Honors Drawing and Painting II

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating  original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation.
• VA:Re8.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

• Understand the role of the ‘artist versus viewer’ experience. 
• Explore how each artistic decision leads to specific effects in their work. By experimenting with different techniques, they will develop an understanding of how small changes in color, texture, line, or composition can drastically alter the mood, depth, or meaning of their artwork.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.
• This unit encourages students to think critically and deliberately about their artistic choices. By exploring the cause-and-effect relationships in art, they will gain a deeper understanding of how to communicate emotions, narratives, and visual messages through their creative decisions.
• Students will investigate how specific choices in technique, medium, and composition impact the outcome of their work. They will use this understanding to intentionally manipulate their creative process to achieve desired visual and emotional effects.

• Visually define, “Identify and explain the factors that resulted in a particular outcome.”
• Complete a final drawing or painting that demonstrates an advanced understanding of cause-and-effect relationships in art. Submit a process journal documenting the decisions made, how they affected the final piece, and how the intended effect was achieved.
• Students will conceptualize and execute a final project that applies cause-and-effect relationships to create a desired effect (e.g., evoking a certain mood, telling a story, creating depth, or highlighting a theme).
• Incorporate techniques from previous weeks, ensuring that each artistic decision is consciously made to achieve a specific outcome.

• What is the role of a visual artist?
• How will my work engage with the world around me?
   

• How will the student develop and document the creative process?
• How will the student articulate artistic influence and expression?
   

• Drawing & Painting supplies, studio seating, storage

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
• Volume
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly exercises and reflections on cause-and-effect decisions in their artwork.
• Peer critique sessions where students analyze how others have used cause-and-effect principles in their work.
• Summative Assessment:
• Final project that demonstrates mastery of cause-and-effect relationships in creating a specific mood, message, or narrative.
• Artist statement and process journal explaining the decisions made and how they led to the final outcome.

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• VA:Re8.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation. 
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
   

• Understand the role of the artist versus viewer's experience.
• Students will compare and contrast different artistic styles, periods, techniques, and subject matter to better understand how artists use visual elements to convey meaning, evoke emotions, and communicate ideas. By analyzing artworks from different movements or genres, students will explore how the same subject matter or technique can yield different results. This unit encourages students to engage in critical thinking and reflection about how to apply these lessons to their own art-making process.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.
• Students will engage in critical analysis by comparing and contrasting different artistic styles, approaches, and techniques, and applying their insights to their own work.
• Introduce students to a variety of art movements (e.g., Renaissance, Impressionism, Cubism, Abstract Expressionism) and analyze how these movements differ in their approach to form, color, and subject matter.
• Focus on key aspects such as color theory, brushwork, composition, and perspective in different art movements.

• Engage in comparative analysis of different artworks, techniques, and styles. They will explore the relationships between form, media, and message, and apply this understanding to their own work.
• Visually define, “Identifying and explaining the similarities and/or differences between two or more people, problems, situations, processes, ideas, etc.” 
• Analyze how art movements differ in their approach to form, color, and subject matter.
• Focus on key aspects such as color theory, brushwork, composition, and perspective in different art movements.
• Students will create two versions of the same subject matter: one in a dry medium (charcoal, graphite) and one in a wet medium (acrylic, watercolor).
• Focus on experimenting with how the texture, blending, and layering techniques differ between media and how they alter the final image.

• What is the role of a visual artist?
• How will my work engage with the world around me?
• How will students explore similarities and differences in art, both in terms of technique and concept, fostering critical thinking and deepening their understanding of how various artistic choices impact the final work?
   

• How will the student develop and document the creative process?
• How will the student articulate artistic influence and expression?
   

• Drawing & Painting supplies, studio seating, storage
   

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly reflections on the comparative analysis, including written critiques of their own work and peer feedback.
• Class discussions that promote critical thinking about the effects of different techniques and styles.

• Summative Assessment:
• Final project (three works with a comparative approach) and artist statement.
• Group critique and final reflection on how the comparative process influenced their artistic choices and understanding of technique.
   

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time, and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• VA:Re8.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation. 
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

• Understand the role of the artist versus the viewer's experience.
• Linear and conceptual perspectives in visual art. 
• Methods of creating depth, space, and proportion, focusing on how perspective can alter the viewer’s perception of a subject. 
• Traditional and modern approaches to perspective in historical and contemporary artwork, and apply these techniques in their own work.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.
• Students will analyze various ways that perspective has been employed in both traditional and contemporary works. They'll examine how changing the perspective can alter meaning and viewer engagement.
• Technical skills and critical thinking opportunities. By analyzing and applying perspective in diverse ways, students not only learn foundational drawing and painting techniques but also enhance their ability to convey deeper meanings and emotions through visual composition.
   

• Visually define, “Breaking down a particular point-of-view or opinion to examine the reasons or rationale for that view.” 
• Understand and apply the principles of one-point, two-point, and three-point perspective.
• Analyze how different perspectives (e.g., bird’s-eye view, worm’s-eye view) impact the visual interpretation of a subject.
• Critically assess how perspective can be used to create mood, narrative, and visual interest in art.
• Experiment with altering perspective to express abstract ideas or personal viewpoints.
• Develop a series of works that demonstrate an understanding of perspective, from technical accuracy to creative experimentation.

• What is the role of a visual artist?
• How will my work engage with the world around me?
   

• How will the student develop and document the creative process?
• How will the student articulate artistic influence and expression?

• Drawing & Painting supplies, studio seating, storage
   

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly sketchbook exercises and peer critiques.
• Self-assessment reflections on how their use of perspective affects the composition and message of their work.

• Summative Assessment:
• Final drawing/painting project demonstrating an advanced understanding of perspective.
• Portfolio review and artist statement explaining how perspective was used intentionally in their final piece.

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating  original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• .VA:Re8.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation. 
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

• Understand the role of the artist versus the viewer's experience.
• Students will investigate how the context in which art is created can affect its meaning, purpose, and reception. They will apply this understanding to both historical and contemporary works and to their own creative process.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.
• This unit will explore how the historical, cultural, and social context of a piece of art can influence both its creation and its interpretation. Students will analyze various works of art in their original context (both historical and cultural) and learn how the meaning of art can change when the context shifts. They will also examine how contemporary artists use context to comment on modern issues. By the end of the unit, students will be able to contextualize their own artwork, understanding how their personal experiences and external factors influence their creative decisions.

• Visually define, “Understanding something in (and out of) its proper time and place due to environmental and situational factors involved.” 
• Understand how historical, cultural, social, and political contexts influence the creation and interpretation of artwork.
• Analyze and interpret works of art within the context of their time and place.
• Apply the concept of contextualization to their own work, considering how their personal context, influences, and environment shape their creative choices.
• Create a series of artworks that reflect an understanding of context, using elements that reference or are influenced by the context of the piece.
   

• What is the role of a visual artist?
• How will my work engage with the world around me?
• How do artists incorporate multiple layers of context into their work, including societal issues, historical references, personal experiences, and global events?
• Throughout the unit, students will engage in critical thinking to understand how the context in which art is created influences both its meaning and its reception. This will encourage them to make intentional, informed decisions in their own art-making practice, considering how their personal, social, and historical contexts shape their creative choices. How will these issues impact their work on a meaningful level?
   

• How will the student develop and document the creative process?
• How will the student articulate artistic influence and expression?
   

• Drawing & Painting supplies, studio seating, storage
   

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly reflections on the analysis of contextual influences in historical and contemporary art.
• Peer critique and group discussions to explore the role of context in art.

• Summative Assessment:
• Final project, including the artwork(s) and artist statement, demonstrating a thorough understanding of contextualization.
• The artist statement will be assessed for clarity, depth of reflection, and the ability to articulate how context informs the work.
   

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating  original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• VA:Re8.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation. 
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

• Understand the role of the artist versus the viewer's experience.
• How to evaluate artwork through a combination of self-assessment, peer critique, and art analysis. Students will learn to critically analyze and reflect on the quality and effectiveness of their work, developing a deeper understanding of their strengths and areas for growth. They will also practice providing constructive feedback to peers, which will enhance their ability to assess visual elements such as composition, technique, and conceptual development. 
• Students will be encouraged to evaluate their own work and the work of others critically. They will learn to assess their artistic choices, understand the impact of those choices, and apply feedback to improve their technique and conceptual development.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.
• Students will investigate how the context in which art is created can affect its meaning, purpose, and reception. They will apply this understanding to both historical and contemporary works and to their own creative process.
• Students will practice evaluating their own art and the art of others, using specific criteria and reflective analysis. This process will encourage students to think critically about artistic choices, the effectiveness of their work, and areas for further development.

• Develop the ability to evaluate their own artwork through self-reflection and objective critique.
• Learn how to provide constructive feedback during peer reviews, focusing on specific visual elements and conceptual strengths.
• Apply a structured evaluation process to assess the quality of the artwork, including composition, technique, execution, and conceptual intent.
• Use evaluation as a tool for artistic growth, identifying strengths, weaknesses, and areas for improvement.
• Create a portfolio of works that demonstrates progress, with a focus on the ability to evaluate and revise work based on feedback.
• Create a portfolio of works that demonstrates their ability to apply evaluative skills to their own practice.

• What is the role of a visual artist?
• How will my work engage with the world around me?
• Students will practice evaluating their own art and the art of others, using specific criteria and reflective analysis. How will this process encourage students to think critically about artistic choices, the effectiveness of their work, and areas for further development?
   

• How will the student develop and document the creative process?
• How will the student articulate artistic influence and expression?
• Research an artwork from a particular period and write an analysis of how the historical or cultural context influenced the artist’s choices. How does the artwork respond to or comment on the events, ideologies, or cultural movements of its time?
   

• Drawing & Painting supplies, studio seating, storage
   

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly written reflections on self-assessments, peer reviews, and analysis of professional works.
• Active participation in peer critiques and group discussions.

• Summative Assessment:
• Final project consists of a revised artwork with accompanying written reflection on the evaluation process.
• Peer review assessment: students will submit a critique of another student's work, demonstrating their understanding of constructive feedback and evaluative thinking.

National Visual Arts Standards

• VA:Cr2.2.IIIa Demonstrate understanding and importance of balancing freedom and responsibility in the use of images, materials, tools, time and equipment in the creation and circulation of creative work.
• VA:Cr2.2.IIa Demonstrate awareness of creating original and thoughtful work while searching individual voice.
• VA:Cr2.2.Ia Demonstrate quality workmanship utilizing traditional and non-traditional materials and techniques in a safe environment, operating materials, tools, equipment and time in an appropriate manner.
• VA:Pr4.1.IIa Identify types of contextual information useful in the process of constructing interpretations of an artwork or collection of works.
• VA:Re8.1.IIa Analyze, select, and critique personal artwork for a collection or portfolio presentation. 
• VA:Cr3.1.HSIII - Experiment, revise, and refine works of art based on rigorous evaluation.
• VA:Cn10.1.HSIII - Synthesize knowledge of social, cultural, historical, and personal life with art-making approaches.

PA Academic Standards for Arts and Humanities

• 9.3.12.D Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.
• 9.4.12.A Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.
• 9.1.12.E - Delineate a unifying theme through the production of a work of art.

• Understand the role of the artist versus viewer's experience.

• Experience personal and visual communication.
• Manage studio habits in an appropriate and safe manner.

• Visually define, “Pulling together smaller pieces to understand the greater whole.”

• What is the role of a visual artist?
• How will my work engage with the world around me?
   

• How will the students develop and document the creative process?
• How will the students articulate artistic influence and expression?
   

• Drawing & Painting supplies, studio seating, storage
   

• Alla Prima    
• Aperture
• Armature
• Burnishing
• Chiaroscuro
• Conté
• Contrapposto
• Drypoint
• Diptych
• Encaustic
• Etching
• Empasto
• Egg Tempera
• Foreshortening
• Fresco
• Framing
• Gesso
• Gouache
• Hatching
• Hue
• Impressionism
• Iconography
• Intaglio
• Juxtaposition
• Lithography
• Luminism
• Monotype
• Mannerism
• Mixed Media
• Negative Space
• Neoclassicism
• Op Art
• Overlay
• Palette
• Plein Air
• Pointillism
• Perspective
• Relief Print
• Renaissance
• Surrealism
• Subtractive Process
• Triptych
• Underdrawing
   

• CYAD Rubrics/Scoring Guides
• Formative Assessments:
• Weekly written reflections on self-assessments, peer reviews, and analysis of professional works.
• Active participation in peer critiques and group discussions.

• Summative Assessment:
• Final project consists of a revised artwork with accompanying written reflection on the evaluation process.
• Peer review assessment: students will submit a critique of another student's work, demonstrating their understanding of constructive feedback and evaluative thinking.