TAB (Teaching for Artistic Behavior)

Authentic Creation/Thinking/Assessment

- Develop Craft

- Engage and Persist

- Envision

- Express

- Observe

- Reflect

- Stretch and Explore

- Understand the Art World

“Artistic”Habits

of Mind

The four characteristics that supportauthentic learning are:1. An activity that involves real-world problem solving, and decision making.2. Use of open-ended inquiry, thinking skills and metacognition.3. Students engage in discourse and social learning in a community of learners.4. Students direct their own learning in project development, art making, and assessment.

AuthenticLearningEnvironment

TABClassroom

Teaching for Artistic Behavior (TAB) is a nationally recognized choice-based art education approach to teaching art. Developed in Massachusetts classrooms over thirty five years, and through courses and research at Massachusetts College of Art, the Teaching for Artistic Behavior concept enables students to experience the work of the artist through authentic learning opportunities and responsive teaching. Choice-based art education regards students as artists and offers them real choices for responding to their own ideas and interests through the making of art.  Choice-based art education supports multiple modes of learning and assessment for the diverse needs of students. Teaching for Artistic Behavior Inc. is a grassroots organization developed by and for art teachers, and serves to promote and support choice-based art education in public and private education settings. 

ElementaryandMiddle SchoolCenters (Menu’s)

Drawing Center: Mediums/Materials: Graphite Drawing Colored Pencil Drawing Chalk Pastel Drawing Oil Pastel Drawing Charcoal Drawing Crayon Drawing Marker Drawing Ink Drawing Erasers Paper Processes: Value Shading Color Shading/Blending Proportional sketching Perspective drawing (One and Two Point) Sketching to Detail drawing Freehand drawing Grids Tracing Subjects/Themes: People Animals/Nature Landscapes Structures Cartoons Machines

Collage Center: Mediums/Materials: Hot Glue Elmers Glue Tacky Glue Magazines Yarn Puzzle pieces Cloth Construction Paper Matt Board Scraps Paint Stencils Stamps Wallpaper books Process: Overlapping pieces Var iety of materials Defining image Outline image Textural surface Subjects/Themes: People Animals/Nature Landscapes Structures Abstract Machines

Printmaking Center: Mediums/Materials: Ink Paint Brayers Foam Plates Rubber Blocks Plastic Sheets Masking Tape Watercolor Markers Stamps Texture plates Pointed wood sticks Matt board scraps Process: Watercolor Prints Monotype Prints Intaglio Prints Relief Prints Stained Paper Prints Subjects/Themes: People Animals/Nature Landscapes Structures Abstract Machines

Weaving Center: Mediums/Materials: Plant Material (grasses, long leaves) Cardboard large pieces Masking Tape Yarn (thick/thin) Var iety of colored paper Torn cloth strips Misc. Process: Loom Weaving: Cardboard Loom Ceramic Frame Loom Wood Frame Loom Subjects/Themes: Patterns Color Texture Lines

Elementary Art : Teaching for Artistic Behavior Centers

Painting Center: Mediums/Materials: Tempera Paint (Red, Blue, Yellow, Brown, Black, White) Watercolor Paint (Oval or Square Pan strips) Brushes (Var iety of sizes) Cups Icecream Lids Masking Tape Heavy Paper Watercolor Paper Illustration Board Process: Mixing of : secondary, intermediate, values, earthtones. Blending of colors Building of surface color Perspective painting Watercolor techniques: wet/wet, wet/dry, dry/wet, dry/dry, graded wash, masking. Subjects: People Animals/Nature Landscapes/Structures Abstract

Construction Center: Mediums/Materials: Cardboard (thin, thick) Box knives Cardboard scissors Hot Glue Guns/Hot Glue Paint Masking Tape Brushes Elmers Glue Wallpaper Books Foam core Foam sheets Misc. materials: beads, seeds, dry noodles. Process: Attaching materials Measuring/sizing materials Stable structures/construction Moveable parts Sectional parts Subjects: Mask Structures People Animals Abstract

Ceramic Center: Mediums/Materials: Clay Clay tools Texture stamps Texture plates Paint Glaze Clay Forms Process: Coil Slab Pinch Sculpture Relief Scoring Designs Slip/Plastic/Leather Hard/Bone Dry/Bisque Dry Brush/ Glaze Firing Subjects: Functional ware Non-Functional ware Sculptural Animals/Nature Structures Containers People Characters

Computer Center: Mediums: Apple Computer Process: Drawing Programs Painting Programs Photo Manipulation Program Scanning Images Animation Subjects: People Animals/Nature Landscapes Structures Cartoons Machines

Art Appreciation Center: Mediums: Art Story Books Drawing Books Painting Books Printmaking Books Ceramic Books Photography Books Cartooning Books Art History Books Cultural Art History Books Artist Story Books Process: To read, use for resources, ideas, technique examples, background information. Subjects: Information about a variety of art interest.

Student Folders/Portfolio’s: Elementary students will create folders/portfolios that will retain their artwork. The folders/portfolios will contain center practice work, checklist of center use (rubrics), daily journal (what they did, what they thought about the work, what they thought about others work), completed projects, final artist statements. Students will present a selected work of art from their portfolio for the Annual Elementary Art Show.

Skills Grading For Students:

4 Student has shown exceptional use of materials, techniques, analysis in the creation of their artwork.

3 Student has shown good development in the use of materials, techniques, analysis in the creation of their artwork.

2 Student has shown satisfactory development in the use of materials, techniques, analysis in the creation of their artwork.

1 Student struggles in the development of the use of materials, techniques, analysis in the creation of their artwork.

0 Student does not have enough work represented to evaluate the use of materials, techniques, analysis in the creation of their artwork.

Effort Grading For Students 4 Students has shown exceptional effort in following of directions, listening, completing task, quality work.

3 Student has shown good effort in the following of directions, listening, completing task, quality of work.

2 Student has shown satisfactory effort in the following of directions, listening, completing task, quality work.

1 Student struggles in the effort of following directions, listening, completing task, quality of work.

0 Student has not shown enough effort in following directions, listening, completing task, to assess the quality of work.

New Minnesota Art Standards: Strand 1: Artistic Foundations Standard 1: Demonstrate knowledge of the foundations of the art area. K-3 Benchmark #1: Identify the Elements of Visual Art, including Color, Line, Value, Shape, Texture, and Space 4-5 Benchmark #1: Describe the characteristics of the Elements of Visual Art, including Color, Line, Shape, Val ue, Form, Texture, and Space. Benchmark #2: Describe how the Principles of Visual Art such as Repetition, Pattern, Emphasis, Contrast, Balance are used in the creation, presentation and response to Visual Artworks. Benchmark #3: Identify characteristics of Western and non-Western artistic styles, Art Movements and Genres in Art. Strand 1: Artistic Foundations Standard 2: Demonstrate knowledge and use of the technical skills of the art form and integrating technology when applicable.

K-3 Benchmark #1: Identify the tools, materials, and techniques from a variety of two and three dimensional media such as drawing, painting, printmaking, ceramics, fibers, sculpture. 4-5 Benchmark #1: Describe the tools, materials, and techniques from a variety of two and three dimensional media such as drawing, printmaking, painting, ceramics, fibers, sculpture. Strand 1: Artistic Foundations Strand 3: Demonstrate understanding of the personal, social, cultural, historical contexts that influence the art areas. K-3 Benchmark #1: Identify the characteristics of Visual Artworks from a variety of cultures including the contributions of Minnesota American Indian tribes and communities. 4-5 Benchmark #1: Describe the personal, social, cultural, or historical contexts that influence creation of Visual Artworks including the contributions of Minnesota American Indian tribes and communities. Benchmark #2: Describe how Visual Art communicates meaning.

Strand 2: Artistic Process: Create/Make Standard 1: Create or make in a variety of contexts in the art area using the artistic foundations/artistic behaviors. K-3 Benchmark #1: Create original two and three dimensional artworks to express ideas, experiences, or stories. Benchmark #2: Revise artworks based on the feedback of others. 4-5 Benchmark #1: Create original two and three dimensional artworks to express specific artistic ideas. Benchmark #2: Revise artworks based on feedback of others and self-reflection. Strand 3: Artistic Process: Perform/Present Standard 1: Perform/Present in a variety of contexts in the art area using the artistic foundations. K-3 Benchmark #1: Share and describe personal artwork. Benchmark #2: Reflect on a presentation based on the feedback of others. 4-5 Benchmark #1: Select and assemble for a personal portfolio.

Benchmark #2: Revise presentation based on the feedback of others and self-reflection. Strand 4: Artistic Process: Respond/Critique Standard 1: Respond to and critique a variety of creations or performances using artistic foundations. K-3 Benchmark #1: Compare and contrast the characteristics of a variety of artworks. 4-5 Benchmark #1: Justify personal interpretations and reactions to artworks.

Tools for Authentic Artistic Response

Elementary Journal Entries

Name: __________________________ Date:_____/_____/______ Grade Level: _______ Center: ______________________ Answer the following question: 1. Describe the work that you have been doing. What it is ? What the mediums are? What is

the subject? Parts of the project you li ke? Parts of the Project that need work? _____________________________________________________________________________________________

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Elementary Journal Entries

Name: __________________________ Date:_____/_____/______ Grade Level: _______ Center: ______________________ Answer the following question:

1. Describe the work of another student. What is it? What medium did they use? What is

the main subject? Parts of the project you thought were done well? Parts of the Project that need work?

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Elementary Artist Statement

YOUR NAME:

NAME OF YOUR ART WORK:

ARTIST STATEMENT: I made this art work because___ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ __ I was trying to make__ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ __ I made it with__ _ __ _ _ _ _ _ _ _ _ _ __ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ __ I can tell a story about my picture. __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ __ _ _ __ __ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _

New Minnesota Art Standards: Strand 1: Artistic Foundations Standard 1: Demonstrate knowledge of the foundations of the art area. Visual Arts: K-3 Benchmark #1: Identify the Elements of Visual Art, including Color, Line, Value, Shape, Texture, and Space 4-5 Benchmark #1: Describe the characteristics of the Elements of Visual Art, including Color, Line, Shape, Value, Form, Texture, and Space. Benchmark #2: Describe how the Principles of Visual Art such as Repetition, Pattern, Emphasis, Contrast, Balance are used in the

creation, presentation and response to Visual Artworks. Benchmark #3: Identify characteristics of Western and non-Western artistic styles, Art Movements and Genres in Art. 6-8 Benchmark #1: Analyze the Elements of Visual Art including Color, Line, Shape, Value, Form, Texture, and Space and Principles of Visual Art Including Repetition, Pattern, Emphasis, Contrast and Balance. Benchmark #2: Analyze how the Principles of Visual Art such as Repetition, Pattern, Emphasis, Contrast, and Balance are used in the creation, presentation and response to Visual Artworks. Benchmark #3: Describe the characteristics of

Western and non-Western artistic styles, Art Movements, and Genres in Art. 9-12 Benchmark #1: Analyze how the Elements of Visual Art including Color, Line, Shape, Value, Form, Texture, and Space along with the Principles of Visual Art including Repetition, Pattern, Emphasis, Contrast, and Balance Principles that communicate meaning in the creation of, presentation of, or response to Visual Artworks. Analyze Contemporary Art Principles that communicate meaning in the creation of, presentation of, or response to Visual Artworks. Benchmark #2: Evaluate how the Principles of Visual Art such as Repetition, Pattern, Emphasis, Contrast, Balance or Contemporary

Art Principles are used in the creation of, presentation of, or response to Visual Artworks. Benchmark #3: Analyze how the characteristics of Western and Non-Western artistic styles, Art Movements and Genres in Art contribute to the creation of, presentation of or response to Artworks. Benchmark #4 Analyze the health and safety issues related to mediums and processes in the creation of artworks.

Strand 1: Artistic Foundations Standard 2: Demonstrate knowledge and use of the technical skills of the art form and integrating technology when applicable. K-3 Benchmark #1: Identify the tools, materials, and techniques from a variety of two and three dimensional media such as drawing, painting, printmaking, ceramics, fibers, sculpture. 4-5 Benchmark #1: Describe the tools, materials, and techniques from a variety of two and three dimensional media such as drawing, printmaking, painting, ceramics, fibers, sculpture. 6-8 Benchmark #1: Demonstrate the

characteristics of the tools, materials, and techniques of various two and three-dimensional media for intentional effects in original artworks. 9-12 Benchmark #1: Integrate characteristics of the tools, materials, and techniques of a selected media in original artworks to support artistic purpose. Strand 1: Artistic Foundations Strand 3: Demonstrate understanding of the personal, social, cultural, historical contexts that influence the art areas. K-3 Benchmark #1: Identify the characteristics of Visual Artworks from a variety of cultures including the contributions of Minnesota American Indian tribes and communities.

4-5 Benchmark #1: Describe the personal, social, cultural, or historical contexts that influence creation of Visual Artworks including the contributions of Minnesota American Indian tribes and communities. Benchmark #2: Describe how Visual Art communicates meaning. 6-8 Benchmark #1: Compare and contrast the connections among Visual Artworks, their purposes, and the personal, social, cultural and historical contexts including the contributions of Minnesota American Indian tribes and communities. Benchmark #2: Analyze the meanings and functions of Visual Art.

9-12 Benchmark #1: Analyze how Visual Artworks influence and are influenced by personal, social, cultural or historical contexts including the contributions of Minnesota American Indian tribes and communities. Benchmark #2: Synthesize and express an individual view of the meanings and functions of Visual Art.

Strand 2: Artistic Process: Create/Make Standard 1: Create or make in a variety of contexts in the art area using the artistic foundations/artistic behaviors. K-3 Benchmark #1: Create original two and three dimensional artworks to express ideas, experiences, or stories. Benchmark #2: Revise artworks based on the feedback of others. 4-5 Benchmark #1: Create original two and three dimensional artworks to express specific artistic ideas. Benchmark #2: Revise artworks based on feedback of others and self-reflection.

6-8 Benchmark #1: Create original two and three dimensional artworks in a variety of artistic contexts. Benchmark #2: Revise artworks based on feedback of others, self-reflection and artistic intention. 9-12 Benchmark #1: Create a single, complex artwork or multiple artworks to express ideas. Benchmark #2: Revise artworks based on artistic intent using multiple sources of critique and feedback. Benchmark#3: Develop an artistic intent including how audience and occasion affect choices and justify choices based on intent.

Strand 3: Artistic Process: Perform/Present Standard 1: Perform/Present in a variety of contexts in the art area using the artistic foundations. K-3 Benchmark #1: Share and describe personal artwork. Benchmark #2: Reflect on a presentation based on the feedback of others. 4-5 Benchmark #1: Select and assemble for a personal portfolio. Benchmark #2: Revise presentation based on the feedback of others and self-reflection. 6-8 Benchmark #1: Assemble and prepare personal artwork for exhibit.

Benchmark #2: Revise presentation based on feedback of others, self-reflection and artistic intention. Benchmark #3: Explain statement of artistic intent including how audience and occasion affect artistic choices and explain choices based on intent. 9-12 Benchmark #1: Present, exhibit, publish or demonstrate collections of artworks for different audience and occasion. Benchmark #2: Revise presentation based on artistic intent and using multiple sources of critique and feedback. Benchmark #3: Develop a statement of artistic intent including how audience and occasion affect artistic choices and justify choices based on intent.

Strand 4: Artistic Process: Respond/Critique Standard 1: Respond to and critique a variety of creations or performances using artistic foundations. K-3 Benchmark #1: Compare and contrast the characteristics of a variety of artworks. 4-5 Benchmark #1: Justify personal interpretations and reactions to artworks. 6-8 Benchmark #1: Analyze and interpret a variety of artworks using established criteria. 9-12 Benchmark #1: Analyze, interpret and evaluate artworks by applying self-selected criteria within the traditions of the art form.

Benchmark #2: Justify the choice of self-selected criteria based on knowledge of how criteria affects criticism.

Student Contract For Studio Art Studio Art

Scoring 100% - 94% - A 93% - 90% - A- 89 % - 87% - B+ 86% - 83% - B 82% - 80% - B- 79% - 77% - C+ 76% - 73% - C Less the 73% conference with teacher/rework projects. Students will bring a notebook to class/writing tool. The notebook will be retained in the classroom and not taken to the locker unless otherwise instructed. Students will put first and last name on all assignments. Students will complete assignments unless otherwise instructed. Incomplete assignments will be recorded as a 0. Students will be given midquarter and end of the quarter reports.

Quarter One: Elements and Principles of Design Drawing Mediums: Pencil Colored Pencil Ink Charcoal Oil Pastels Chalk Pastels Scratch Board Painting Mediums: Watercolor Acrylic Tempra Clay Medium: Pinch Coil Slab Selection of Theme Subject: Five themes brainstormed. Five subjects brainstormed for each theme. Five photographs or plans: Five photographs or plans that relate to the specific theme choosen. One week of Journal Entries: See Jounal Entries/Write up sheet for specifics. Three points assigned to each journal entry. On an average week 15

points can be attained. Other: Additional projects or written assignments if needed.

Quarter Two: Begin work on individual projects based on selected theme and subjects.

Daily Journal Entries: 3 points per journal entry. 15 points per week on the average. 5 Project Write ups. Of the five projects one has to be original in order to be in the running for a C. Two original projects for a B. Three original projects for an A. These grades are all dependent on the composition, use of medium, relationship to theme. Original means taken by you or a relative/friend. Copywritten photos may not be used without permission of the photographer. Students will display one to five works of art for the student show at the end of the semester. Students will be responsible for hanging up and taking down the display. Students will complete a name tag for each work of art, an artist statement for the work displayed, create an invitation for the show and create a poster for the show.

Art Journals and Project Write-ups

Questions to be answered in each journal entry:

a. What did I do today? (1 point)

b. What I thought about what I did today? (1 point)

c. What I thought of someone else’s work? (1 point) Example of a “good” journal entry: Would receive “3” points.

• Today I took th esketch I made and started to add the values in the body of the dog. I used an HB pencil firs t to get the ligh tval ,ues a 2B pencil to get th emedium values, and 4B to get th edark values. I got half o f th emiddle part o f the body complet .ed

• I thought the first part o f the shading o f the dog’s body was ok bu t I had difficult ygettin g the medium values to stand out. The

hair seems to be somewhat scribbled and I want edit to b emore blen .ded The darker values made th ehair stand out more once I g ot them put in. I learned you have to be careful in layering th edifferent val .ues

• I looked at Da ’n s painting o f th ehawk today. Dan started toadd the feathers wit hthe acrylic pain tand I was surprised how

well he got th e texture of each o f th efeath .ers Da nmust have used a fan brush to get th e texture. I would suggest Dan keep in mind his light source as he is paintin g tomake the hawks body really stand out.

Example o f a “poor” journal entry: Would receive “0” point .s

• Today I worked very hard o nmy picture. I drew the whole hour and was quie .t I got a lot don .e

a. My picture is cool.

b. Dan did a good job today. Dan really worked hard on his painting. Wow Dan is a good artist. Project Write-Ups (Project Write-Ups worth 10 points with timeline and 7 points with out timeline) All fi ve projects must have a “project write-up. Only projects that are “original” must have a project write-up and a “timeline”. Theme: Animals Subject: My Dog Medium: Pencil Size: 18x24 Original: Yes/No Reason for picking subject: I picked this picture because it is my family dog and I thought it would look good in pencil . Timeline: (The timeline is created before the project is started. The timeline is a guess on what will be done, day to day, in the course of doing the project.) 3/19/07 Sketch out my dog

3/20/07 Continue sketching dog and working on proportions.

3/21/07 Begin shading the project.

3/22/07 Continue shading the project.

3/23/07 Continue shading the project.

3/26/07 Continue shading the project. (Have a student and teacher evaluate my work)

3/27/07 Continue shading the project.

3/28/07 Continue shading the project.

3/29/07 Finish drawing.

The project write-up and timeline must be adjusted if the project changes. The project timeline is adjusted if there is and absence during the time of the production of the project.

Art Theme/Subject Worksheet 50 points

Themes Subject 1 Subject 2 Subject 3 Subject 4 Subject 5

1

2

3

4

5

Final Theme Selected: ________________________________ for quarter projects. I have read all the information in the Studio Art Contract. I ________________________ contract for an A B C for the quarter. I will consult with the teacher if I wish to change the content of my contract. If I do not hold up my end of the contract, I will need to meet in a conference with the teacher and my parents.

Art Technology Projects Digital Photos: Level of Difficulty Medium to High Students will use Photoshop or another Photo manipulation program to work with their digital photographs. Students will have a specific theme for their photos: Landscape, still life, wild life, Plants, People, Cars, Trucks, etc. Students will use the photo manipulation program to enhance the photo by use of filters, colors, and use of light. Students must make compositional decisions based on the Photographic Composition Notes from the video. Students should consider focusing on how light is used in the photo, use of texture, focus on a main subject and how the photo’s fit with the theme. Students should present five quality photographs for their grade. Photo’s will be printed on quality photo paper. Photo’s will be mounted on matt board for display. Animation/Movies: Level of Difficulty Medium to High Sequence Animation (Drawn) Paper Animation Clay Animation Object Animation Movie Short A draft storyboard will be made for each type of Animation/Movie. A decision about the use of a set , construction of a set must be determined. A script describing the purpose and meaning behind the work must be developed. Within the script and explanation of characters, dialogue and music should be made. The use of the video camera and use of the editing equipment will play and important part in the development of the work. Students will need to have titles, transitions, effects and sound in their project. Tee Shirt Design: Level of Difficulty Medium to High Students will develop a layout of the proposed tee shirt including size, type font to be used, color selection, and draft of final design. Students may use the computer to create the design or use part of the computer to make the design. Students may use materials like: paint, ink, colored pencils etc. to create the design. Students will scan the image into the computer then transfer the image to tee shirt transfer paper. Students may transfer the image to a tee shirt. Students may develop a design for the front and back of a shirt. Product Package Design: Level of Difficulty Medium to High Students will develop an image and text to be transferred to a product package. Students can create a product name or use one that already exist. Students may not use product designs that have been previously been done. Students may use the computer to create the image/text or may use materials like: paint, ink, colored pencils, magazine pictures, collage etc. Students need to attach the design(s) to the product package. Students may create their own package design or cover and existing package design. The designs will be printed on quality card stock paper.

Logo: Level of Difficulty Low Students will develop a logo design for an existing company, a family/friends company or new school logo. The logo’s can be color or black and white. The logo must have a connection to the company either by the text or by the design that is created. The logos will be created on the computer or by hand or a combination of both. The logos designed by hand and on the computer, will be scanned into the computer and then printed. The logos will be printed on quality card stock paper and be presented for display. C.D. Design: Level of Difficulty Low to Medium Students will develop a C.D. cover design based on a theme of music selected for the C.D. Students should write up a plan to determine the direction they will take with their design. Students will select five songs to burn to a C.D. and then create the Cover and inside design for their C.D. Students will include a list of the songs in the C.D. The C.D. design can be created on the computer, by hand or a combination of both. The cover design and inside design could use drawing, paintings, photographic images. The cover and inside design must also include text: Title, Songs Listed. The designs will be printed on cardstock paper trimmed and cut to be placed into the C.D. case. Business Cards: Level of Difficulty Low Students will create a business card for a family/friend. The card will have a design and important text included. The card will have the companies name, address, phone, fax, email etc. The design must be related to the company. The cards will be created on the computer. It is suggested that you meet an individual from the company to determine the layout. The card(s) will be printed on cardstock paper. The cards can be in black and white or color. Graduation Invitations: Level of Difficulty Low Students will create graduation announcements/party invitations. The graduation announcements/ party invitations should include a graphic and text. It is suggested you make a few rough drafts on what the design might look like and what might be included. The announcements/invitations will be created on the computer. The announcements/invitations will be printed on cardstock paper. The announcements can be in black and white or color. Other? Level of Difficulty Determined by Project Students will propose a project to the teacher that would include the use of technology. The proposed project must include reason for the project and final product.

Art History: Cultural or A rtistic Movement Presentation The following, list of projects, are those that can be selected to fulfill the grade requirement for this assignment. Three projects must be selected to be in the running for an A, two projects selected to be in the running for a B and one project to be in the running for a C.

Topic Paper: The paper should explore the artistic culture of the specific culture selected. The paper should examine the variety of artistic aspects of the culture, such as visual art, music, dance, theater, literary, architecture. The paper could explore a specific movement in art, its origins, influence on society, impact on other art areas, new developments brought about by the movement reactions from the general public. The paper should have: 1 inch margins top, bottom, sides Double spaced Title (Centered) References at the end of the paper Font type: Times New Roman Font Size: 12 Indented paragraphs Examples of Art Work, Images of Dance, Theater, Art Movements, Books Name (first, last), Art History, Class Period At least three full pages long. (can have more) Must be in own words…no copying

Artist: The paper should explore an Artist from a specific culture or art movement, present or past. The paper will focus on the artist life, art they created, reason for the creation of the art, the arts influence on the culture or movement and public response to the art. At least five or more examples of the artist work should be included with the paper. The paper should have: 1 inch margins top, bottom, sides Double spaced Title (Centered) References at the end of the paper Font type: Times New Roman Font Size: 12 Indented paragraphs Photo of Artist Examples of artwork from the artist Name (first, last), Art History, Class Period

At least three full pages long. (can have more) Must be in own words….no copying

Project: Create a project that, can be taught to students that focuses on a specific culture or art movement. The project should be centered around recreating an aspect of the cultures or art movements contribution to the art world. A final example of the project will be produced for display. The project should have: A finished example of the project. A two to three page paper with specific directions for making the project. An explanation of how the project relates to the culture or art movement. A list of supplies needed to make the project. The paper should have: 1 inch margins top, bottom, sides Double spaced Title (Centered) References at the end of the paper Font type: Times New Roman Font Size: 12 Indented paragraphs Name (first, last), Art History, Class Period Must be in own words….no copying

Artworks: Select four cultural artworks or art movement artworks and analyze them according to how the Elements and Principles of Design were used, Use of technical skills. How the artwork selected demonstrates cultural aspects, art movement characteristics. The paper should have: 1 inch margins top, bottom, sides Double spaced Title (Centered) References at the end of the paper Font type: Times New Roman Font Size: 12 Indented paragraphs Examples of artwork from the culture or art movement. Name (first, last), Art History, Class Period Must be in own words…no copying

Interview: Select four artist who have been interviewed in a magazine, book or online from a particular culture or art movement. The interview should include the artist talking about their work and its relationship to the culture or art movement. If the interview is online the URL should be provided to view. A summery of the interview should be written along with a photo of the artist and two examples of the work. The paper should have: 1 inch margins top, bottom, sides Double spaced Title (Centered) References at the end of the paper Font type: Times New Roman Font Size: 12 Indented paragraphs Examples of artwork from the culture or art movement. Photo of Artist Name (first, last), Art History, Class Period Must be in own words….no copying

Brochure/Poster: Select a cultural art form, artist, art movement and develop a brochure outlining important facts about the art form, artist or art movement. The facts should be specific and bulleted in the brochure. The brochure should have graphics, photos, and text. The poster could be created to compliment the brochure or focus on another cultural art form, artist or art movement. The poster should have text and graphics. The brochure should have: Be on 81/2 x 11 paper. The brochure will be trifold. Have a cover. Have graphics, photos. Have text. Font size 12. Bolded Headings. Indented Paragraphs. Font Type: readable and appropriate to the brochure. References on back of brochure. Name (first, last), Art History, Class Period Visually strong. Must be in own words….on copying Poster should have: Be on 81/2 x 11 paper. Ver tical or Horizontal Have graphics, photos Have text Font size: readable and appropriate

Bold letters Font type: readable and appropriate References on back of poster Name (first, last), Art History, Class Period Visually strong. Must be in own words….no copying

Examples of Elementary and High School T.A.B. Authentic Evidence of: Thinking, Decision Making, Problem Solving, Self Directed Learning, Discourse

Journals (Elementary/High School)Notebooks (High School)Portfolio’s (Elementary, High School)Course Evaluations (Elementary, High School)

Examples ofthe T.A.B.ElementaryArt Show

Student selected project forthe art show along with anartist statement.

Examples ofthe T.A.B.High SchoolArt Show

Name TagsArtist StatementsInvitationsPostersFramed/Mounted/MattedDisplayedTake DownShow Critique (Review)

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Elementary Art Grade 5(typical work day)