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Level IV Drawing III Discovery

Course Title: Level IV, Drawing IIICourse Sequence: Follows all Level III coursesCredit: 1
TEKS Strand Expectations
Foundations: observation & perception
The Level IV student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork. The student is expected to:
Level IV students are expected to consider concepts and themes for personal artwork that integrate an extensive range of visual observations, experiences, and imagination; compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork; compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork; and discriminate between art media and processes to express complex visual relationships such as content, meaning, message, and metaphor using extensive art vocabulary.
Creative Expression
The Level IV student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills. The student is expected to:
Level IV students are expected to produce an original body of artwork that integrates information from a variety of sources, including original sources, and demonstrates sustained self-directed investigations into specific themes such as a series or concentration of works; evaluate and justify design ideas and concepts to create a body of personal artwork; use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination; create original artwork to communicate thoughts, feelings, ideas, or impressions; collaborate to create original works of art; and create artwork, singularly and in a series, by selecting from a variety of art materials and tools appropriate to course work in drawing, painting, printmaking, sculpture, ceramics, fiber art, design, digital art and media, photography, jewelry, and mixed media.
Historical and cultural relevance
The Level IV student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures. The student is expected to:
Level IV students are expected to research and report on selected historical periods, artists, general themes, trends, and styles of art; analyze and evaluate the influence of contemporary cultures on artwork; collaborate on community-based art projects; and examine, research, and develop a plan of action for relevant career or entrepreneurial art opportunities within a global economy, justifying the choice.
Critical evaluation and response
The Level IV student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations. The student is expected to:
Level IV students are expected to develop evaluative criteria to justify artistic decisions in artwork such as that in museums, local galleries, art exhibits, and websites based on a high level of creativity and expertise in one or more art areas; evaluate and analyze artwork using a method of critique such as describing the artwork, analyzing the way it is organized, interpreting the artist's intention, and evaluating the success of the artwork; analyze personal artwork in order to create a written response such as an artist's statement reflecting intent, inspiration, the elements of art and principles of design within the artwork, and the measure of uniqueness; use responses to artwork critiques to make decisions about future directions in personal work; construct a physical or electronic portfolio by evaluating and analyzing personal original artwork to provide evidence of learning; and evaluate a wide range of artwork to form conclusions about formal qualities, aesthetics, historical and cultural contexts, intents, and meanings.
Example:

Advanced drawing students in a Level IV class plan a project involving research and drawing. They consider the Big Idea of Heritage and the Key Question, "How does our heritage affect our art?" Prior to developing their proposals, they study drawings by a number of important artists of the past and present. They study the drawings for the varieties of colors, lines, textures, media, and forms—developing a series of preliminary sketches to submit with their proposals.

The proposals outline their plans to execute a series of drawings, including two- and three-dimensional images. Once their teacher, Ms. Holmes, approves, they begin a traditional portrait drawing. In a series of ten drawings, they explore concepts using a variety of materials and media to express their ideas that answer the Key Question. Some of them include the following:

  • A line drawing of a model;
  • Use of a flat brush and blurred lines;
  • Application of shellac and ink on butcher paper to create a translucent finish then drawing the figure and making cuts with a knife for light to pass through;
  • Watercolor paper moistened and stretched over forms and drawing on top;
  • Building a three-dimensional box and drawing on all sides of it;
  • Using tin snips to cut the shape of a car and drawing with pen and paint on it;
  • Stella technique—building up the image with glitter on plastic

Students take part in a class critique for final revisions to the artwork. They then prepare their drawings for exhibition, framing and installing them. They label each piece and write a statement of purpose for the final exhibit. They send invitations to guests, including two art professors and one professional artist who will critique their work. The students and their teacher also discuss the exhibit and reflect on the growth demonstrated in the students' exhibit.

Differentiation Strategies for Students with Special Needs
 
©Copyright 2015, Center for Educator Development in Fine Arts (CEDFA). This chart is developed by the Center for Educator Development in Fine Arts (CEDFA) as a resource for Texas teachers. All rights reserved.
Center for Educator Development in Fine Arts (CEDFA)
9233 Partridge Circle
Austin, TX 78758
Phone: 512-491-8087
©Copyright 2013; Center for Educator Development in Fine Arts all rights reserved.