Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
Why is the knowledge 1.0‐ Students know and apply Understand and Line Elements will be Class critique The Visual
and use of the visual arts media, techniques, apply the elements Shape covered with rubric and Experience,
elements of art and processes. of art when creating Space throughout the student/teacher Davis
essential to producing 2.0‐ Students use knowledge of artwork and viewing Form course in various feedback Publications
a successful work of visual characteristics, purposes, the work of other Texture projects/media
art? and functions artists. Value Classroom Drawing on
3.0‐ Students choose, apply, and Color observations the Right
Where do we see the evaluate a range of subject Recognize and Side of the
Elements of Art
elements of art at work matter, symbols, and ideas. appreciate the Analysis of art Brain, Betty
in aspects of everyday 4.0‐ Students understand the presence of art elements in Edwards
life? visual arts in relation to history elements in areas well‐known art
and cultures such as architecture, work Exploring
How have artists used 5.0‐ Students analyze and assess fashion, print, etc. Visual
the elements of art characteristics, merits, and Design, Davis
successfully in well‐ meanings in their own artwork Publications
known works of art? and the work of others
6.0‐Students demonstrate
relationships between the visual
arts, the other arts, and
disciplines outside the arts
Douglas County School District DRAFT April 2010
Page 1
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
Why are the principles 1.0‐ Students know and apply Understand and Unity Principles will be Class critique
of design an essential visual arts media, techniques, apply the principles Variety covered with rubric and
component to and processes. of design when Balance throughout the student/teacher
producing a successful 2.0‐ Students use knowledge of creating artwork Dominance course in various feedback
work of art? visual characteristics, purposes, and viewing the Movement projects/media
Principles of Design
and functions work of other Rhythm Classroom
Where do we see the 3.0‐ Students choose, apply, and artists. Pattern observations
principles of design at evaluate a range of subject Contrast
work in aspects of matter, symbols, and ideas. Recognize and Repetition Analysis of
everyday life? 4.0‐ Students understand the appreciate the Focal Point principles of
visual arts in relation to history presence of the design in well‐
How have artists used and cultures principles of design known art work
the principles of design 5.0‐ Students analyze and assess in areas such as
successfully in well‐ characteristics, merits, and architecture,
known works of art? meanings in their own artwork fashion, print, etc.
and the work of others
6.0‐Students demonstrate
relationships between the visual
arts, the other arts, and
disciplines outside the arts
Douglas County School District DRAFT April 2010
Page 2
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What unique qualities 1.0‐ Students know and apply Use pencil Value Contour Line Class critique
do pencil techniques visual arts media, techniques, techniques to Texture exercises with rubric and
have? and processes. render line, shape, Lead Grades Positive/negative student/teacher
2.0‐ Students use knowledge of form, value, and Stump Blenders space exercises feedback
Why, when, and how visual characteristics, purposes, texture. Highlight Drawing from
Graphite, Charcoal
do artists use pencil as and functions Shadow life/sighting Classroom
an art medium? 3.0‐ Students choose, apply, and Hone observation Reflected Light exercises observation
evaluate a range of subject and perception 2‐D, 3‐D Value scales
Why is it important for matter, symbols, and ideas. skills. Form Texture wheel Key vocabulary
an artist to develop 4.0‐ Students understand the Shape Grid drawing and concepts
good skills in visual arts in relation to history Exercise right and Line Self‐Portrait and quiz
observation and and cultures left brain activity. Fixative Still Life
perception? 5.0‐ Students analyze and assess Eraser Types Gesture drawing
characteristics, merits, and Recognizing how Graphite
How do the right and meanings in their own artwork artists use this Sphere
left hemispheres of the and the work of others media in well‐known Cone
brain affect an artist’s 6.0‐Students demonstrate works of art. Cube
ability to observe and relationships between the visual Cylinder
perceive accurately? arts, the other arts, and Prism
disciplines outside the arts Realism and
Naturalism
Douglas County School District DRAFT April 2010
Page 3
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What was the impact 1.0‐ Students know and apply Create an edition of Printing Ink and Linoleum or Class critique
of printmaking on the visual arts media, techniques, prints Paper other types of with rubric and
art and literary world? and processes. Benchhooks block printing student/teacher
2.0‐ Students use knowledge of Use printmaking Brayers feedback
What are some of the visual characteristics, purposes, tools and materials Gouges Scratchboard
forms of printmaking, and functions properly and safely. Block Materials Classroom
and what technical 3.0‐ Students choose, apply, and Relief Printing observation
Printmaking
processes are evaluate a range of subject Recognize forms of Intaglio
involved? matter, symbols, and ideas. printmaking in Planography Key vocabulary
4.0‐ Students understand the various artworks. Lithography and concepts
What is the difference visual arts in relation to history Serigraphy and quiz
between an original and cultures Burnishing
and a print? How does 5.0‐ Students analyze and assess Registry
this affect the value of characteristics, merits, and Proof
artwork? meanings in their own artwork Edition
and the work of others Monoprint
6.0‐Students demonstrate Floating Mount
relationships between the visual Giclee’
arts, the other arts, and Barren
disciplines outside the arts Etching
Plate
Douglas County School District DRAFT April 2010
Page 4
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
How can these media 1.0‐ Students know and apply Using colored pencil Value Practice Class critique
be used to achieve visual arts media, techniques, and pastel Texture exercises with rubric and
various visual and processes. techniques to create Transparency student/teacher
qualities? 2.0‐ Students use knowledge of value, texture, and Opacity Duck Stamp feedback
Colored Pencil, Pastels
visual characteristics, purposes, depth. Rendering
How do artists and functions Tooth (Paper) Still Life Classroom
incorporate color into 3.0‐ Students choose, apply, and Developing an Color Palette or observation
artwork? evaluate a range of subject effective color Scheme Composition
matter, symbols, and ideas. palette. Warm Colors with Organic Key vocabulary
What is an effective 4.0‐ Students understand the Cool Colors and Geometric and concepts
color palette and how visual arts in relation to history Using color Color Wheel Shapes and quiz
is knowledge of the and cultures combinations and Complementary
color wheel applied in 5.0‐ Students analyze and assess layering for shading. colors Sketching and
this process? characteristics, merits, and Shading Autumn
meanings in their own artwork Recognizing how Leaves
What is the psychology and the work of others artists use this
of color? 6.0‐Students demonstrate media in historical
relationships between the visual or contemporary
arts, the other arts, and works of art.
disciplines outside the arts
Douglas County School District DRAFT April 2010
Page 5
Scope & Sequence
Drawing and Painting I Scope and Sequence
Title/Length Essential Question(s) Standard: Strand, indicator, or Student Outcomes Key Evidence of Learning Suggested
of Unit Recur throughout life, benchmark (Objectives/Skills) Vocabulary Suggested Common Resources
Key inquiries w/in Instructional Formative (text:
discipline, Activities Assessment(s)/
Helps students make Date
sense of core content.
What are the unique 1.0‐ Students know and apply Understand basic Wash Color mixing Class critique
characteristics of these visual arts media, techniques, color theory and Transparency exercises with rubric and
types of paints? and processes. color mixing. Opacity student/teacher
Tempera, Watercolor, and Acrylic
2.0‐ Students use knowledge of Primary Technique feedback
What are the visual characteristics, purposes, Use techniques and Secondary exercises
specialized skills and and functions materials specific to Intermediate or Classroom
materials needed to 3.0‐ Students choose, apply, and each paint type to Tertiary Landscape observation
use paint media evaluate a range of subject achieve desired Tints
successfully? matter, symbols, and ideas. effects. Shades Still Life Key vocabulary
4.0‐ Students understand the Hue and concepts
How have these media visual arts in relation to history Intensity and Painting and quiz
been used by artists in and cultures Saturation reflecting color
various painting genres 5.0‐ Students analyze and assess Complementary theory
and works of art? characteristics, merits, and Monochromatic
meanings in their own artwork Analogous Art History
Why is an and the work of others Triad Replications and
understanding of color 6.0‐Students demonstrate Warm and Cool Parodies
mixing and color relationships between the visual Dry Brush
theory so important? arts, the other arts, and Stippling Furniture and
disciplines outside the arts Pigment Picture Frames
Masking
Canvas
Gesso
Douglas County School District DRAFT April 2010
Page 6
Scope & Sequence
