New Course Description

A. COVER PAGE 1. Course Title Art Histroy 2. Transcript Title(s) / Abbreviation(s) Art Histroy 3. Transcript Course Code(s) / Number(s) VPA-ART 4. School / Program Bethel Christian High School 5. District Calif. Non-Public High Schools 6. City Lancaster 7. School / District / Program Web Site www.bethelchristian.net 9. Subject Area

t t t t t

a-History / Social Science b-English c-Mathematics d-Laboratory Science e-Language Other than English f-Visual & Performing Arts Intro

t Advanced

t g-Elective
Category 10. Grade Level 9th, 10th, 11th, 12th 11. Seeking "Honors" Distinction?

t Yes
12. Unit Value

No

If yes, which type? 8. School / Program Course List Contact Person 1) Name: Carrie Boyd 2) Title/Position: Guidance Counselor 3) Phone: (661) 943-2224 Ext. 5041 4) E-mail: cboyd@bethelchristian.net 13. Was this course previously approved by UC? If yes, check all that apply:

t 0.5 (half year of semester equivalent

1.0 (one year equivalent)

t 2.0 (two year equivalent) t Other: t Yes

No

t Course reinstated after removal within 3 years

Year removed from List? Same course title?

t Yes t No

If no, previous course title?

t Identical course approved at another school in same district

Which school? Same course title?

t Yes t No

If no, course title at other school?

t Alternative course title for course with identical content at this school
Title of previously-approved identical course:

t Advanced Placement (AP) or International Baccalaureate (IB) course t Approved UC College Prep (UCCP) Initiative course t Year-long VPA course replacing two approved successive semester-long courses in the same discipline t Approved P.A.S.S. course t Approved ROP/C course
Name of ROP/C?

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t Other (explain):
14. Is this course modeled after an UC-approved course from another school/program outside your school? Yes

t No

If so, which school/program? Orchard View (Charter) Course title at other school: Art History 15. Pre-Requisites A desire to develop artistic skills 16. Co-Requisites

17. Is this course a resubmission? Title of previous submission: 18. Brief Course Description

t Yes

No

If yes, date(s) of previous submission?

This course is a historical overivew of major art themes and ideas designed to promote art appreciation and a working understanding and application of art. Students will explore art forms through the ages, ancient times to the present, and from a variety of cultures. Art will be presented as an expression of culture and an exchange of ideas across cultures. Students will apply basic art techniques using a various tools, materials, and technology.

B. COURSE CONTENT 19. Course Goals and/or Major Student Outcomes 1. This course is to provide students wiht an understanding of historical and cultural context as well as aesthetic valuing. 2. Students will learn the tools, techniques, materials, technology, and application of other art forms, as well as careers. 3. Students will recognize their abilities to analyze, critique, and make informed judgments. 4. Course emphasis is the study of themes in art, art media and techniques, and the chronology and history of art. 5. This course encourages students to ask questions, to think, to learn, and finally to create. 20. Course Objectives Artistic Perception: Students will gain an understanding of * Art vocabulary * Elements of art and principles of design * Process of evaluation and alalyses of artwork themes and ideas through research and discussion * Various art media and methods Creative Expression: Students will develop the ability to: * Create workds of art using a variety of media * Observe and create images expressing the relationship of objects, human expression, and regional/social issues * Expression of emotion and idea through artwork * Produce artwork exhibiting refined craftsmanship and technique

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* Solve visual arts problems focusing on selected elements of art and design Historical and Cultural Context: Students will read, complete research and written assignments, view videos, and visit museums to gain an understanding of: * Trends in art and the specific characteristics distinguishing art periods and movements * How to evaluate and analyze work based on historical and cultural expression and purpose * The role and purposes of art in history and culture * The role of technology in art * Socail, political, and cultural influences in art Aesthetic Valuing: Students will develop the ability to: * Actively and intelligently participate in classroom discussions * Formulate, articulate, and support a position regarding the value of a work of art * Produce written responses examining the purpose of art objects or images * Discuss rationale for refining their own artwork * Make informed judgments about art objects using the conventions of art criticism Connections, Relationships, and Applications: Students will: * Investigate the art careers of Art Historian, Museum Curator, Artist, Craftsperson, Architect, Art Appraiser in class reading, internet searches, etc. * Research current art forms within the various fields of visual art 21. Course Outline FIRST SEMESTER Month 1 - The Language of Art Artistic Perception and Aesthetic Valuing (Response and Analysis) * Recognize elements of art * Analyzing non-objective art * Interpreting Linder's Rock-Rock * Capturing ideas and images * Effect of lines * Examining your work Creative Expression (Art Studio) * Using elements and principles of art * Computer options Historical/Cultural Context (Art History lecturing/reading, discussion, slides) * Realism, Harnett * Use of color, Chagall * Non-objective art * Creating mood * Movement in art * Simple images

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Connections, Relations, Applications (Extentions) * Introducing, defining, and using elements * Introducing, defining, and using principles * Paintings and Drawings * Drawing and Painting Media * Use of color Month 2 - The Media of Art and Art Criticism, Aesthetics, and Art History Artistic Perception and Aesthetic Valuing (Response and Analysis) * Define medium of art, drawing, and painting * Evaluating computer art * Recognizing crafts as applied art * Art criticism (defining steps in) * Subject, composition, and content views * Art historian views * Seeing difference in media * Aesthetic view defined * Steps of art historians * Examining your work Creative Expression (Art Studio) * Creating mixed media design * Computer option * Drawing computer landscape * Extending an expressive painting * Creating a Cubist painting Historical/Cultural Context (Art History lecture/reading, discussion, slides) * Sketching * Chinese printmaking * Relief sculpture * Early crafts * Defining art history * Steps art historians use * Cubism Connections, Relations, Applications (Extensions) * Line in printmaking * Blending values in lithography and mixed media design * Drawing, painting, mixed-media, sculpture, printmaking, architecture, computer art, crafts, and sketching * Pastels, pencil, mixed media, electronic media, paint media: watercolor, acrylic, oils, tempera * Pottery, weaving, glassblowing * Describing the elements in a work * Using Cubinst style painting * Tempera paints * Non-objective style * Realistic style

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Month 3 Art of Earliest Times and Art of the Far East Artistic Perception and Aesthetic Valuing * Perceiving images * Understanding Stone Age life * Interpreting Egyptian painting * Explaining hieroglyphic * Understanding Mesopotamian culture * Perceive and culture defined * Crafts and architecture * Examining your work * Recognizing cultural influences * Understanding role of religions *Preserving culture in art Creative Expression * Finding an image in natural form * Creating earth pigment painting * Designing hieroglyphic system * Creating a picture story * Computer options * Making a scroll * Creating a clay time capsule Historical/Cultural Context * Culture defined * Old Stone Age, New Stone Age * Cave painting * Stonebridge * Ancient Egyptian life * Hieroglyphics * Chinese history * Ancient Indian culture * Mesopotamian culture * Mohenjo-DaroSumerian writing system * Prehistoric art * Egyptian art style * Chinese inventions * Chinese dynasties * Buddhism * Japanese culture * Korean culture * Ukiyo-e and Yamato-e Connections, Relations, Applications * Balance, harmony in ancient vase * Shapes in hieroglyphics * Egyptian style, no depth of space * Proportion in Egyptian art

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* Painting * Cave paintings * Architecture * Hieroglyphic system * Natural pigments * Observing line, form, texture * Blue pigment vases * Use of space * Strong lines, flat areas * Printmaking * Sculpture * Natural object, brush, ink * Paper, pencil, watercolor * Acrylics * Clay supplies, fabric, scissors * Drawing with brush and ink * Designing patterns * Clay slab Month 4 The Art of Pre-Columbian America and Art of Greece and Rome Artistic Perception and Aesthetic Valuing * Genre defined * Recognizing Pre-Columbian contributions * Using stylized designs * Comparing pottery * Examining your work * Interpret and judge architecture * Contributions of Greek and Roman art, artists * Aesthetics of Greek amphora * Lifelike sculpture Creative Expression * Making a clay urn and a stylized motif * Computer option * Symmetrical vase * Painting a vase design * Designing a triumphal arch Historical/Cultural Context * Pre-Columbian defined * Early Mexican cultures * Olmec artifacts * West Mexican effigy * Mayan culture * Aztec culture * Art in the Andes * Chavin, Tiahuanaco, Incan, Greek, and Roman cultures

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* Athens influence * Intention of concrete * Rounded arches * Roman aqueducts, arches Connections, Relations, Applications * Balance in headdress * Balance in Mayan architecture * Formal balance, repeating patterns * Shapes in weaving * Elements and principles in designing motif * Unity and harmony * Genre painting * Artifacts * Architecture * Motifs * Crafts * Monolith defined * Clay and modeling * Joining with slip * Sketch paper, construction paper * Shapes in Greek vases * Movement * Pantheon light source * Balance of the arch * Elements in architecture * Sculpture * Paper, scissors, glue * Painting * Black tempera * Relastic figure sculpture * Sketching design * Cereal box, construction paper Month 5 Art of India and Islam Artistic Perception and Aesthetic Valuing * Recognizing influences of Hinduis, Buddhism * Hindu sculpture design * Islamic cultural influences on art * Intrepreting Indian and Hindu sculpture * Reasons for Islamic design * Examining your work Creative Expression * Creating a tree of life * Making dancing figure cutouts * Persian weaving

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* Islamic collage * Computer option Historical/Cultural Context * Hinduism described * Buddha sculpture * Book illustration * Shiva introduced * Islamic culture * Muhammed historical influence * Mosques, mihrabs, minarets defined Connections, Relations, Applications * Balance in Hindhu schulpture * Painting * Calligraphy * Weaving * Stone carving * Fine-tipped markers * Sketching, tempera paints * Yarn, Persian carpet weaving * Islamic miniatures * Collage

SECOND SEMESTER Month 6 Art of Africa and Art of the Middle Ages Artistic Perception and Aesthetic Valuing * Interpreting sculpture * Abstract work defined * Spiritual meaning of sculptures * Interpreting face masks * Defining abstract * Examining your work * Understanding stained glass art * Lifelike painting by Giotto * Imaginary proportion of Gargoyles * Interpreting church sculpture, art * Romanesque times affected art Creative Expression * Drawing a self-image * Making abstract cutout * Designing a mask and making paper-mache mask * Computer option * Creating illuminations * Designing a castle

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* Rose window design * Making Gothic Gargoyle Historical/Cultural Context * African cultures * Tribal traditions * African face mask, headpieces, shoulder masks * Tyl wara legend * Kente cloth tradition * Middle Ages * Fall of Roman Empire * Christianity in Middle Ages * Illuminations defined * Castle design * Catherdrals * Pointed arche, flying buttress * Gothic painting and crafts Connections, Relations Applications * Mood with texture and composition * Texture and pattern in bronze * Movement in masks * Line in masks * Shape and form in sculpture * Elements used in headpiece * Line and shape in masks * Abstract, Bronze, and Figure sculptures * Sketch paper * Wood carving * Bronze casting * Paper cutout * Scissors, tempera, brushes, gloss * Cardboard sculpture * Paper-mache * Line in church architecture * Elements in illuminations and art in castle design * Radial balance in rose window * Emphasis in Giotto's work * Texture in gargoyles * Romanesque architecture * Sculpture * Illumination * Gothic architecture * Stained glass * Oil pastels, drawing * Cardboard, assembling * Construction, paper, chalk, tissue paper, glue

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* Clay supplies, modeling Month 7 Art of the Renaissance and European Art of the 1600s and 1700s Artistic Perception and Aesthetic Valuing * Vanishing point, linear perspective * Describing the Mona Lisa * Madonna defined * Describing Pieta * Illusion of space * Understanding symbolism * Interpreting church sculpture, art * Romanesque times affected art * Examining your work * Realism of Caravaggio * Expressive painting, Rembrant * Imaginary sound, Watteau * Painting wiht affection, Chardin * Shocking war scences, Goya * Expressing mood in drawing * Make-believe world of Rococo * Expressing mood Creative Expression * Making triangular design * Pencil and Precise detail drawing * Designing visual symbol * Computer options * Drawing expressive hands * Painting common object * Constructing Rococo shoe Historical/Cultural Context * Renaissance * Florence during Renaissance * Art of Northern Renaissance * Flanders * Oil paint defined * Precision in van Eyck's work * Emotion in art by van der Weyden * Protestant Reformation and Counter-Reformation * Baroque defined * Dutch Genre painting * Portrait defined * Paris as center of art * Louis XIV and art * Versailles * Rococo art, Watteau

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* Domestic scenes * Etching defined Connections, Relations, Applications * Balance in Renaissance sculpture * Values of complementary hues * Linear perspective * Value in da Vinci's work * Balance in triangle or pyramid plan * Proportion in Michelangelo sculpture * Line and texture in drawing * Overlapping to show space * Shape in visual symbol * Portraits * Sculpture * Stil life * Symbolism * Pencil, paper, ruler, paint, design tools * Detail drawing * Oil paint discovered * Chruch design * Movement, Rubens * Line to create mood * Light to create mood * Light, Caravaggio * Flowing movement of Baroque * Shading for three dimensions * Color, form, texture in drawing * Color, shape, texture in design * Architecture * Portraits * Etching * Art in fashion design * Paper, construction paper, crayon * Found object, pencil, paper, tempera * Cardboard, scissors, glue, scraps Month 8 Native American and European Art of the Early 1800s Artistic Perception and Aesthetic Valuing * Natural resources and symbols of nature * Aesthetics, traditional and contemporary * Abstracts and painting * Traditions in crafts * Examining your work * Dramatic and exotic expression * Landscape

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* Communicating mood * Importance of the Salon * Center of interest * Understanding Impressionism * Exotic subjects, Romanticism * Impressionism view Creative Expression * Painting a story * Round weaving * Inuit-style print * Computer option * Sketching a mood * Designing stage set * Drawing point of interest * Painting a landscape Historical/Cultural Context * Native American cultures * Pueblo, Northwest Coast, Plains, Woodlands * Petroglyphs * Totem pole defined * Contemporary American Art * Kachina traditions * Polychrome pots * Sand painting * Culture in contemporary sculpture, painting * French Revolution * Neoclassic and Romantic art * Landscapes, Turner * Salon * Art movement defined * Impressionist painting * Use of light, Monet * Portraits, Renoir * Capturing Mood, Morisot * Uneven surface sculpture, Rodin Connections, Relations, Applications * Shape in design * Color and pattern in weaving and painting * Balance in Kenojuak print * Line, shape, and color, Howe * Petroglyphs * Totems * Hide paintings * Pottery * Weaving techniques

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* Molding and carving * Pencil, eraser, cardboard, brayer, knife * Use of line, Delzcroix * Elements in a stage set * Texture, Rodin * Color for emphasis * Use of color, Monet * Color, value, intensity * Warm and cool colors * Painting and Sketching * Stage set design * Impressionist painting * Watercolors, paper, drawing * Tempera, show box, mat board, glue * Found object, paper, pencil * Tempera, paper, pencil Month 9 Art of the late Nineteenth Century and the Early Twentieth Century Artistic Perception and Aesthetic Valuing * Creating mood, Degas * Realism, Eakins * Storytelling in art, Homer * Dreamlike images, Ryder * Impressionism, Cassatt * Aesthetics of Post-Impressionsim * Feelings in art * Examining your work * European art movements * Artistic views of The Eight * Twentieth-century artistic trends * Expressing mood in collage * Innermost feelings, Expressionism * Non-objective art Creative Expression * Drawing with color patches * Post-Impressionist painting * Using texture in drawing * Expressive watercolor * Computer option * Creating a photo collage * Cubist chalk drawing * Expressive abstract design * Action print Historical/Cultural Context * Post-Impressionism defined

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* Color patches, Cezanne * Capturing feeling, van Gogh * Unusual color, Gauguin * Pointillism, Seurat * American art introduced * Realism defined * Fauvism * Use of color, Matisse * Expressionism and Cubism introduces * Ashcan school * Picasso, Braque, Lipchitz, and Cubism * Photography as art form * Regionalism introduced * Mexican art * Muralism defined Connections, Relations, Applications * Brush strokes to show form * Arbitrary and optical color * Texture in drawing * Elements, principles in painting * Harmony with colors, Cezanne * Texture and color, van Gogh * Light source, Ryder * Light and mood, Cassatt * Hue, value, shape, Tanner * Painting * Composition and content * Rubbing * Bottle, pencil * Tempera * Watercolors, brushes, tempera * Pen, India ink * Elements and principles in Non-objective art * Unity * Light and dark values * Bold color, Fauvism * Form in nature * Texture and harmony, Lepchitz * Color, shape, line, Kandinsky * Texture and unity, Braque * Emphasis, Sloan and Curry * Creating movement, Bellows * Still-life drawing * Printmaking * Sculpture

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* Chalk * Photography * Collage * Chalk and drawing * Magazines, Tracing paper, India ink * Pencil, tray, brayer, printing ink Month 10 Art of Today Artistic Perception and Aesthetic Valuing * Dreamlike picture, de Chirico * Realistic dream style, Magritte * Interpreting Hanson's work * Abstract view * Social protest * Examining your work Creative Expression * Drawing Surrealist scence * Painting in Surrealist style * Experiment with action painting * Hard-Edge and Op art * Computer otions Historical/Cultural Context * Dada introduced * Surrealism defined * Abstract Expressionsim * Hard-Edge defined * Social protest painting * New Realism * Op Art * Technology * Multi-media art * Kinetic art * Laser art Connections, Relations, Applications * Harmony * Line to create tension * Texture in sculpture * Unity and variety in sculpture * Positive and negative shapes * Line and shapes of optical illusion * Painting, Sculpture, Mobiles * Assemblage * Kinetic art * Multi-media * Photography

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* Pencil, crayons, chalk * Sketch paper, tempera * Construction paper, watercolor, swabs * Illustration board, India ink, pen Additional - Technique Tips Drawing, Painting, Printmaking, Sculpting, Other - Artist Profiles Paul Cezanne, Giotto (di Bondone), Grancisco Goya, Lucy Lewis, Judith Leyster, Michelangelo (Buonarroti), Joan Diego Rivera, Alfred Stiegliz, and Henry O. Tanner - Using the Career Spotlight Art Director, Teacher Computer Graphics Specialist Editorial Cartoonist Exhibit and Display Designer Designer (various) Medical Illustrator Museum Curator Photojournalist Urban Planner - Additional Studios Creating a computer quilt design Coil pot Making silk screen prints Computer cartooning Computer-designed advertisement 22. Texts & Supplemental Instructional Materials Understanding Art, Gene Mittler and Rosalind Ragans, Glencoe/McGraw-Hill 1992 23. Key Assignments *Lesson and Chapter reviews, Slide Identification worksheets: written answers to questions based on expository text and art images * Commonplace Book: a personal notebook containing observations, sketches assigned short responses, career information, field trip experiences, art images (postcards, media images) * Outline For an Extensive Analysis/Extressive Analysis Paper: an outline and written analysis of a chosen work of art including physical data, expressive description, formal analysis, work in tradition, and synthesis * Theme Writing: a series of responses relating images to a theme and comparing and contrasting images within a theme * Studio Projects: students complete the following assignments and select their four most successful pieces for the final portfolio 1. Studio Tools--color wheel/value 2. Still Life 3. Figure Drawing 4. Assemblage/collage 5. Landscape

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6. Abstract painting 7. Computer art 24. Instructional Methods and/or Strategies * Teacher lectures/presentations/slide shows with student discussion including analysis, aesthetic valuing and identification * Class and/or individual review with teacher of assigned chapters and chapter review * Shared personal interests--independent research--art experiences in class and/or individually with teacher * Project based studio work with oversight and individual feedback by teacher * View/study impressionist art during visits to LACMA and Getty Museum * Pictures of and lecture on Historical Europe (Rome, London, Scottland) * Video--Louvre Museum, Paris, France 25. Assessment Methods and/or Tools 1. Classroom participation and artistic attitude 2. Chapter reviews, written and verbal responses, quizzes, and tests 3. Portfolio 4. Evaluation of Art Work(s) by teacher 5. Presentation of art work to peers/public display

C. HONORS COURSES ONLY 26. Indicate how this honors course is different from the standard course. Not applicable for this course.

D. OPTIONAL BACKGROUND INFORMATION 27. Context for Course (optional)

28. History of Course Development (optional)

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