Projects (focus on

reviewing and

Listening &

refining ideas as

Responding taking

work develops

ideas， insights

Art

explain and discuss their favorite

Explorations

questions)

reference books and the types of

comprehend and talk about the formal

Open disscussion

Recording their

Briefly talk about the images in the

Key Vocabulary - Learners are able to

understanding

notes and asking

and online examples of a Pre-AP

read about different types of Art

contextual and other sources，

Success Criteria - show the students

recognize connections between

Straight lines，Curved Lines， Vertical

Graphite drawing pencils，Line

lines，Horizonal lines，Diagonal lines，

Study Handout from the Getty

Long lines，Short lines，Crosshatched

Museum

lines，Parallel lines，Spiral lines，Dotted or Dashed lines，Zigzag lines

make contributions and influence a discussion

(VTS); Visual Thinking Strategies Show examples of images in the Refference Book: “Fomal Properties

What do you see?

of Art” from How to Look at Modern

Art, by Philip Yenawine

What made you think that? What more can you see?

Students are shown examples of

relevant to

other AP Line Studies online and

intensions，

spend vaulable time outside of the

reflecting critically

classroom and inside by drawing the

on work and

following types of lines...

progress

Art Elements and Principles.of Art Art Elements:

Thin lines, Thick lines，Squiggly lines，

Presentation of

Straight lines，Curved Lines， Vertical

personal and meaningful

lines，Horizonal lines，Diagonal lines， Texture， Value，& Color Theory Long lines，Short lines，Crosshatched

responses that

lines，Parallel lines，Spiral lines，

realises

Dotted or Dashed lines，Zigzag lines

Line，Shape， Form， Space，

Principles of Art:

intensions and，

Balance，Harmony， Contrast，

where

Movement，Rhythm， Emphasis，

appropriate，

Unity, Composition & Emotion

making connections between visual and other elements

Assessment/Evaluation – formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

6-7

Development of

Introduction to LINES

Main Activity；

Students will be able to…

Line Drawing Exercise Part B

ideas through Line Elements Part B） (Lines in Color)

sustained and

types of mediums and physical

focused investigations informed by

examples of a Pre-AP Sketchbook

talk about Art they know of

other sources，

student is

demonstrating

prepared with an

analytical and

skim and scan to identify and

A-4 or A-3 size

critical

retrieve facts and details in a text

Sketchbook.

understanding

talk about visiting a museum

Explorations

art activities and talk about their

and selections

interests in the arts

of appropriate

on required

resources，

materials and

media，materials， the text and the questions

supplies, Student

techniques，and

recognize connections between

make contributions and influence

Briefly talk about the images in the reference books and the types of

Art

and Art Supplies & Mediums they will be using using an over-head projector

(VTS); Visual Thinking Strategies What do you see?

Supports What made you think that? Graphite drawing pencils，Vine，or Willow drawing Charcoal，Soft Color

Open disscussion

reviewing and

different types of Lines in Color。

Media， Mediums， Tools & explain and discuss their favorite

Talk about

“Activitiy which students are to build a Visual Vocabulary of

making sure each

processes，

examples of a Sketchbook and online

read about different types of Art

contextual and

responsibilities，

Success Criteria - show the students

What more can you see?

Pastels，or Conte Crayons， OilPastels，Masking Tapes，Erasers Art Elements and Principles.of Art

a discussion

Etc.

up-comming

refining ideas as

Projects (focus on

work develops

Art Elements:

Responding taking

Recording their

Line，Shape， Form， Space，

notes and asking

ideas， insights

Show examples of images in the

questions)

relevant to

Refference Book: “Fomal Properties

intensions，

of Art” from How to Look at Modern

reflecting critically

Art, by Philip Yenawine

Listening &

on work and progress

other AP Line Studies online and

Unity, Composition & Emotion

personal and

drawing the following types of lines

meaningful

from the previous lesson by creating a

responses that

design poster of Lines in Color.

where appropriate， making connections between visual

Balance，Harmony， Contrast， Movement，Rhythm， Emphasis，

spend vaulable time outside inside by

intensions and，

Principles of Art:

Students are shown examples of

Presentation of

realises

Texture， Value，& Color Theory

Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based,

Thin lines, Thick lines，Squiggly lines， skills development, cooperative Straight lines，Curved Lines， Vertical learning, and peer teaching. lines，Horizonal lines，Diagonal lines， Long lines，Short lines，Crosshatched lines，Parallel lines，Spiral lines， Dotted or Dashed lines，Zigzag lines

Differentiation Share and compare; provide mark scheme, peer and/or self-assessment.

and other

All four modalities present (reading,

elements

writing, listening, and speaking) Learner Profile – communication and collaboration Assessment/Evaluation – formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some

answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

8-9

Development of

Introduction to

Main Activity；

ideas through Line Elements Part C） (Abstraction)

sustained and

types of mediums and physical

ABSTRACT LINES

Line Drawing Exercise Part C

focused investigations informed by

other sources，

student is

demonstrating

prepared with an

analytical and

A-4 or A-3 size

critical

Sketchbook.

understanding

examples of a Pre-AP Sketchbook

read about different types of Art

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

different types of Lines in Color to create an abstract drawing

talk about visiting a museum skim and scan to identify and

Briefly talk about the images in the reference books and online images that describe Movement in Art with adjectives

around an ACTIVITY they enjoy doing or watching

Key Vocabulary - Learners are able to

retrieve facts and details in a text

comprehend and talk about the formal

Explorations and selections

explain and discuss their favorite

Open disscussion

of appropriate

art activities and talk about their

on required

resources，

interests in the arts

materials and

media，materials，

supplies, Student

techniques，and

responsibilities，

processes，

Talk about

reviewing and

up-comming

refining ideas as

Projects (focus on

work develops

Media， Mediums， Tools & Supports

properties of Art; Basic Line Elements; Thin lines, Thick lines，Squiggly lines， Straight lines，Curved Lines， Vertical

Graphite drawing pencils，Vine，or

lines，Horizonal lines，Diagonal lines，

recognize connections between

Willow drawing Charcoal，Soft Color

Long lines，Short lines，Crosshatched

the text and the questions

Pastels，or Conte Crayons，

lines，Parallel lines，Spiral lines，Dotted

OilPastels，Masking Tapes，Erasrers

or Dashed lines，Zigzag lines in

Etc.

combination of various adjectives that

make contributions and influence a discussion

describe Movement & Rythym.

Listening & Responding taking

examples of a Sketchbook and online

Students will be able to…

contextual and making sure each

Success Criteria - show the students

Recording their Show examples of images in the

notes and asking

ideas， insights

Refference Book: “Fomal Properties

questions)

relevant to

of Art” from How to Look at Modern

intensions，

Art, by Philip Yenawine

What do you see?

on work and

Students are shown examples of

What made you think that?

progress

Works of Art and spend vaulable time

(VTS); Visual Thinking Strategies

reflecting critically

inside by drawing from only three

What more can you see?

different line studies from the previous lesson into making an Abstract

Presentation of

drawing around a favourite Activity,

personal and

then have other students guess the

meaningful

type of activty based on Guesture

responses that

Lines & Movement.

realises

Art Elements and Principles.of Art Art Elements: Line，Shape， Form， Space， Texture， Value，& Color Theory

intensions and，

Thin lines, Thick lines，Squiggly lines，

where

Straight lines，Curved Lines， Vertical

appropriate，

lines，Horizonal lines，Diagonal lines，

making

Long lines，Short lines，Crosshatched

Balance，Harmony， Contrast，

connections

lines，Parallel lines，Spiral lines，

Movement，Rhythm， Emphasis，

between visual

Dotted or Dashed lines，Zigzag lines

Unity, Composition & Emotion

Principles of Art:

and other elements Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative learning, and peer teaching. Differentiation Share and compare; provide mark

scheme, peer and/or self-assessment. All four modalities present (reading, writing, listening, and speaking) Learner Profile – communication and collaboration Assessment/Evaluation – formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

10-11

Development of

Introduction to

Main Activity；

TEXTURE

Texture Drawing Exercise

ideas through TEXTURE Part A） making sure each student is prepared with an A-4 or A-3 size Sketchbook.

sustained and

types of mediums and physical

focused investigations informed by

examples of a Pre-AP Sketchbook

read about different types of Art

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

demonstrating analytical and

different types of Texture by making rubbings from Nature

Explorations

reference books and the types of Art and Art Supplies & Mediums they will be using using an over-head projector

Key Vocabulary - Learners are able to comprehend and talk about the formal

skim and scan to identify and retrieve facts and details in a text

Open disscussion

Briefly talk about the images in the

talk about visiting a museum

critical understanding

examples of a Sketchbook and online

Students will be able to…

contextual and other sources，

Success Criteria - show the students

Media， Mediums， Tools & Supports

properties of Art; Texture; Bumby，Smooth, Hairy, Soft, Sandy,

on required

and selections

explain and discuss their favorite

materials and

of appropriate

art activities and talk about their

supplies, Student

resources，

interests in the arts

responsibilities，

media，materials，

Talk about

techniques，and

recognize connections between

up-comming

processes，

the text and the questions

Projects (focus on

reviewing and

Listening &

refining ideas as

make contributions and influence

Responding taking

work develops

a discussion

notes and asking questions)

Recording their ideas， insights relevant to intensions， reflecting critically on work and progress

Woody, Dusty, Wet, Organic，Brittle，

Graphite drawing pencils，Vine，or

Hard，Striggy， Long，Thin，Wide，

Willow drawing Charcoal，Soft Color

Perforated, Grassy，Weaved，Bubbles，

Pastels，or Conte Crayons，

Striped，Dotted，Etc

Fixatives, Spray-Mounts， (VTS); Visual Thinking Strategies What do you see? Show examples of images in the Refference Book: “Fomal Properties of Art” from How to Look at Modern

Art, by Philip Yenawine

What made you think that? What more can you see?

Students are shown examples of other AP Texture Studies online and

Art Elements and Principles.of Art

spend vaulable time outside of the classroom and inside by drawing the

Art Elements:

following types of Texture

Line，Shape， Form， Space， Presentation of

Bumby，Smooth, Hairy, Soft, Sandy,

personal and

Woody, Dusty, Wet, Organic，Brittle，

meaningful

Hard，Striggy， Long，Thin，Wide， Principles of Art:

responses that

Perforated, Grassy，Weaved，

realises

Bubbles， Striped，Dotted，Etc

Texture， Value，& Color Theory

Balance，Harmony， Contrast，

intensions and，

Movement，Rhythm， Emphasis，

where

Unity, Composition & Emotion

appropriate， making connections between visual and other elements

Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative learning, and peer teaching.

Differentiation Share and compare; provide mark scheme, peer and/or self-assessment. All four modalities present (reading, writing, listening, and speaking) Learner Profile – communication and collaboration Assessment/Evaluation – formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

12-13

Development of

Introduction to

Main Activity；

ideas through TEXTURE Part B） ‘Paper Collage’

sustained and

types of mediums and physical

TEXTURE

‘Paper Collage of a Still Life’

Students will be able to…

“Activitiy which students are to

focused investigations informed by

read about different types of Art

contextual and &

other sources，

analytical and critical

examples of a Sketchbook and online examples of a Pre-AP Sketchbook

use their Visual Vocabulary of

Briefly talk about the images in the

of Texture rubbings into a

reference books and the types of

Paper Collage’

and Art Supplies & Mediums they will be

talk about Art they know of

Art

using using an over-head projector

demonstrating ‘Tone & Value’

Success Criteria - show the students

talk about visiting a museum

Key Vocabulary - Learners are able to Show examples of images in the

making sure each

understanding

student is prepared with an A-4 or A-3 size Sketchbook.

skim and scan to identify and

Refference Book: “Fomal Properties

comprehend and talk about the formal

retrieve facts and details in a text

of Art” from How to Look at Modern

properties of Art; Texture;

Explorations

Art, by Philip Yenawine Bumby，Smooth, Hairy, Soft, Sandy,

and selections

explain and discuss their favorite

of appropriate

art activities and talk about their

Students are shown examples of

Woody, Dusty, Wet, Organic，Brittle，

resources，

interests in the arts

other AP Paper Collage Studies

Hard，Striggy， Long，Thin，Wide，

online and spend vaulable time inside

Perforated, Grassy，Weaved，Bubbles， Striped，Dotted，Etc

media，materials， techniques，and

recognize connections between

by making a Collage from their texture

Open disscussion

processes，

the text and the questions

rubbings of a Still Life to learn

on required

reviewing and

materials and

refining ideas as

make contributions and influence

supplies, Student

work develops

a discussion

differences in ‘Tone & Value’

(VTS); Visual Thinking Strategies

Bumby，Smooth, Hairy, Soft, Sandy,

What do you see?

Woody, Dusty, Wet, Organic，Brittle，

responsibilities，

What made you think that?

Talk about

Recording their

Hard，Striggy， Long，Thin，Wide，

up-comming

ideas， insights

Perforated, Grassy，Weaved，

Projects (focus on

relevant to

Bubbles， Striped，Dotted，Etc

Listening &

intensions，

Responding taking

reflecting critically

notes and asking

on work and

questions)

progress

Art Elements:

Presentation of

Line，Shape， Form， Space，

personal and

Texture， Value，& Color Theory

What more can you see?

Art Elements and Principles.of Art

meaningful responses that

Principles of Art:

realises intensions and，

Balance，Harmony， Contrast，

where

Movement，Rhythm， Emphasis，

appropriate，

Unity, Composition & Emotion

making connections between visual and other

elements

Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative learning, and peer teaching. Differentiation Share and compare; provide mark scheme, peer and/or self-assessment. All four modalities present (reading, writing, listening, and speaking) Learner Profile â€“ communication and collaboration Assessment/Evaluation â€“ formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

13-14

Development of

Introduction to

Main Activity；

ideas through Color Theory

（Four weeks） Part A）

sustained and

types of mediums and physical

Color Theory

‘Tone & Value’

Students will be able to…

“Activitiy which students are to

focused investigations informed by

read about different types of Art

contextual and ‘Tone & Value’

other sources，

analytical and

understanding

student is prepared with an

different Values.

reference books and the types of

and Art Supplies & Mediums they will be

talk about visiting a museum

Media， Mediums， Tools & Supports

skim and scan to identify and

Explorations

Graphite drawing pencils，Vine，or Willow drawing Charcoal，Soft Color

A-4 or A-3 size

and selections

explain and discuss their favorite

Sketchbook.

of appropriate

art activities and talk about their

OilPastels， Non-Toxic Water Color

resources，

interests in the arts

Paints，Tempura, Acrylic Art

media，materials， Open disscussion on required materials and supplies, Student

processes， reviewing and refining ideas as

Art

using using an over-head projector

retrieve facts and details in a text

techniques，and

examples of a Pre-AP Sketchbook Briefly talk about the images in the

talk about Art they know of

critical making sure each

examples of a Sketchbook and online

build a Visual Vocabulary of

demonstrating (Two weeks)

Success Criteria - show the students

recognize connections between

Pastels，or Conte Crayons，

Key Vocabulary - Learners are able to comprehend and talk about the formal properties of Art; Color: Tonal Value，Saturation，Harmonious Colors，Warm and Cool，Primary & Secondary Colors, Complimentary Colors，Tertiary Colors,

Mediums, Inks, Brushes

the text and the questions make contributions and influence a discussion

work develops

responsibilities， Talk about

Recording their

up-comming

ideas， insights

Projects (focus on

relevant to

Listening &

intensions，

Responding taking

reflecting critically

notes and asking questions)

Show examples of images in the Refference Book: “Fomal Properties

(VTS); Visual Thinking Strategies What do you see?

of Art” from How to Look at Modern

Art, by Philip Yenawine

What made you think that?

on work and

Students are shown examples of

What more can you see?

progress

other AP Tone & Value Studies online and spend vaulable time outside of

Presentation of

personal and

the classroom and inside by drawing

meaningful

the following types of Texture

Art Elements and Principles.of Art

responses that realises

Thin lines, Thick lines，Squiggly lines， Art Elements:

intensions and，

Straight lines，Curved Lines， Vertical

where

lines，Horizonal lines，Diagonal lines，

appropriate，

Long lines，Short lines，Crosshatched

making

lines，Parallel lines，Spiral lines，

connections

Dotted or Dashed lines，Zigzag lines

Line，Shape， Form， Space， Texture， Value，& Color Theory Principles of Art:

between visual

Balance，Harmony， Contrast，

and other

Movement，Rhythm， Emphasis，

elements

Unity, Composition & Emotion

(open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some answering of content questions) Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Week

Intro to：

15-16

Development of

Introduction to

Main Activity；

ideas through Color Theory Part B） ‘Tone & Value

sustained and

types of mediums and physical

Color Theory

‘Tone & Value

Students will be able to…

In Color’

focused investigations informed by

read about different types of Art

contextual and In Color’

other sources，

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

different Values in Color

demonstrating (Three to Four

analytical and

examples of a Pre-AP Sketchbook Briefly talk about the images in the reference books and the types of

Art

and Art Supplies & Mediums they will be using using an over-head projector

Key Vocabulary - Learners are able to skim and scan to identify and

Media， Mediums， Tools &

retrieve facts and details in a text

Supports

and selections

explain and discuss their favorite

Graphite drawing pencils，Vine，or

of appropriate

art activities and talk about their

Willow drawing Charcoal，Soft Color

resources，

interests in the arts

Pastels，or Conte Crayons，

understanding

examples of a Sketchbook and online

talk about visiting a museum

critical weeks)

Success Criteria - show the students

comprehend and talk about the formal properties of Art; Color:

Explorations making sure each student is prepared with an A-4 or A-3 size Sketchbook.

OilPastels， Fixatives,

media，materials， techniques，and processes， reviewing and refining ideas as

recognize connections between

Spray-Mounts，Non-Toxic Water

the text and the questions

Color Paints，Tempura, Acrylic Art

make contributions and influence

(VTS); Visual Thinking Strategies What do you see? What made you think that? What more can you see? Art Elements and Principles.of Art

Open disscussion

work develops

a discussion

Mediums, Inks, Brushes, Sponges, Art Elements:

on required materials and supplies, Student responsibilities， Talk about up-comming Projects (focus on Listening & Responding taking notes and asking questions)

Recording their Line，Shape， Form， Space，

ideas， insights relevant to

Show examples of images in the

intensions，

Refference Book: “Fomal Properties

reflecting critically

of Art” from How to Look at Modern

on work and

Art, by Philip Yenawine

progress

Texture， Value，& Color Theory Principles of Art: Balance，Harmony， Contrast，

Students are shown examples of

Movement，Rhythm， Emphasis，

Presentation of

other AP Line Studies online and

Unity, Composition & Emotion

personal and

spend vaulable time outside of the

meaningful

classroom and inside by drawing the

responses that

following types of Texture

realises intensions and， where appropriate， making connections between visual

Thin lines, Thick lines，Squiggly lines， Straight lines，Curved Lines， Vertical lines，Horizonal lines，Diagonal lines， Long lines，Short lines，Crosshatched lines，Parallel lines，Spiral lines， Dotted or Dashed lines，Zigzag lines

Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative learning, and peer teaching.

and other elements

(to be

added later through staff meetings/CPD)

Week

Intro to：

17-18

Development of

Introduction to

Main Activity；

ideas through Water Color Part A） ‘Tone & Value

sustained and

types of mediums and physical

Water Color

‘Tone & Value

Students will be able to…

In Water Color’

focused investigations informed by

read about different types of Art

contextual and In Color’

other sources，

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

different Values in Color

demonstrating (Two to Three

analytical and

weeks)

critical understanding

Success Criteria - show the students examples of a Sketchbook and online examples of a Pre-AP Sketchbook Briefly talk about the images in the reference books and the types of

Art

and Art Supplies & Mediums they will be using using an over-head projector

talk about visiting a museum

Key Vocabulary - Learners are able to skim and scan to identify and

Media， Mediums， Tools &

retrieve facts and details in a text

Supports

comprehend and talk about the formal properties of Art; Color:

Explorations making sure each

and selections

explain and discuss their favorite

Graphite drawing pencils，Vine，or

student is

of appropriate

art activities and talk about their

Willow drawing Charcoal，Soft Color

prepared with an

resources，

interests in the arts

Pastels，or Conte Crayons，

A-4 or A-3 size

media，materials，

Sketchbook.

techniques，and processes， reviewing and refining ideas as

OilPastels， Fixatives, recognize connections between

Spray-Mounts，Non-Toxic Water

the text and the questions

Color Paints，Tempura, Acrylic Art

make contributions and influence

(VTS); Visual Thinking Strategies What do you see? What made you think that? What more can you see? Art Elements and Principles.of Art

Open disscussion

work develops

a discussion

Mediums, Inks, Brushes, Sponges, Art Elements:

on required materials and supplies, Student responsibilities， Talk about up-comming Projects (focus on Listening & Responding taking notes and asking questions)

Recording their Line，Shape， Form， Space，

ideas， insights relevant to

Show examples of images in the

intensions，

Refference Book: “Fomal Properties

reflecting critically

of Art” from How to Look at Modern

on work and

Art, by Philip Yenawine

progress

Texture， Value，& Color Theory Principles of Art: Balance，Harmony， Contrast，

Students are shown examples of

Movement，Rhythm， Emphasis，

Presentation of

other AP Water Color Paintings

Unity, Composition & Emotion

personal and

online and spend vaulable time in a

meaningful

Art Studio by drawing and Painting

responses that

with Transparent Washes and

realises

Underpainting and sdding Texture

intensions and，

Pedagogical Approach(es)

where

including inquiry/discovery based,

appropriate，

concept based, cooperative learning,

making

peer teaching, etc. - concept based,

connections

skills development, cooperative

between visual

learning, and peer teaching.

and other elements

(to be

added later through staff meetings/CPD)

Week

Intro to：

19-20

Development of

Introduction to

Main Activity；

ideas through Artist’s Oil Paint Part A） ‘Tone & Value

sustained and

types of mediums and physical

Artist’s Oil Paint

‘Tone & Value

Students will be able to…

With Artist’s Oil Paint’

focused investigations informed by

read about different types of Art

contextual and In Color’

other sources，

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

different Values in Color

demonstrating (Two to Three

analytical and

weeks)

critical understanding

examples of a Sketchbook and online examples of a Pre-AP Sketchbook Briefly talk about the images in the reference books and the types of

Art

and Art Supplies & Mediums they will be using using an over-head projector

talk about visiting a museum

Key Vocabulary - Learners are able to skim and scan to identify and

Media， Mediums， Tools &

retrieve facts and details in a text

Supports

comprehend and talk about the formal properties of Art; Basic Elements; Colors, Shapes, Places，Things

Explorations making sure each

Success Criteria - show the students

and selections

explain and discuss their favorite

Graphite drawing pencils，Vine，or

student is

of appropriate

art activities and talk about their

Willow drawing Charcoal，Soft Color

Pedagogical Approach(es)

prepared with an

resources，

interests in the arts

Pastels，or Conte Crayons，

including inquiry/discovery based,

A-4 or A-3 size

media，materials，

OilPastels， Fixatives,

concept based, cooperative learning,

Sketchbook.

techniques，and

recognize connections between

Spray-Mounts，Non-Toxic Water

peer teaching, etc. - concept based,

the text and the questions

Color Paints，Tempura, Acrylic Art

skills development, cooperative

processes， reviewing and refining ideas as

learning, and peer teaching. make contributions and influence

Open disscussion

work develops

a discussion

Mediums, Inks, Brushes, Sponges,

Differentiation

on required materials and supplies, Student responsibilities， Talk about up-comming Projects (focus on Listening & Responding taking notes and asking questions)

Recording their

Share and compare; provide mark

ideas， insights

scheme, peer and/or self-assessment.

relevant to

Show examples of images in the

intensions，

Refference Book: “Fomal Properties

reflecting critically

of Art” from How to Look at Modern

on work and

Art, by Philip Yenawine

progress

All four modalities present (reading, writing, listening, and speaking) Learner Profile – communication and collaboration

Students are shown examples of

Presentation of

other AP Water Color Paintings

Assessment/Evaluation – formative

personal and

online and spend vaulable time in a

(open and directed questioning,

meaningful

Art Studio by drawing and Painting

monitoring of student progress, skim

responses that

with Transparent Washes and

and scan quiz/exit card (check for

realises

Underpainting and sdding Texture

underlining of key words and some

intensions and，

answering of content questions)

where appropriate，

Interdisciplinary

making

Learning/Connection to

connections

Extra-curricular activities -

between visual

added later through staff meetings/CPD)

(to be

and other elements

Week

Intro to：

21-22

Development of

Introduction to

Main Activity；

Artist’s Oil Paint

‘Tone & Value

Students will be able to…

With Artist’s Oil Paint’

ideas through Artist’s Oil Paint Part A）

sustained and

types of mediums and physical

focused investigations

Success Criteria - show the students examples of a Sketchbook and online examples of a Pre-AP Sketchbook

‘Tone & Value

informed by

read about different types of Art

contextual and In Color’

other sources，

talk about Art they know of

“Activitiy which students are to build a Visual Vocabulary of

reference books and the types of

different Values in Color

and Art Supplies & Mediums they will be

demonstrating (Two to Three

analytical and

weeks)

critical

Briefly talk about the images in the Art

using using an over-head projector talk about visiting a museum

Key Vocabulary - Learners are able to skim and scan to identify and

Media， Mediums， Tools &

comprehend and talk about the formal

retrieve facts and details in a text

Supports

properties of Art; Basic Elements;

explain and discuss their favorite

Graphite drawing pencils，Vine，or

art activities and talk about their

Willow drawing Charcoal，Soft Color

Pedagogical Approach(es)

interests in the arts

Pastels，or Conte Crayons，

including inquiry/discovery based,

OilPastels， Fixatives,

concept based, cooperative learning,

Spray-Mounts，Non-Toxic Water

peer teaching, etc. - concept based,

processes，

Color Paints，Tempura, Acrylic Art

skills development, cooperative

reviewing and

make contributions and influence

Mediums, Inks, Brushes, Sponges,

learning, and peer teaching.

Open disscussion

refining ideas as

a discussion

on required

work develops

understanding

Explorations making sure each student is prepared with an A-4 or A-3 size Sketchbook.

and selections of appropriate resources， media，materials， techniques，and

materials and supplies, Student responsibilities， Talk about up-comming Projects (focus on Listening & Responding taking notes and asking questions)

Recording their ideas， insights relevant to intensions， reflecting critically on work and progress

Presentation of personal and meaningful responses that realises intensions and，

recognize connections between the text and the questions

Colors, Shapes, Places，Things

Differentiation Show examples of images in the Refference Book: “Fomal Properties

Share and compare; provide mark scheme, peer and/or self-assessment.

of Art” from How to Look at Modern

All four modalities present (reading,

Art, by Philip Yenawine

writing, listening, and speaking)

Students are shown examples of other AP Water Color Paintings

Learner Profile – communication and collaboration

online and spend vaulable time in a Art Studio by drawing and Painting

Assessment/Evaluation – formative

with Transparent Washes and

(open and directed questioning,

Underpainting and sdding Texture

monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some

where

answering of content questions)

appropriate， making

Interdisciplinary

connections

Learning/Connection to

between visual

Extra-curricular activities -

and other

added later through staff meetings/CPD)

(to be

elements

Week

Intro to：

22-23

Development of

Introduction to

Main Activity；

Artist’s Oil Paint

‘Tone & Value

Students will be able to…

With Artist’s Oil Paint’

ideas through Artist’s Oil Paint Part A） ‘Tone & Value

sustained and

types of mediums and physical

focused investigations informed by

read about different types of Art

contextual and In Color’

other sources，

“Activitiy which students are to build a Visual Vocabulary of

talk about Art they know of

different Values in Color

demonstrating (Two to Three

analytical and

weeks)

critical understanding

Success Criteria - show the students examples of a Sketchbook and online examples of a Pre-AP Sketchbook Briefly talk about the images in the reference books and the types of

Art

and Art Supplies & Mediums they will be using using an over-head projector

talk about visiting a museum

Key Vocabulary - Learners are able to skim and scan to identify and

Media， Mediums， Tools &

retrieve facts and details in a text

Supports

comprehend and talk about the formal properties of Art; Basic Elements; Colors, Shapes, Places，Things

Explorations making sure each

and selections

explain and discuss their favorite

Graphite drawing pencils，Vine，or

student is

of appropriate

art activities and talk about their

Willow drawing Charcoal，Soft Color

Pedagogical Approach(es)

prepared with an

resources，

interests in the arts

Pastels，or Conte Crayons，

including inquiry/discovery based,

A-4 or A-3 size

media，materials，

OilPastels， Fixatives,

concept based, cooperative learning,

Sketchbook.

techniques，and

recognize connections between

Spray-Mounts，Non-Toxic Water

peer teaching, etc. - concept based,

the text and the questions

Color Paints，Tempura, Acrylic Art

skills development, cooperative

processes， reviewing and

learning, and peer teaching. make contributions and influence

Open disscussion

refining ideas as

on required

work develops

a discussion

Mediums, Inks, Brushes, Sponges,

Share and compare; provide mark

materials and supplies, Student responsibilities， Talk about up-comming Projects (focus on Listening & Responding taking notes and asking questions)

Differentiation

Recording their

scheme, peer and/or self-assessment.

ideas， insights

Show examples of images in the

relevant to

Refference Book: “Fomal Properties

intensions，

of Art” from How to Look at Modern

reflecting critically

Art, by Philip Yenawine

on work and

All four modalities present (reading, writing, listening, and speaking) Learner Profile – communication and collaboration

Students are shown examples of

progress

other AP Water Color Paintings

Assessment/Evaluation – formative

Presentation of

online and spend vaulable time in a

(open and directed questioning,

personal and

Art Studio by drawing and Painting

monitoring of student progress, skim

meaningful

with Transparent Washes and

and scan quiz/exit card (check for

responses that

Underpainting and sdding Texture

underlining of key words and some

realises

answering of content questions)

intensions and， where

Interdisciplinary

appropriate，

Learning/Connection to

making

Extra-curricular activities -

connections

added later through staff meetings/CPD)

(to be

between visual and other elements

SEM Week

Topics

Assessment

Learning Outcomes/Objectives

Teaching Activities / Ideas / Resources / Reference Materials / Comments

Success Criteria/Key Vocabulary/ Differentiation/

Learner Profile/Formative and/or Summative Assessment/Cross-curricular and/or Connection to Extra-curricular activities SEM2

Intro to Relief

Week

Printmaking

24-25

Development of

Introduction to Relief

“Find someone in class who

Success Criteria - show the students

ideas through

Printmaking.

Can…”draw, paint, make，（Warm-up

types of mediums and physical

Activity） “getting to know their names” examples of a Sketchbook and online

sustained and

Part A） ‘Transfering an image to a block plate’

focused

Students will be able to…

investigations informed by contextual and

read about different types of Art talk about Art they know of

other sources，

(Three to Four

demonstrating

weeks)

analytical and

talk about visiting a museum

critical

skim and scan to identify and

understanding

retrieve facts and details in a text

Explorations

explain and discuss their favorite

and selections

art activities and talk about their

of appropriate

interests in the arts

media，materials， recognize connections between the text and the questions techniques，and

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of

Supports and course requirements.

and Art Supplies & Mediums they will be

Art

using using an over-head projector Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

Colors, Shapes, Places，Things Pedagogical Approach(es)

concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative

processes，

refining ideas as

expectations, teacher and student

including inquiry/discovery based,

resources，

reviewing and

examples of a Pre-AP Sketchbook Course outline, rules and

make contributions and influence

learning, and peer teaching.

a discussion Differentiation

work develops Share and compare; provide mark

Recording their ideas， insights relevant to

scheme, peer and/or self-assessment. All four modalities present (reading,

intensions，

writing, listening, and speaking)

reflecting critically on work and

Learner Profile – communication and

progress

collaboration

Presentation of

Assessment/Evaluation – formative

personal and

(open and directed questioning,

meaningful

monitoring of student progress, skim

responses that

and scan quiz/exit card (check for

realises

underlining of key words and some

intensions and，

answering of content questions)

where Interdisciplinary

appropriate，

Learning/Connection to

making

Extra-curricular activities -

connections

(to be

added later through staff meetings/CPD)

between visual and other elements

SEM2

Intro to Relief

Week

Printmaking

26-27

Development of

Introduction to Relief

“Find someone in class who

Success Criteria - show the students

ideas through

Printmaking.

Can…”draw, paint, make，（Warm-up

types of mediums and physical

Activity） “getting to know their names” examples of a Sketchbook and online

sustained and

Part B） ‘Transfering an image to a block plate’ (Three to Four weeks)

focused

Students will be able to…

investigations informed by contextual and

read about different types of Art talk about Art they know of

other sources， demonstrating

talk about visiting a museum

analytical and critical

skim and scan to identify and

understanding

retrieve facts and details in a text

Explorations

examples of a Pre-AP Sketchbook Course outline, rules and

explain and discuss their favorite

expectations, teacher and student

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of

Supports and course requirements.

and Art Supplies & Mediums they will be

Art

using using an over-head projector Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

and selections

art activities and talk about their

of appropriate

interests in the arts

Colors, Shapes, Places，Things

resources，

Pedagogical Approach(es)

media，materials， recognize connections between the text and the questions techniques，and

including inquiry/discovery based,

processes，

peer teaching, etc. - concept based,

reviewing and refining ideas as

concept based, cooperative learning,

make contributions and influence

skills development, cooperative

a discussion

learning, and peer teaching.

work develops Differentiation

Recording their Share and compare; provide mark

ideas， insights

scheme, peer and/or self-assessment.

relevant to

All four modalities present (reading,

intensions，

writing, listening, and speaking)

reflecting critically on work and

Learner Profile – communication and

progress

collaboration

Presentation of

Assessment/Evaluation – formative

personal and

(open and directed questioning,

meaningful

monitoring of student progress, skim

responses that

and scan quiz/exit card (check for

realises

underlining of key words and some

intensions and，

answering of content questions)

where appropriate，

Interdisciplinary

making

Learning/Connection to

connections

Extra-curricular activities -

between visual

added later through staff meetings/CPD)

(to be

and other elements

Week

Intro to Relief

Development of

Introduction to Relief

“Find someone in class who

Success Criteria - show the students

28-29

Printmaking

ideas through

Printmaking.

‘Transfering an imagefrom a block plate to Paper’ (Three to Four weeks)

focused

Students will be able to…

contextual and

read about different types of Art talk about Art they know of

other sources， demonstrating

talk about visiting a museum

analytical and critical

skim and scan to identify and

understanding

retrieve facts and details in a text

Explorations

explain and discuss their favorite

and selections

art activities and talk about their

of appropriate

interests in the arts

media，materials， recognize connections between the text and the questions techniques，and

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of

Supports and course requirements.

and Art Supplies & Mediums they will be

Art

using using an over-head projector Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

Colors, Shapes, Places，Things Pedagogical Approach(es)

concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative

processes，

refining ideas as

expectations, teacher and student

including inquiry/discovery based,

resources，

reviewing and

examples of a Pre-AP Sketchbook Course outline, rules and

investigations informed by

types of mediums and physical

Activity） “getting to know their names” examples of a Sketchbook and online

sustained and

Part C）

Can…”draw, paint, make，（Warm-up

make contributions and influence

learning, and peer teaching.

a discussion Differentiation

work develops Share and compare; provide mark

Recording their ideas， insights relevant to

scheme, peer and/or self-assessment. All four modalities present (reading, writing, listening, and speaking)

intensions， reflecting critically

Learner Profile – communication and

on work and

collaboration

progress Assessment/Evaluation – formative

Presentation of personal and

(open and directed questioning,

meaningful

monitoring of student progress, skim

responses that

and scan quiz/exit card (check for

realises

underlining of key words and some

intensions and，

answering of content questions)

where appropriate，

Interdisciplinary

making

Learning/Connection to

connections

Extra-curricular activities -

between visual

added later through staff meetings/CPD)

(to be

and other elements

Week 30-31

Development of

Introduction to Typography &

“Find someone in class who

Success Criteria - show the students

Typography &

ideas through

Graphic Design

Can…”draw, paint, make，（Warm-up

types of mediums and physical

Graphic Design

sustained and

Intro to

focused

Part A） ‘Signage & Branding’ (Three to Four weeks)

Activity） “getting to know their names” examples of a Sketchbook and online Students will be able to… Course outline, rules and

investigations informed by contextual and

read about different types of Art talk about Art they know of

other sources， demonstrating

examples of a Pre-AP Sketchbook

talk about visiting a museum

analytical and critical

skim and scan to identify and

understanding

retrieve facts and details in a text

Explorations

explain and discuss their favorite

and selections

art activities and talk about their

of appropriate

interests in the arts

resources， media，materials， recognize connections between the text and the questions techniques，and

expectations, teacher and student

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of

Supports and course requirements.

and Art Supplies & Mediums they will be

Art

using using an over-head projector Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

Colors, Shapes, Places，Things Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based,

processes，

make contributions and influence

skills development, cooperative

reviewing and

a discussion

learning, and peer teaching.

refining ideas as work develops

Differentiation

Recording their

Share and compare; provide mark

ideas， insights

scheme, peer and/or self-assessment.

relevant to

All four modalities present (reading,

intensions，

writing, listening, and speaking)

reflecting critically

Learner Profile – communication and

on work and

collaboration

progress

Assessment/Evaluation – formative

Presentation of

(open and directed questioning,

personal and

monitoring of student progress, skim

meaningful

and scan quiz/exit card (check for

responses that

underlining of key words and some

realises

answering of content questions)

intensions and， where

Interdisciplinary

appropriate，

Learning/Connection to

making

Extra-curricular activities -

connections

(to be

added later through staff meetings/CPD)

between visual and other elements

Week 32-33

Development of

Introduction to Typography &

“Find someone in class who

Success Criteria - show the students

Typography &

ideas through

Graphic Design

Can…”draw, paint, make，（Warm-up

types of mediums and physical

Graphic Design

sustained and

Intro to

focused

Activity） “getting to know their names” examples of a Sketchbook and online Students will be able to…

examples of a Pre-AP Sketchbook

Part B）

investigations

read about different types of Art

informed by ‘Signage &

contextual and

Branding’

other sources， demonstrating

(Three to Four weeks)

talk about Art they know of

understanding

Explorations and selections of appropriate resources， media，materials，

expectations, teacher and student

reference books and the types of

introductions. Media, Mediums, Tools,

and Art Supplies & Mediums they will be

Supports and course requirements.

using using an over-head projector

Refference Book Introduction:

Key Vocabulary - Learners are able to

skim and scan to identify and retrieve facts and details in a text explain and discuss their favorite art activities and talk about their interests in the arts recognize connections between the text and the questions

techniques，and

Art

comprehend and talk about the formal “Useful Vocabulary” from How to

properties of Art; Basic Elements;

Look at Modern Art, by Philip

Colors, Shapes, Places，Things

Yenawine Pedagogical Approach(es) including inquiry/discovery based, concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative

processes，

make contributions and influence

reviewing and

a discussion

refining ideas as

Briefly talk about the images in the

talk about visiting a museum

analytical and critical

Course outline, rules and

learning, and peer teaching. Differentiation

work develops Share and compare; provide mark

Recording their

scheme, peer and/or self-assessment.

ideas， insights

All four modalities present (reading,

relevant to

writing, listening, and speaking)

intensions， reflecting critically on work and progress

Presentation of personal and meaningful responses that realises

Learner Profile – communication and collaboration Assessment/Evaluation – formative (open and directed questioning, monitoring of student progress, skim and scan quiz/exit card (check for underlining of key words and some

intensions and，

answering of content questions)

where appropriate，

Interdisciplinary

making

Learning/Connection to

connections

Extra-curricular activities -

between visual

added later through staff meetings/CPD)

(to be

and other elements

Week 34-35

Development of

Introduction to Typography &

“Find someone in class who

Success Criteria - show the students

Typography &

ideas through

Graphic Design

Can…”draw, paint, make，（Warm-up

types of mediums and physical

Graphic Design

sustained and

Intro to

focused

Part C） ‘Signage & Branding’ (Three to Four weeks)

Activity） “getting to know their names” examples of a Sketchbook and online Students will be able to… Course outline, rules and

investigations informed by contextual and

read about different types of Art talk about Art they know of

other sources， demonstrating

talk about visiting a museum

analytical and critical

skim and scan to identify and

understanding

retrieve facts and details in a text

Explorations

explain and discuss their favorite

and selections

art activities and talk about their

of appropriate

interests in the arts

media，materials， recognize connections between the text and the questions techniques，and

work develops

Briefly talk about the images in the

introductions. Media, Mediums, Tools,

reference books and the types of

Supports and course requirements.

and Art Supplies & Mediums they will be

Art

using using an over-head projector Refference Book Introduction:

Key Vocabulary - Learners are able to “Useful Vocabulary” from How to

comprehend and talk about the formal

Look at Modern Art, by Philip

properties of Art; Basic Elements;

Yenawine

Colors, Shapes, Places，Things Pedagogical Approach(es)

concept based, cooperative learning, peer teaching, etc. - concept based, skills development, cooperative

processes，

refining ideas as

expectations, teacher and student

including inquiry/discovery based,

resources，

reviewing and

examples of a Pre-AP Sketchbook

make contributions and influence

learning, and peer teaching.

a discussion Differentiation

Recording their

Share and compare; provide mark

ideas， insights

scheme, peer and/or self-assessment.

relevant to

All four modalities present (reading,

intensions，

writing, listening, and speaking)

reflecting critically on work and

Learner Profile – communication and

progress

collaboration

Presentation of

Assessment/Evaluation – formative

personal and

(open and directed questioning,

meaningful

monitoring of student progress, skim

responses that

and scan quiz/exit card (check for

realises

underlining of key words and some

intensions and，

answering of content questions)

where appropriate， making connections between visual and other elements Week 36-44

Revision

Interdisciplinary Learning/Connection to Extra-curricular activities -

(to be

added later through staff meetings/CPD)

Toby Fifield

Published on May 1, 2020

AP STUDIO ART TEACHING PORTFOLIO

Created a Two-Year AP Visual Art curriculum. Areas of concentration included references to 19th & 20th C. Art History & Photography, Figure...

AP STUDIO ART TEACHING PORTFOLIO

Published on May 1, 2020

Created a Two-Year AP Visual Art curriculum. Areas of concentration included references to 19th & 20th C. Art History & Photography, Figure...

tobyfifield

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