Visual11

Showing surreal and abstract expressionistic painting/mixed media || Guest artist - Paul Cody http://www.paulcodyart.com/ will be explaining and showing his methods of painting to the class || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will talk with Mr. Cody about working on a piece of art and then create their own works of abstract expressionism || Participation ||  || 2,3 ||   || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || Continue painting the surrealist collage || Students will paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 || Individual critique during work || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process || Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/8 || Syllabus - Why make art? Critique summer assignment || Learn key points to making art as a professional by discussion ||  || Discuss syllabus and expectations for the semester. Critique summer assignment || Homework/Participation ||   || 3,4 || Individual critique during work ||
 * 9/9 || Technique Trial - washes || Learn the basics of using washes on wrapped canvas || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Using watered down acrylic paints, students began to learn the techniques of creating undercoatings to paintings using washes || Participation ||  || 2,3 || Individual critique during work ||
 * 9/12 || Sketch of Landscape - color sample sheet || Prepare for project || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b,VAD 3 (9-12) 1a, 1d || Needing to obtain a photograph of a landscape (not from the internet), each student began studies for his/her formal painting || Participation ||  || 3,4 || Individual critique during work ||
 * 9/13 || Continue sketch of landscapes || Prepare for project || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Students were introduced to the history of Impressionist painting and the impact the genre had on visual art || Participation ||  || 3,4 || Individual critique during work ||
 * 9/14 || Technique Trial - palette knives || Learn appropriate use of tools || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Students were taught the basics of palette knife painting || Participation ||  || 2,3 || Individual critique during work ||
 * 9/15 || Technique Trial - 3d with palette knives || Learn appropriate use of tools || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Students were asked to paint a picture of an egg using only a palette knife || Participation ||  || 2,3 || Individual critique during work ||
 * 9/16 || finish 3d trial || Learn appropriate use of tools || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || finish previous day || Participation ||  || 2,3 || Individual critique during work ||
 * 9/19 || begin landscape project with background washes || Start to apply knowledge from technique trials to a final work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Set up the final canvas for paint by creating an interesting under painting || Participation ||  || 3,4 || Individual critique during work ||
 * 9/20 || Start landscape painting || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Begin work on Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/21 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/22 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/23 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/26 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/27 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/28 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/29 || continue painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 9/30 || finish painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 10/3 || Final touches to painting with palette knives || Apply knowledge of materials to a finished work that will be worthy of portfolio submission || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Continue work on Impressionistic Landscape || Participation ||  || 3,4 || Individual critique during work ||
 * 10/4 || Critique || Discuss in constructive critique how each student did on his/her piece. Student and instructor input is vital || VAD 3 (9-12) 1a, 1d ||  || Participation ||   || 4 ||   ||
 * 10/5 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/6 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/7 || Learn/review basic brush technique || Review the basics of brush strikes and collage method in preparation for the next project || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using the trial canvas, students will utilize multiple brushes in different methods taught by the instructor || Participation ||  || 3 ||   ||
 * 10/12 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/13 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/14 || Guest artist -
 * 10/17 || Introduction to Surrealism || By working with Stream of consiousness poetry, students will develop the overall premise for their surreal collage and begin to sketch it out || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using the tool of poetry and wording, students will develop the thoughts required for a surreal painting || Participation ||  || 3,4 || Individual critique during work ||
 * 10/18 || Begin Surreal collage Dreamscape project || Using three of the five words in the stream of conscience poem, students will sketch and begin to paint a dreamscape based on history lessons of surrealist painters such as Magritte and Dali || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || 3,4 || Individual critique during work ||
 * 10/19 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/20 || NECAP ||  ||   ||   ||   ||   ||   ||   ||
 * 10/21 || Continue painting the surrealist collage || Students will
 * 10/24 || Project due date extended to 11/4 due to NECAP
 * 10/25 || Continue painting the surrealist collage || Students will
 * 10/26 || Continue painting the surrealist collage || Students will
 * 10/27 || Continue painting the surrealist collage || Students will
 * 10/28 || Continue painting the surrealist collage || Students will
 * 10/31 || Continue painting the surrealist collage || Students will
 * 11/1 || Continue painting the surrealist collage || Students will
 * 11/2 || Continue painting the surrealist collage || Students will
 * 11/3 || Continue painting the surrealist collage || Students will
 * 11/4 || Continue painting the surrealist collage || Students will
 * 11/7 || Finish painting the surrealist collage || Students will
 * 11/9 || Class Critique || Students will give each other advice on improving work as well as learn from each others' successes. || VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 ||   ||
 * 11/10 || Class Critique || Students will give each other advice on improving work as well as learn from each others' successes. || VAD 3 (9-12) 1a, 1d || Using collage and acrylic painting technique, students will paint a surrealistic dreamscape || Participation ||  || DOK-3,DOK-4 ||   ||
 * 11/14 || Start Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students must draw the still life using their non dominant hand with his/her pencil held in a fist to further explore the primitive nature of cubism || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/15 || Start Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students must draw the still life using their non dominant hand with his/her pencil held in a fist to further explore the primitive nature of cubism || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/16 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/17 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/18 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/21 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/22 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/23 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/28 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/29 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 11/30 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/1 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/2 || Instructor Absent
 * 12/5 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/6 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/7 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/8 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/9 || Analytical Cubist Still life painting || Through study of the forms presented in a class chosen still life, the student artists must create a painting in the Analytical Cubist style. The history of the style is covered in the initial lecture then repeated and elaborated on as the students work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will paint each form created by the overlapping drawing using only two colors and white (one warm, one cool) incorporating all three in each segment in effect making each part its own small painting within the whole || Participation ||  || DOK-3,DOK-4 || Individual critique during work process ||
 * 12/12 || Critique ||  || VAD 3 (9-12) 1a, 1d ||   || Participation ||   ||   ||   ||
 * 12/13 || Introduction of Final Assignment || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/14 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/15 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/16 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/19 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/20 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/21 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/22 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 12/23 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/3 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/4 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/5 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/6 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/9 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/10 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/11 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/12 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/13 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/16 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/17 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/18 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/19 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/20 || Work on Final || Students will concentrate on creating a work that best exemplifies what they have learned throughout the semester. They will document each step to be turned into a ppt for the final exam using an artist for reference. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will use one of the three techniques learned through the semester to create a unique self portrait. || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/23 || Work on Final Power Point Presentation || Students will take the process photos of the project and assemble them into a Power Point as described by the instructor. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will place the photographic evidence of their progress on the final into a coherent and professional presentation using Power Point || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/24 || Work on Final Power Point Presentation || Students will take the process photos of the project and assemble them into a Power Point as described by the instructor. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will place the photographic evidence of their progress on the final into a coherent and professional presentation using Power Point || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/25 || Work on Final Power Point Presentation || Students will take the process photos of the project and assemble them into a Power Point as described by the instructor. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Students will place the photographic evidence of their progress on the final into a coherent and professional presentation using Power Point || Participation ||  || DOK-4 || Instructor individual critique and peer critique ||
 * 1/27 || Present Final Power Point of work process || Students will present a Power Point as described by the instructor. ||  || Students will place the photographic evidence of their progress on the final into a coherent and professional presentation using Power Point This presentation will be critiqued along with the work of art itself by the class and the instructor || Participation ||   || DOK-3 || Instructor individual critique and peer critique ||
 * 1/30 || Make up Exams ||  ||   ||   ||   ||   ||   ||   ||
 * 1/31 || Intro. to Clay Manipulation || Review the syllabus and the rules of the ceramics classroom and kiln room || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor Lecture || Participation || The Craft and Art of Clay by: Susan Peterson || 1 || One on one help with questions
 * 2/1 || Intro. to Clay Manipulation || Lecture and demonstration about hand building ceramics techniques through history

Instructor demonstration on clay preparation, wedging, and using clay tools.

Students practice wedging and experiment with clay tools || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Lecture Demonstration || Participation || The Craft and Art of Clay by: Susan Peterson || 1,2,3 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/2 || Intro. to Clay Manipulation || Students demonstrate that they can wedge clay properly

Instructor demonstration on the pinch pot technique

Students begin working on their pinch pot piece || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Lecture Demonstration Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/3 || Pinch pot project || Students will wedge their own clay

Students will work in pinch pot pieces

Instructor checking individual progress and answering any questions that students have about their clay pieces. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/6 || Pinch pot project || Students will conduct peer critiques of their pinch pot pieces

Students will finish in pinch pot pieces.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay Peer critique || Participation Observation Critique || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/7 || Intro. to Coil hand building technique || Instructor demonstration of the coil hand building technique

Students practice coil making

Students sketch out three or more ideas for a pair of cups that connect is someway and finish for homework || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Demonstration Manipulate clay Draw || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/8 || Intro. to Coil hand building technique || Instructor check and discuss coil project ideas with students

Students will begin working on their first cup || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Critique Manipulate clay || Participation Observation Critique Homework || The Craft and Art of Clay by: Susan Peterson || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/9 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/10 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation Homework || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/13 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/14 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/15 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/16 || Coil building Project || Students will work on their first cup

Instructor checking individual progress and answering any questions that students have about their clay pieces. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 2/17 || Coil building Project || Students will finish their first cup in greenware

Instructor checking individual progress and answering any questions that students have about their clay pieces.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Manipulate clay || Participation Observation Homework || The Craft and Art of Clay by: Susan Peterson || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||