The table below summarizes the section requirements for each of the three
portfolios.
(These portfolios are for each of the three AP courses. Only one will
be taught at a time
at Alleghany High School. Students, you will only be creating and
submitting one portfolio in the span of the class you take. Your portfolio
will be you exam. The success of the
class is not determined by a written exam. Rather, you will submit a
portfolio and it will be reviewed by a panel who will decide if it is up to
standard. Standards are explained in
All three sections are required and carry equal weight, but students are not
necessarily expected to perform at the same level in each section to receive a
qualifying grade for advanced placement. The order in which the three sections
are presented is in no way meant to suggest a curricular sequence. The works
presented for evaluation may have been produced in art classes or on the
student's own time and may cover a period of time longer than a single school
year.
| Lesson Title / Project |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
|
D
Pencil Portrait
http://www.artyfactory.com/portraits/

How
can you create a pencil portrait employing some of the techniques you
glean from your research on this page that strongly resembles your model?
yourself?
|
photorealism, kneaded eraser,
2B pencil, preliminary sketch, contours, cross hatch, tweak,
chiaroscuro, modulation, value scale, gradation, tonal, highlight,
shadow, reflected lights / midtones, proportion, approximate symmetry,
frontal, profile, silhouette |
You, the student, will draw a
self-portrait and/or a portrait of a classmate or family member
demonstrating your knowledge and understanding of pencil portraits,
shading (chiaroscuro), facial proportions, texture, symmetry, and
realism using lightly toothed bond paper, drawing pencils, and a kneaded
eraser. |
a. How is a reflection different from a mirror
image?
b. What color is a happy portrait? Why?
c. What is mysterious about a silhouette?
d. What emotion does baldness prompt in you?
e. Where in nature can you find a portrait?
|
a. a chronology of
portraiture throughout art history:
http://www.artlex.com/
ArtLex/d/drawing.html
b. the history of portraiture including the
history of the silhouette: http://www.rleggat.com/photo
history/history/portrait.htm
c. another chronological look at portraiture:
http://www.geocities.com/
history_of_portraiture/
|
a. forensic art:
http://www.forartist.
com/forensicpage.htm
b. a true story:
http://www.crimelibrary.com/criminal_
mind/forensics/art/1.html
c. the complete forensic art link:
http://www.forensicart.org/

|
http://www.pbs.org/art21/education/
abstraction/resources.html
a. Follow at least 5 links on the page above to
discover an array of portraiture. Print out one example of each
different style and briefly describe it in your journal.
b. Lie down on a piece of paper and trace your own
profile. Then, fill in the details.
c. Observe your eyes in a mirror for 5
minutes. Write down all the differences you detect between your two
eyes.
d. Draw one eye of 5 friends. Notice the
minute differences in the shape of each eye.
e. List 5 reasons for drawing a portrait.
f. Describe three prominent nose types.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
|
2D
Abstract Landscape

How can you paint an abstract landscape that reflects the styles and
concerns of Dove and Avery?
|
abstraction, simplification,
extraction, reality, landscape, foreground, middleground, background,
flattening, arbitrary color, picture plane, organic shape, reverberation,
semblance |
You, the student, will paint an
abstract landscape that demonstrates your knowledge and understanding of
abstraction as related to landscape, color theory (color mixing),
acrylic brush application techniques, and canvas preparation reflecting
the stylistic characteristics of Dove and Avery. |
a. What characteristics would you consider if you
were making a symbol for a leaf?
b. Name 5 shapes in nature that are reminiscent of
rain.
c. How is a mountain like a river?
d. Describe the difference in deep and wide.
e. What color does a snowstorm feel like? an
ocean breeze? a screeching hawk? a winding road? a cold
cave?
|
Scroll to the bottom of each
of these pages to link to the images after reading the bios.
a. Milton Avery
http://www.artchive.com/
artchive/A/avery.html
b. Arthur Dove
http://www.artchive.com/
artchive/D/dove.html

c. other landscape artists:
http://www.artpromote.
com/landscape.shtml
|
a. principles of landscape design:
http://edis.ifas.ufl.edu/MG086
b. have an online discussion with someone
about landscaping your yard:
http://forums2.gardenweb.
com/forums/design/
|
a. What would you paint
in a perfect imaginary landscape?
b. What shapes are the best shapes? Draw
them and name them?
c. Draw every leaf shape that you can think of.
d. Lay your arm across a piece of paper and trace
the bend of your arm. Do this low on the paper, near the middle of
the paper, and near the top of the paper. Imagine this as a mountain
range or rolling hills. Add a sun and clouds.
e. Use your hand to create an abstract sun by
tracing around it in any way your can figure out.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| D
Pastel Still Life

How can you create a pastel
still life that you fabricate yourself?
|
inanimate, vanitas, ontbijt, genre, pastel,
still life, blending, composition, cropped composition, zoom-in, process,
form, 3-D, visual illusion |
You, the student, will draw a
still life demonstrating advanced knowledge of composition, use of
pastels, and techniques of shading by realistically drawing and coloring
an arranged group of fruits of flowers using pastels on canvas paper. |
a. How is something still like something moving?
b. Can something be both animate and inanimate?
Explain.
c. What letter in the alphabet looks most like a
pear? a banana? a strawberry?
d. Name as many reflective surfaces as you can in
one minute. Then, name as many dull surfaces as you can in one
minute.
e. Rename the sun. Choose 5 names and define
or explain them.
|
a. many still lifes:
http://www.artlex.com/
ArtLex/s/still-life.html
b. Paul Cezanne:
http://www.artchive.com/
artchive/C/cezanne.html

|
a. floral design:
http://www.aboutflowers.com/floral_b2.html
b. the history of floral design:
http://aesop.rutgers.edu/~
greenmachine/COMM_FL_
DESIGN/HISTORYOFFLORAL
DESIGN/HISTORY.HTML
|
a. Study three
apples. Write a list of differences.
b. Describe the texture of 3 fruits in detail.
c. What color does a grape taste like? What
color does a watermelon taste like? Do you picture the same color as
the actual fruit or different? Why?
d. How is a melon like a bowl? How is a pear
like a candle? How is an apple like a vase? How is a rose like
a tablecloth?
e. Arrange a fruit bowl in three ways.
Photograph each with a digital camera and include the photos in your
journal. Check the one that has the best composition.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| 2D
Computer Generated Design

How can you create a computer generated geometric design based on a
geometric grid that is regular and repetitive and that also includes an
animal motif?
|
optical illusion, precision,
geometry, layout, grid, axis, mirror image, exact symmetry, modify,
animate, transform, scale, skew, distortion, align |
You, the student, will create a
tessellated, symmetrical, quilt-like computer generated design using
Macromedia Fireworks demonstrating your working knowledge of high end
computer design programs, symmetry in design, tessellated shapes, and RGB
color theory. |
a. How is a computer like a design?
b. Close your eyes. What color schemes do
you visualize in your mind?
c. Think of contrasting color schemes that occur
in nature. List at least 5. Example: Black-eyed Suzy,
Yellow-Gold & Black
d. Imagine a flower melting. Imagine a cloud
exploding. Imagine a puddle boiling. Imagine a square
tornado. Find or draw a picture to illustrate each.
e. How many words can you make out of symmetry?
asymmetry?
|
a. a treatise on
symmetrical design:
http://home.earthlink.net/~
jdc24/symmetry.htm
b. design notes:
http://daphne.palomar.edu/
design/bsymm.html
c. the history of symmetry:
http://www.arthistoryclub.
com/art_history/Symmetry
d. totally tessellated:
http://library.thinkquest.org/16661/index2.html
e. m.c.escher
http://www.artchive.com/artchive/E/escher.html
|
a. the art of oriental
rugs:
http://mathforum.org/geometry/rugs/
|
a. Make up an acronym
for the word design.
b. List ten words that rhyme with symmetry.
c. Draw a butterfly using shapes that look like
computer parts.
d. Using only triangles, create an interesting
floor tile design.
e. Using a piece of graph paper, create an
interesting checkerboard design using 3 colors.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| 2D
Computer Generated Collage or Photomontage

How can you create a computer generated collage or photomontage that
reflects your position on a pertinent social issue?
|
translucence, overlapping,
transparency, opaque, layering, collage, montage, blur, sharpen, magnify,
color coordinate |
You, the student, will create a
photomontage by layering textures and photos using a high end computer
design program demonstrating your knowledge of opacity, translucency,
layering, collage, montage, asymmetry, and simulated texture. |
a. How is a collage like
a trash pile?
b. Would you say you think like a collage or
not? Explain.
c. Name 5 things that "collage" could be
a metaphor of.
d. Define collage in your own words.
e. Create an acronym for "collage."
|
a. Picasso:
http://www.artchive.com/artchive
/ftptoc/picasso_ext.html
b. Braque:
http://www.artchive.com/
artchive/B/braque.html
c. Rauschenberg:
http://www.artchive.com/
artchive/R/rauschenbergbio.html
|
a. Becoming a detective:
http://www.pvteye.com/
http://detectivetraining.com/
|
a. Make a random collage
by cutting 12 shapes randomly from a magazine and then, standing over your
journal, drop the pieces one by one. Paste them where they land.
b. Make a deliberate collage in your journal using
12 shapes that you choose from a magazine and place in an arrangement in
your journal. Compare it to the random collage.
c. Name 5 items that would have to be in a collage
of your life.
d. What different effect would old newspaper and
new newspaper have on the appearance and meaning of a collage?
e. Defend the importance of cropping, use of
partial images, overlapping, and letting things run off the edge in a
collage.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
|
2D
Graphic Design

How can you create a graphic design that advertises a product that you
invent?
|
horizontality, verticality,
diagonality, linear, sequential, progressive, alternating, gestalt,
directional, grouping, similarity, contrast, ambiguity, repetition |
You, the student, will design
and construct a graphic design that advertises a product you invent
demonstrating your knowledge and understanding of graphic design as a tool
for marketing, color harmony, emphasis, text/font, and a balance of words
with imagery. |
a. What is alike about
positive and negative?
b. How could ambiguity create interest?
c. Do you feel most comfortable with horizontal or
vertical objects? Name them.
d. If vertical, horizontal, and diagonal were
colors, what colors would they be?
e. Draw a simple design black on white.
Then, draw the same design white on black. Which is better?
Why?
|
a. gestalt design:
http://daphne.palomar.edu/design/gestalt.html
http://www.usask.ca/education/coursework/
skaalid/theory/cgdt/designtheory.htm
b. http://www.mundidesign.com/
presentation/index2.html
|
a. automotive design:
http://www.cardesignnews.com/
b. hubcap design:
http://www.hubcaphaven.com/
|
a. Think of some place
in nature where things group together according to their color. Name
it.
b. Think of some place in nature where things group
together according to their size. Name it.
c. Think of some place in nature where things
group together according to their shape. Name it.
d. Think of some place in nature where things
group together according to the direction they are going. Name it.
e. List 5 powerful black and white designs.
Example: yin-yang.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| 3D
Plaster Work

How can you create a plaster sculpture using whole or fragmented human
forms?
|
aura, layering, construction,
craftsmanship, white, sculpture-in-the-round, isolation, twice removed |
You, the student, will
construct a sculpture using plaster and plaster bandage as your medium
with one of more human body parts demonstrating your knowledge of plaster
construction, white as a color, lighting as related to sculpture, and
artistic expression through fragmented imagery. |
a. How is loneliness
related to being in a crowd?
b. How can two people be both together and alone?
c. What does isolation feel like? What color
is it? What taste do you have in your mouth? What sound is
it? What texture?
d. Explain how being tied down and being free are
both alike and different?
e. Name five words that are related to isolation
and tell how they are related.
|
a. George Segal online:
http://www.artcyclopedia.com/
artists/segal_george.html
http://wwar.com/masters/s/
segal-george.html
http://www.fi.muni.cz/~toms/PopArt/
Biographies/segal.html

|
a. plaster casts:
http://www.inquiry.net/outdoor/
skills/tracking/21_plaster.htm
http://www.childrenfirst.nhs.uk/kids/hospital/
treatment/plaster_casts.html
|
a. What is lonely about
the color white?
b. What is the most deserted place in the
world? How would you feel if you were left there?
c. Describe a time when you were in a crowd but
you felt all alone.
d. Compare the words loneliness and
isolation. How are they alike and different?
e. What effect does lighting have on how alone you
feel? Explain.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| 3D
Clay Work

How can you create a clay work using various methods of handbuilding
that reflect an organic point of departure?
|
drape, coil, slab,
wheel-thrown, extruder, pliable, manipulate, coerce, slip, kiln, glaze,
fire, Fahrenheit

|
You, the student, will hand
build a work of art using earthenware clay demonstrating your knowledge
and understanding of handbuilding techniques which you will combine in one
work. |
a. Name five things that
clay feels like or that feel like clay.
b. Name five activities other than pottery that
connect you with earthen materials.
c. How would making something with clay that you
harvested from the earth be different from making something with clay that
you bought in a store?
d. Name every earth tone you can think of.
Beside each write what visual temperature they emanate. Circle your
favorite. "X" out your least favorite.
e. What animal is like a clay coil? What
animal is like a clay slab? What animal is like a clay pot?
f. Are human hands and clay a natural match?
Why or why not?
|
a. a history of pottery:
http://www.artistictile.net/pages/Info/Info_pottery.html
b. links to historical pottery:
http://clayzee.com/History_and_Tradition/
c. Ancient Greek pottery:
http://www.hellenic-art.com/pottery/

|
a. becoming a potter:
http://www.mcps.k12.md.us/schools/
forestoakms/site%20pages/
Academics/Social%20Studies/
Colonisl%20Times/pottery.html
b. a Hopi potter:
http://www.canyonart.com/lucas.htm

|
1. Compare and contrast
the techniques of coil, slab, and wheel-throwing. What is alike and
different? What are the advantages/disadvantages?
2. Think of three forms. Decide which technique
would be best for each of the three forms. Draw, write, and explain.
3. Which era of Ancient Greek pottery do you find most
fascinating? Which glaze method do you prefer? Copy and paste
and example. Explain.
4. Give 5 examples of things that could be made
with the coil method. Why would the coil method work well for these
things. What designs can you make with coils?
5. Look at #4. Answer the question for slab
construction.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| D
Expressionistic Print

How can you create an expressionistic print that addresses your
concerns of war and peace in the world today using only black, white, and
gray?
|
expressionistic, exaggeration,
distortion, plate, brayer, application, emotionalism, extreme, contrast,
hard edge, elongation |
You, the student, will make an
expressionistic black and white woodblock print demonstrating your
knowledge of woodblock cutting, expressionism, and high contrast by using
v and u gouges, a soft wood block, rag paper, and printing ink. |
a. How is a scream like
a whisper?
b. What is the difference in elongation and
widening? Think of how it effects the face, a piece of food, a
natural object.
c. Name twenty ways you can distort the human
body.
d. Name the basic colors. Then, name an
exaggerated version of each.
e. List the emotions. Beside each, write a
color that matches.
|
http://www.artgallery.sbc.edu/ukiyoe/historyofwoodblockprints.html
Summarize the history of woodblock prints.
http://www.creativepapercrafts.net/papertrends/200410.php
Summarize the history of bookmaking.
http://the-artists.org/search/prints-h.cfm
Summarize the history of printmaking. Draw a
timeline and label the sequence that led to advanced
printmaking. |
a. Expressive Writing
http://www.greece.k12.ny.us/instruction
/ela/6-12/Writing/creativeexpressive
writingoutcomes.htm
b. free verse poetry
http://www.poetry-portal.com/styles2.html
|
a. Write down the days
of the week. Beside each, assign a color that best suits the typical
emotion of that day.
b. Draw an apple. In five steps, distort it
until it is only barely recognizable as an apple by the time you finish.
c. Draw 5 pairs of eyes. One the expresses joy,
sorrow, anxiety, anger, and passion.
d. What color is fear? Why? What do
you associate fear with?
e. What is the sound of anger? What sounds
in the real world do you associate anger with? What colors?
List all the variations of anger. Example: frustration.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdisciplinary Connections |
Journal Entries |
| D
Charcoal Study from Life

How can you create a charcoal study from life by observing a
natural form of your choice? How can you incoporate one or more
hidden elements in your work?
|
vine charcoal, compressed
charcoal, stomp, shammy, toothed paper, acute observation, study vs.
finished drawing, visualization, ramification, manifestation
|
You, the student, will make an
observation drawing from the human figure and/or nature using compressed
& vine charcoal on toothed drawing paper demonstrating your knowledge
of shading forms, intimate compositions, and transposing color into black
and white. |
a. How are mental images
different from observation?
b. Name all the places that an artist can obtain information
about his or her subject from.
c. If roots were snakes, what kind would they
be? Why?
d. Name 5 places in nature where you can imagine
other images like looking at a cloud.
e. If a tree was a machine, what kind of work
would it do? If a daisy was a person, what kind of personality would
she have? If a rock was a husband, what kind of husband would he be?
|
a. charcoal:
http://www.britannica.com/eb/article?tocId=9022506
b. how to:
http://drawsketch.about.com/od/charcoal/

|
a. medical uses for
charcoal:
http://vanderbiltowc.wellsource.
com/dh/Content.asp?ID=572
b. other uses for charcoal:
http://forestry.about.com/cs/@@@S
UBJECTHERE/a/charcoal_alt.htm

|
1. Do a charcoal study
of your hand. Focus on details.
2. Draw a gray scale using charcoal. 1 is
white and 10 is black. 2-9 are evenly stepped tones of gray.
3. Compare natural charcoal from a fire to refined
charcoal. What are the differences and similarities? Give
examples.
4. Name five ways to situate an object on a
page. Which composition do you find most intriguing? Why?
5. Make a subtractive drawing by coloring an
entire page black and then bringing the image to life by erasing.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| 2D or D
Photograph

How can you create a black and white photo of a feeling?
|
balance, tonality, value /
weight, low value, high value, glare, focus, view finder, aperture, lens,
shutter, film speed, developer, fixer, enlarger, negative, exposure |
You, the student, will take and
develop a black and white photo that transmits a feeling to the viewer by
selecting scenery or objects, appropriate lighting, & development
techniques that clearly demonstrate the feeling you are after. |
1. Why might a
photograph of you contain a piece of your soul OR steal your soul away as
some tribal people believe?
2. If black and white are not colors, then what
are they. Explain in your own way.
3. Quickly cut and paste 20 black and white
cutouts from a magazine on one piece of paper in any manner you
choose. Then analyze how your new arrangement of these photos
changed the original meaning of each one.
4. Name 10 things that can be black or white.
5. Name 5 feelings, 5 types of weather, 5 pieces
of clothing, and 5 architectural structures that could be associated with
"gray."
|
http://www.rleggat.com/photohistory/
A history of photography.
http://www.photo.net/history/timeline
A timeline of photography.
http://inventors.about.com/library/inventors/blphotography.htm
From pinhole cameras until now.
|
Careers in Photo Journalism
http://www.nppa.org/professional_
development/students/entering_the_job_market/
What opportunities do they lend you?
|
1. How are photography
and drawing different?
2. What is special about the way a photographer
sees the world?
3. Describe a photograph that touched you.
4. If you could capture a feeling in a photo, what
would it be? What would it look like?
5. Is black and white or color photography more
compelling? Why?
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| D
Pen & Ink Pointillism

How can you create a pointillistic drawing of a natural form from an ink spill?
|
clustering, expanding,
gradual, rapidiograph, pointillism, divisionism, wash, viewing distance |
You, the student, will create a
drawing from an inkspill by visualizing an image in the spill and
developing that image through the extensive use of pointallism. |
a. What things in the
world both cluster and expand?
b. Explain the difference between divisionism and pointillism.
c. What connections can be made between shadows
and highlights?
d. Name five places that are trully black and five
that are completely white. What do these places have in common?
e. Where is deep? Where is shallow?
Are you more scared of deep or shallow? Why?
|
a. history of
pointillism:
http://www.artcyclopedia.
com/history/pointillism.html
http://www.arthistoryclub.
com/art_history/Pointillism
b. Georges Seurat
http://www.artchive.com/artchive/S/seurat.html
c. Paul Signac
http://www.artchive.com/artchive/S/signac.html
|
http://www.creatavision.
co.nz/artman/pointm.htm
How can photorealism be achieved through pointillism?
http://www.trekearth.com/gallery/
Europe/Germany/West/Bayern/Bad_
Tolz/photo107669.htm
How can natural pointillism be achieved in photography?
|
1. In your journal make
3 tiny ink shpill using colored ink. What do each of them resemble?
2. Use a colored marker to shade each of the ink
spills to look like the forms you suggested.
3. Make up 5 words that rhyme with
pointillism. What do they all have in common?
4. Define dot. Make up an acronym for
"dot".
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| D or 2D or 3D
Post-Modern Work

How can you create a post modernist work of art that addresses the
issue of globalization?
|
controversial, social issues,
multicultural, cross-cultural, pluralism, interdisciplinary,
appropriation, accommodation, eclecticism, collage, maximalism, irony,
deconstructivism, globalization, universalism, subcultural,ideologies,
paradigm

|
You, the student, will create a
postmodern work of art that addresses the issue of globalization by
studying a variety of postmodern approaches, developing your own or
combining learned techniques that send a strong message through text,
imagery, and art elements. |
a. Name 3 things that
could be considered both antique and modern.
b. Define post-modernism in your own terms.
c. What is alike about things that are
controversial and things that are noncontroversial?
d. What is eclectic about your personality?
e. What paradigms do you live by. Name and
describe them.
|
a. trends in
postmodernism:
http://www.eyeconart.net/history/
postmodern.htm
b. postmodernism on Wikipedia:
http://en.wikipedia.org/wiki/
Postmodernism
c. list of postmodern artists:
http://www.artchive.com/artchive/
contemporary.html
|
http://www.answers.com/topic/postmodern-music
Post-Modernism in music. How is it alike and how
is it different from post-modernist art?
|
1. When did Modernism
end and Post-Modernism begin?
2. List as many post-modern characteristics or
styles as you can find.
3. Which post-modern genre most appeals to
you? Why?
4. Do you think the word post-modern is lame or
strong? Why?
5. Write a critique on one of Barabara Kruger's
works.
|
| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| D or 2D or 3D
Historical/Cultural Reflection

How can you create a work of art that reflects the concerns and
stylistic traits of one or more cultures that you have studied? How
can you blend your own style and concerns with theirs?
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multiculturalism,
monoculturalism, homogenization, heterogeneous, cultural, cultural mosaic,
melting pot, origins, ethnicity, influences, diversity |
You, the student, will create a
work of art using a medium that is appropriate to the culture you are
reflecting by combining cultural ideas and influences into images that
send a message about the distant past and its relationship to current
circumstances in a particular culture. |
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a. World History
Timeline - decide what culture you'd like to integrate into your art:
http://www.infoplease.com/ipa/A0001196.html
b. info on various world cultures:
http://www.wsu.edu:8080/~dee/
http://eawc.evansville.edu/
c. National Geographic
http://www.nationalgeographic.com/kids/
d. Select a culture by country:
http://www.cantonpl.org/kids/country.html
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a. Aboriginal Art
combining the past and the present:
http://www.aboriginalart
online.com/index.php
b. contemporary native American art:
http://www.nativespirits.com/

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1. What culture(s) are
you the product of? Explain.
2. What culture(s) do you have a deep sense of
respect for? Explain.
3. Make up an acronym for American.
4. Are you a local, national, or global
person? Explain.
5. What cultures do you not understand? What
is it that you do not understand about them?
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| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| D or 2D
Polymer Transfer

How can you create a polymer transfer that makes a statement about
materialism in the world today?
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wallpaper, Cubism, commercial,
manufactured, adhere, photomontage, decoupage, assemblage |
You, the student, will use the
technique of polymer transfer to create a collage-like work of art that
speaks to the issue of materialism and your views of that issue
demonstrating your knowledge and understanding of this technique, drawing
as a connective medium, and current issues. |
1. Name two tribal
cultures that you perceive have something in common. What do you
think they have in common? Explain.
2. How is being American like being African?
3. How is being tribal like being modern?
4. Is modernity better than antiquity? Why
or why not?
5. Define savage. Define noble savage.
6. What is prejudice?
7. Design a world flag.
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a. ArtLex on collage:
http://www.artlex.com/ArtLex/c/collage.html

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http://www.lonker.net/art_aboriginal_2.htm
Contemporary aboriginal artists.
http://www.nativefields.com/
Contemporary Native American artists.
http://www.multiculturalchildrenslit.com/
Multicultural children's literature.
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1. Write a tribal tale
pretending that you grew up in the jungle.
2. Draw a multicultural man or woman.
3. List all the qualities of a truly multicultural
person.
4. What rhymes with culture?
5. Define transposition.
6. Is there a woman or a man in the moon?
What do other cultures believe. Find at least 2 stories that differ
and tell your own.
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| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| 3D
Mask or Mache Form
How can you create a mask or mache form of a face that celebrates a
frequently uncelebrated aspect of life?
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disguise, characteristic,
form, function, resourcefulness, ingenuity, inherent, attributes,
admonitory, celebratory, supernatural, ceremonial, indicative, funerary,
anthropomorphic, effigy |
You, the student, will
construct a mask or mache form demonstrating your ability to work in this
medium and your knowledge of masks from around the world reflecting
aspects of a target culture. |
1. How is a mask like a
mountain?
2. How is a mask different than a face?
3. How is a mask like a story?
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a. the history of mask
making:
http://www.anymask.com/historyofmask.html
b. mask making in different cultures:
http://www.chenowith.k12.or.us/tech/
subject/art/masks.html

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How can masks be used in art
therapy? for healing?

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1. Are masks sometimes
used as a protective fore? explain.
2. List reasons why masks are used in Africa and
other countries.
3. What stories have you heard that deal with
masks?
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| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| 3D
Earth Art / Impermanent Art

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earthworks, natural phenomena,
impermanence, documentation, environmental, spatial
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You, the student, will create
an impermanent work of Earth Art utilizing totally natural materials that
have a noninvasive effect on the site you choose demonstrating your
knowledge and understanding of Earth Art, its use of all natural
materials, and its emphasis on the fleeting nature of life. |
a. How are the earth and
sky related?
b. What is the most beautiful shape in
nature? Why?
c. If oaks were people, what kind of people would
they be? pines? maples? sassafras'? dogwoods?
d. If each flower had a fairy, which fairy would
contain the most magic? Explain.
e. What is alluring about a mushroom?
f. Explain the captivation of the ocean
tide? How is it like the wind?
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a. ArtLex on Earth Art:
http://www.artlex.com/ArtLex/e/earthart.html
b. examples:
http://www.usc.edu/schools/annenberg/
asc/projects/comm544/library/styles/EarthArt.html
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a. the art of paleontology:
http://www.miketaylor.org.uk
/dino/faq/s-intro/why/
b. paleonotology art:
http://www.paleopages.com/
Commercial/Art/
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a. Write a short rhyming
poem about Mother Earth. First make a list of all the words that
rhyme with "earth."
b. List all the natural phenomena that you can
think of. Beside each, imagine an earth work that could be made
about the phenomena and briefly describe it.
c. List all the advantages and disadvantages of impermanent
works of art.
d. Think of naturally occuring configurations in
nature that are visually interesting. Imagine an earthwork that you
could make based on this configuration. Draw it.
e. What is the Earth called our Mother?
Explain.
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| Lesson Title |
Vocabulary |
Specific Objective |
Synectics |
Historical Resources |
Interdiciplinary Connections |
Journal Entries |
| D or 2D
Surrealism / Fantasy

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veristic, subconscious,
decipher, analysis, individuation, subjugation, inhibition, aesthetics,
reawaken, psychological, out-of-context, contextual, surreal, alternative,
formalistic, perpetuation |
You, the student, will paint a
surrealistic painting demonstrating your knowledge and understanding of
surrealism as a movement in modern art, things out-of-context, and
dreamscapes. |
1. How is a fantasy like
reality?
2. Write down your dreams for one week.
Write them in your journal as soon as you awake.
3. What color is your psychological self?
What color is your intellectual self? your spiritual self?
your emotional self?
4. Have your ever seen things that you are
familiar with along with things that you are unfamiliar with in the same
dream? Explain or imagine.
5. What shapes would you consider
"dreamy?"
6. What sounds are "dreamy?"
7. How do dreams relate to your life?
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a. history of surrealism:
http://www.ibiblio.org/wm/
paint/glo/surrealism/
http://www.bway.net/~
monique/history.htm
http://www.artcyclopedia.com/
history/surrealism.html
d. virtual Dali:
http://www.virtualdali.com/
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a. dream interpretation:
http://www.dreammoods.com/
b. interpret your dreams:
http://www.petrix.com/dreams/
http://www.sleeps.com/
dictionary/dictionary.html
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1. Write a short poem
about a dream in meter and verse.
2. Draw a cloud in your journal. Tell
everything you can imagine it to be.
3. List at least 3 dreams you can remember.
Tell which was the most fantastic, the scariest, etc.
4. What do imagine that Utopia looks like?
Shambala? Heaven? Nirvana?
5. What do you think God looks like?
6. Describe the strangest real place you have ever
visited?
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