High School Painting Curriculum

Course Description: An introduction to the transparent media of watercolor painting, opaque

acrylic painting and other paint media. Major emphasis is on experiencing a variety of
techniques and creating composition through observation.

Scope and Sequence:

Timeframe Unit Instructional Topics

9 weeks Watercolor Topic 1: Terms/Techniques

Topic 2: Color
Topic 3: Observation

9 weeks Acrylic Topic 1: Terms/Techniques

Topic 2: Color
Topic 3: Art History
Topic 4: Observation
Topic 5: Creativity and Originality
Topic 6: Technology
Curriculum Revision Tracking
February, 2020
● Updated to new Missouri Learning Standards for Fine Arts

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Board Approved with Revisions: March 12, 2020
 Unit 1: Watercolor
Subject: Painting
Grade: 10, 11, 12
Name of Unit: Watercolor
Length of Unit: 9 weeks
Overview of Unit: In this unit we experiment with various watercolor techniques. Several
projects will be done using color layering, color blending and using the techniques demonstrated
in class.

Priority Standards for unit:

● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of skills and
knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional contemporary
artistic practices to plan works of art and design

Supporting Standards for unit:

● VA:[Link] Redesign an object, system, place, or design in response to contemporary
issues.
● VA:[Link] Utilize inquiry methods of observation, research, and experimentation to
explore unfamiliar subjects through art making
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage, revise,
and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to the
natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work of art
or collection of works.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas, feelings
and behaviors of specific audiences.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to display
artwork in a specific place
● VA:[Link] Individually or collaboratively formulate new creative problems based on
student's existing artwork.

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Board Approved with Revisions: March 12, 2020
 Unwrapped Skills Bloom’s
Unwrapped Concepts (Students need to be Taxonomy Webb's
(Students need to know) able to do) Levels DOK
Acquisition of skills and knowledge in a chosen
art form Practice Apply 2
Acquisition of skills and knowledge in a chosen
art form Demonstrate Apply 2
Range of materials and methods of traditional
contemporary artistic practices to plan works of
art Choose Apply 2
Range of materials and methods of traditional
contemporary artistic practices to plan works of
design Choose Apply 2

Essential Questions:
1. Why is it important to know the variety of watercolor techniques?
2. How do you control the transparency/opaqueness of a color?
3. How do you mix color to match observed hues in your painting?
4. How does collaboration expand the creative process?
5. How do artists and designers learn from trial and error?
6. How do life experiences influence the way you relate to art?
7. How does knowing and using visual art vocabularies help us understand and interpret
works of art?

Enduring Understanding/Big Ideas:

1. In each painting you do, there will be textures to acquire, colors to lift and values to
match. Knowing the techniques will give you a variety of tools to achieve the desired
effect.
2. The transparency is controlled by the amount of water you use compared to the amount
of pigment.
3. You should start with the base color of the object. Use your knowledge of the color
theory unit. It is important to layer each color to achieve good depth in your painting.
4. Creativity and innovative thinking are essential life skills that can be developed.
5. Artists and designers experiment with forms, structures, materials, concepts, media, and
art-making approaches.
6. Individual aesthetic and empathetic awareness developed through engagement with art
can lead to understanding and appreciation of self, others, and the natural world, and
constructed environments.
7. People gain insights into meanings of artworks by engaging in the process of art
criticism.

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Board Approved with Revisions: March 12, 2020
Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Transparent Transparent
Opaque Opaque
Solven Watercolor
Binder Loading your brush
Color Blot
Cold press
Hot press
Sizing
Masking
Frisket
Sheen
Scrubbing
Glazing
Back-runs
Value
Wash
Graded Wash
Glazing
Wet on Dry
Wet on Wet
Dry Brush
Sponging
Value
Form
Layering
Color
Texture

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 Topic 1: Terms and Techniques
Engaging Experience 1
Title: Technique Practice Page
Suggested Length of Time: 2 class periods
Standards Addressed
Priority:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
Supporting:
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making
Detailed Description/Instruction: Students will use tube watercolor sets to create the
techniques listed on the worksheet. Paper is 11 x 15. The teacher will demonstrate each
technique and the students will use each technique to show that they understand.
Bloom’s Levels: Apply
Webb’s DOK: 2

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 Topic 2: Color
Engaging Experience 1
Title: Value Scale
Suggested Length of Time: 1 class period
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making
Detailed Description/Instructions: Use a warm color, a cool color, and black (or paynes grey)
to create a value scale from light washes to darker intensity. Students will create 3 separate value
scales in each color.
Bloom’s Levels: Apply
Webb’s DOK: 3

Engaging Experience 2
Title: Color Mixing Grid
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● 1.B.2.2 Demonstrate the following watercolor techniques: continuous wash,
graduated wash
Detailed Description/Instructions: Using the tube paints, students create a grid that cross
references the colors of the paints so when mixed you can see what makes what color (paper is
15 x 15). Every color is mixed eventually with the other. Students will use more water to create
the transparent colors and more pigment to create brighter, more opaque colors.
Bloom’s Levels: Apply
Webb’s DOK: 1

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Engaging Experience 3
Title: Monochromatic Watercolor
Suggested Length of Time: 5-7 class periods
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
Detailed Description/Instructions: Students will choose a photo that shows perspective and
paint it in one color only concentrating on the values. Students will also focus on what technique
to use for each part of the painting to show differences in texture.
Bloom’s Levels: Apply and Create
Webb’s DOK: 3

Engaging Experience 4
Title: Using Expressive Color
Suggested Length of Time: 2-3 class periods
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.

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Board Approved with Revisions: March 12, 2020
 ● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work
of art or collection of works.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas,
feelings and behaviors of specific audiences.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: Students will paint an apple from observation, using their
own knowledge of color to use creative color scheme and underpainting. Students will paint
highlights, shadows, and cast shadows to show form in the round.
Bloom’s Levels: Apply and Create
Webb’s DOK: 3

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 Topic 3: Observation
Engaging Experience 1
Title: Still life
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work
of art or collection of works.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
● .VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: Students will create a still life of various objects (fruit,
veggie, sea shell, something reflective and cloth). They will paint 2 or more objects with a
variety of color and reflections on a soft cloth.
Bloom’s Levels: Create
Webb’s DOK: 3

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Engaging Experience 2
Title: Flower Painting
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: Students will take a close-up photo of flowers,
concentrating on the form and value changes. Students will produce a painting, creating the
illusion of realism.
Bloom’s Levels: Create
Webb’s DOK: 3

Engaging Experience 3
Title: Painting on Location
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking

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 ● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
Detailed Description/Instructions: Students will take a fieldtrip, painting on location:
architecture, people, landscape and free choice. They will use color layering and techniques
learned to paint a successful composition.
Bloom’s Levels: Create
Webb’s DOK: 3

Engaging Experience 4
Title: Watercolor Collage
Suggested Length of Time: 2 weeks
Standards Addressed
Priority:
● VA:Cr2A.11 Through experimentation, practice and demonstrate acquisition of
skills and knowledge in a chosen art form
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work
of art or collection of works.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas,
feelings and behaviors of specific audiences.
● VA:[Link] Evaluate, select and apply methods or processes appropriate to
display artwork in a specific place
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.

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Detailed Description/Instructions: Students will create a collage from magazines or images
found online. They will use cut and torn pieces related to the same color, a variety of textures, a
wide range of values, contrast, and text. Students will arrange these pieces to create a strong
composition and using the techniques demonstrated in class to paint in watercolor.
Bloom’s Levels: Create
Webb’s DOK: 3

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 Engaging Scenario

Engaging Scenario:
Still life: Students will set up their own still life from a variety of objects that include different
surface textures. The objects are arranged in a strong composition in front of them. The
students will then create a watercolor painting using layers, techniques and other practices that
were introduced in class. Students will do their best as matching the color hues.
Portrait: Students will take a photo of oneself or of someone that they want to paint. They are
to use the techniques demonstrated to achieve a realistic painting. They may also choose to
create a portrait and use a more expressive color scheme showing a real or idealized image.

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 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Title Length of
Time

Terms and Technique Students will use tube watercolor sets to 2 class
Techniques Practice Page create the techniques listed on the worksheet. periods
Paper is 11 x 15. The teacher will demonstrate
each technique and the students will use each
technique to show that they understand

Color Value Scale Use a warm color, a cool color, and black (or 1 class
paynes grey) to create a value scale from light period
washes to darker intensity. Students will
create 3 separate value scales in each color.

Color Color Mixing Using the tube paints, students create a grid 4-5 class
Grid that cross references the colors of the paints periods
so when mixed you can see what makes what
color (paper is 15 x 15). Every color is mixed
eventually with the other. Students will use
more water to create the transparent colors
and more pigment to create brighter, more
opaque colors.

Color Monochromatic Students will choose a photo that shows 5-7 class
Watercolor perspective and paint it in one color only periods
concentrating on the values. Students will also
focus on what technique to use for each part
of the painting to show differences in texture.

Color Using Expressive Students will paint an apple from observation, 2-3 class
Color using their own knowledge of color to use periods
creative color scheme and underpainting.
Students will paint highlights, shadows, and
cast shadows to show form in the round.

Observation Still Life Students will create a still life of various 4-5 class
objects (fruit, veggie, sea shell, something periods

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 reflective and cloth). They will paint 2 or
more objects with a variety of color and
reflections on a soft cloth.

Observation Flower Painting Students will take a close-up photo of flowers, 4-5 class
concentrating on the form and value changes. periods
Students will produce a painting, creating the
illusion of realism.

Observation Painting on Students will take a fieldtrip, painting on 4-5 class

Location location: architecture, people, landscape and periods
free choice. They will use color layering and
techniques learned to paint a successful
composition.

Observation Watercolor Students will create a collage from magazines 2 weeks

Collage or images found online. They will use cut and
torn pieces related to the same color, a variety
of textures, a wide range of values, contrast,
and text. Students will arrange these pieces to
create a strong composition and using the
techniques demonstrated in class to paint in
watercolor.

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 Unit 2: Acrylic
Subject: Painting
Grade: 10, 11, 12
Name of Unit: Acrylic
Length of Unit: 9 weeks
Overview of Unit: In the acrylic painting unit, we focus on various painting techniques such as
underpainting, glazing, and layering. We also focus on painting from observation with an
emphasis on mixing colors, creating values, and manipulating forms.

Priority Standards for unit:

● VA:[Link] Through experimentation, practice and persistence, demonstrate acquisition
of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional contemporary
artistic practices to plan works of art and design.
Supporting Standards for unit:
● VA:[Link] Redesign an object, system, place, or design in response to contemporary
issues.
● VA:[Link] Utilize inquiry methods of observation, research, and experimentation to
explore unfamiliar subjects through artmaking.
● VA:[Link] Engage in constructive critique with peers, then reflect on, reengage, revise,
and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to the
natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work of art
or collection of works.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas, feelings
and behaviors of specific audiences.
● VA:[Link] Individually or collaboratively formulate new creative problems based on
student's existing artwork.

Unwrapped Skills Bloom’s

Unwrapped Concepts (Students need to be Taxonomy Webb's
(Students need to know) able to do) Levels DOK
Acquisition of skills and knowledge in a
chosen art form Practice Apply 2
Acquisition of skills and knowledge in a
chosen art form Demonstrate Apply 2

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 Range of materials and methods of
traditional contemporary artistic practices
to plan works of art Choose Apply 2
Range of materials and methods of
traditional contemporary artistic practices
to plan works of design Choose Apply 2

Essential Questions:
1. Why is it important to know a variety of acrylic techniques?
2. How do you mix acrylic paint to create different hues/values?
3. Why is creativity/originality important in your artwork?
4. How do you use color and technique to communicate an idea in your painting?
5. How do you compare and contrast artworks?
6. How does collaboration expand the creative process?
7. How do artists and designers learn from trial and error?
8. How do life experiences influence the way you relate to art?
9. How does knowing and using visual art vocabularies help us understand and interpret
works of art?

Enduring Understanding/Big Ideas:

1. In each painting you do, there will be textures to acquire, colors to lift and values to
match. Knowing the techniques will give you a variety of tools to achieve the desired
effect.
2. You should start with the base color of the object. Use your knowledge of the color
theory unit to create various hues. Use black and white to mix tints and shades. Use
opposite colors to change the intensity.
3. Creativity/ originality is important when creating artwork not from observation to express
unique student voice.
4. You can use arbitrary color to convey a feeling or emotion. Techniques may be applied to
enhance composition.
5. Critique (describe, analyze, interpret, judge) each work and discuss
similarities/differences in composition and techniques used.
6. Creativity and innovative thinking are essential life skills that can be developed.
7. Artists and designers experiment with forms, structures, materials, concepts, media, and
art-making approaches.
8. Individual aesthetic and empathetic awareness developed through engagement with art
can lead to understanding and appreciation of self, others, and the natural world, and
constructed environments.
9. People gain insights into meanings of artworks by engaging in the process of art
criticism.

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Unit Vocabulary:
Academic Cross-Curricular Words Content/Domain Specific

Color Transparent
Transparent Opaque
Opaque Fresco
Binder Pigment
Solvent Binder
Solvent
Masking
Acrylic
Gesso
Canvas
Extender
Glazing
Fan brush
Underpainting
Palette
Palette knife
Wash
Layering
Impasto
Turpentine
Modeling paste
Gloss/matte/gel medium
Value
Form
Color
Texture
Dry Brush
Wash

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 Topic 1: Terms/Techniques
Engaging Experience 1
Title: Acrylic Techniques Practice Page
Suggested Length of Time: 3 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making.
Detailed Description/Instructions: The teacher demonstrates techniques to the students such as
different brush effects, glazing, modeling paste relief, gesso as a texture, sponging, spattering,
using gel medium, tonking, layering, underpainting, etc. The student then will perform the
technique.
Bloom’s Levels: Apply, Create
Webb’s DOK: 3

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 Topic 2: Color
Engaging Experience 1
Title: Intensity Scale
Suggested Length of Time: 1 class period
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking.
Detailed Description/Instructions: Students create a scale(s) in which they change the intensity
of a given color using that color’s complement.
Bloom’s Levels: Apply, Create
Webb’s DOK: 1

Engaging Experience 2
Title: Underpainting
Suggested Length of Time: 3 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making.
Detailed Description/Instructions: Students create a simple still life composition. They first
paint a layer of neutral values for each object and then paint a layer of each object’s color on top.
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 2

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 Topic 3: Art History
Engaging Experience 1
Title: Impressionism Camouflage
Suggested Length of Time: 4 class periods
Standards Addressed:
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making.
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work
of art or collection of works.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas,
feelings and behaviors of specific audiences.
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: After looking at and discussing the works of various
Impressionist painters, students are given a strip from a master Impressionist work. They will
create an Impressionist landscape based off of this strip using the techniques they have discussed
and learned.
Bloom’s Levels: Evaluate, Create
Webb’s DOK: 3

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 Topic 4: Observation
Engaging Experience 1
Title: Theme Painting
Suggested Length of Time: 5 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making.
● VA:[Link] Engage in constructive critique with peers, then reflect on, re-engage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: Students will bring in object of their choice to set up in a
still life. They are encouraged to bring in objects with different textures and materials. They
should choose these objects to say something about them or their personality. A still life will be
set up using rules of composition. This will be painting using acrylic techniques on a canvas
board.
Bloom’s Levels: Apply and Analyze
Webb’s DOK: 2

Engaging Experience 2
Title: Painting on Location
Suggested Length of Time: 4-5 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:

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 ● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through art making.
● VA:[Link] Engage in constructive critique with peers, then reflect on, reengage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Individually or collaboratively formulate new creative problems
based on student's existing artwork.
Detailed Description/Instructions: Paint on location from fieldtrip: architecture, people,
landscape and free choice. Use color layering and techniques learned to paint a successful
composition.
Bloom’s Levels: Create
Webb’s DOK: 3

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 Topic 5: Creativity and Originality
Engaging Experience
Title: Abstract Music Collage
Suggested Length of Time: 1-2 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Redesign an object, system, place, or design in response to
contemporary issues.
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking.
● VA:[Link] Engage in constructive critique with peers, then reflect on, reengage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Determine the relevance of criteria used by others to evaluate a work
of art or collection of works.
Detailed Description/Instructions: An excerpt of music will be played. Students will listen
once through and think about what they feel from the music. What colors do they feel from the
music? Do they feel the beat of rhythm? How would they choose to paint this piece of music?
Students will create an abstract or non-objective collage painting that emphasizes the use of the
basic elements of line, shape, color, texture and pulls together a design that is unified, balanced
and has good eye appeal, sense of rhythm and has a strong focal point.
Bloom’s Levels: Analyze
Webb’s DOK: 2

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 Topic 6: Technology
Engaging Experience 1
Title: Acrylic Value Self-Portraits
Suggested Length of Time: 3-5 class periods
Standards Addressed
Priority:
● VA:[Link] Through experimentation, practice and persistence, demonstrate
acquisition of skills and knowledge in a chosen art form.
● VA:[Link] Choose from a range of materials and methods of traditional
contemporary artistic practices to plan works of art and design.
Supporting:
● VA:[Link] Utilize inquiry methods of observation, research, and
experimentation to explore unfamiliar subjects through artmaking.
● VA:[Link] Engage in constructive critique with peers, then reflect on, reengage,
revise, and refine works of art and design in response to personal artistic vision.
● VA:[Link] Recognize and describe personal aesthetic and empathic responses to
the natural world and constructed environments.
● VA:[Link] Evaluate the effectiveness of an image or images to influence ideas,
feelings and behaviors of specific audiences.
Detailed Description/Instructions: The student will take a photo and change the colors, values,
etc. using Photoshop. They will use the filter needed to show value changes. The student will
choose a color scheme OR paint how the photo is on the Photoshop program. Trace the value
changes with transfer paper onto the canvas.
Bloom’s Levels: Create
Webb’s DOK: 4

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 Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the
following components: situation, challenge, specific roles, audience, product or performance.)
Theme Painting: Students select and bring in objects that relate to/describe them personally.
Objects are arranged into a still life that includes varying textures, surfaces, levels, etc.
Students then create a painting of this still life applying techniques practiced in class and a
color scheme of their choosing.

Abstract Mixed Media Painting: Students first create a low relief surface to paint on using
various materials of their choosing (sand, modeling paste, tissue paper, etc.) and gesso if
needed. They then create a non-objective or abstract painting using at least 3 of the techniques
practiced throughout the semester. Paintings must also follow an identifiable color scheme.

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 Summary of Engaging Learning Experiences for Topics

Topic Engaging Description Suggested

Experience Length of
Title Time

Terms/ Acrylic The teacher demonstrates techniques to the 3 class

Techniques Techniques students such as different brush effects, glazing, periods
Practice Page modeling paste relief, gesso as a texture,
sponging, spattering, using gel medium, tonking,
layering, underpainting, etc. The student then will
perform the technique.

Color Intensity Scale Students create a scale(s) in which they change 1 class
the intensity of a given color using that color’s period
complement.

Color Underpainting Students create a simple still life composition. 3 class

They first paint a layer of neutral values for each periods
object and then paint a layer of each object’s
color on top.

Art History Impressionism After looking at and discussing the works of 4 class
Camouflage various Impressionist painters, students are given periods
a strip from a master Impressionist work. They
will create an Impressionist landscape based off
of this strip using the techniques they have
discussed and learned.

Observation Theme Students will bring in object of their choice to set 5 class
Painting up in a still life. They are encouraged to bring in periods
objects with different textures and materials. They
should choose these objects to say something
about them or their personality. A still life will be
set up using rules of composition. This will be
painting using acrylic techniques on a canvas
board.

Observation Painting on Paint on location from fieldtrip: architecture, 4-5 class

Location people, landscape and free choice. Use color periods

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 layering and techniques learned to paint a
successful composition

Creativity Abstract An excerpt of music will be played. Students will 1-2 class
and Music Collage listen once through and think about what they feel periods
Originality from the music. What colors do they feel from the
music? Do they feel the beat of rhythm? How
would they choose to paint this piece of music?
Students will create an abstract or non-objective
collage painting that emphasizes the use of the
basic elements of line, shape, color, texture and
pulls together a design that is unified, balanced
and has good eye appeal, sense of rhythm and has
a strong focal point.

Technology Acrylic Value The student will take a photo and change the 3-5 class
Self-Portraits colors, values, etc. using Photoshop. They will periods
use the filter needed to show value changes. The
student will choose a color scheme OR paint how
the photo is on the Photoshop program. Trace the
value changes with transfer paper onto the
canvas.

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 Unit of Study Terminology
Appendices: All Appendices and supporting material can be found in this course’s shell course
in the District’s Learning Management System.

Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the
appropriate level of rigor that matches the standard.

Big Ideas/Enduring Understandings: Foundational understandings teachers want students to

be able to discover and state in their own words by the end of the unit of study. These are
answers to the essential questions.

Engaging Experience: Each topic is broken into a list of engaging experiences for students.
These experiences are aligned to priority and supporting standards, thus stating what students
should be able to do. An example of an engaging experience is provided in the description, but a
teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in
the standards.

Engaging Scenario: This is a culminating activity in which students are given a role, situation,
challenge, audience, and a product or performance is specified. Each unit contains an example of
an engaging scenario, but a teacher has the ability to substitute with the same intent in mind.

Essential Questions: Engaging, open-ended questions that teachers can use to engage students
in the learning.

Priority Standards: What every student should know and be able to do. These were chosen
because of their necessity for success in the next course, the state assessment, and life.

Supporting Standards: Additional standards that support the learning within the unit.

Topic: These are the main teaching points for the unit. Units can have anywhere from one topic
to many, depending on the depth of the unit.

Unit of Study: Series of learning experiences/related assessments based on designated priority

standards and related supporting standards.

Unit Vocabulary: Words students will encounter within the unit that are essential to
understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be
found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are
those found specifically within the content.

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