Fine Arts

Curriculum - Fine Arts

Choose a course:

Art I

Art II/III

Fine Arts Survey

Speech I

Interpersonal Communications

Public Speaking (available starting 2003-2004 school year)

Art I

The student is introduced to the basic art processes, techniques, materials, and terminology. Students are exposed to principles and elements of design and sound composition. The student is given opportunities for creative expression. This will be accomplished through the creation of two-dimensional works of art, using media such as pencil, charcoal, pastels, paint, and ink. The student will be exposed to perspective drawing, printmaking, collage, portrait and figure drawing, as well as color theory. Units on art history are also included. In Art I, the objectives of the course are organized into two categories, those dealing with art knowledge and those dealing with putting the art knowledge acquired in the course into practice.

Art I Knowledge Objectives

The learner will be able to illustrate ideas for artworks from direct observation, experiences, and imagination.

The learner will be able to compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

The learner will be able to create visual solutions by elaborating on direct observation, experiences, and imagination.

The learner will be able to create designs for practical applications.

The learner will be able to demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture.

The learner will be able to compare and contrast historical and contemporary styles, identifying general themes and trends.

The learner will be able to describe general characteristics in artworks from a variety of cultures.

The learner will be able to compare and contrast career and vocational opportunities in art.

The learner will be able to demonstrate an understanding of art history and culture as records of human achievements.

The learner will be able to express ideas through original artworks, using a variety of media with appropriate skill.

The learner will be able to make informed judgments about personal artworks and the artworks of others.

The learner will be able to interpret, evaluate, and justify artistic decisions in personal artworks.

The learner will be able to select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings.

Art I Performance Objectives

The learner will be able to explain perspective drawing and successfully complete a drawing using perspective.

The learner will be able to discuss the steps in printmaking and successfully produce an example.

The learner will be able to discuss the steps in creating a collage and successfully produce an example.

The learner will be able to discuss the steps in drawing a portrait and will complete a portrait project.

The learner will be able to discuss the steps in figure drawing and will produce a figure-drawing project.

The learner will be able to discuss the factors, steps, and materials necessary in both watercolor and oil painting and will produce projects in both media.

The learner will be able to demonstrate mastery of the principles of color theory.

The learner will be able to use multiple media, including pencil, charcoal, pastels, paint, and ink to create art projects.

Fine Arts Survey Curriculum Guide

Course Description

Fine Arts Survey is designed to introduce students to the basics of art, drama, music, and dance. The course is similar to many humanities courses taught at the university level and also corresponds to the study of World History.

Course Objectives

Unit I -- Art

Introduction

a. The learner will explain how artworks differ visually, spatially, temporally, and functionally and describe how those features relate to history and culture.

b. The learner will critique various pieces of art.

c. The learner will identify the relationship between art and architecture.

The ancient world

a. The learner will identify the major trends in art in ancient Greece and Rome.

b. The learner will identify major trends in architecture in ancient Greece and Rome.

c. The learner will identify the major artists and artworks of ancient Greece and Rome.

The Middle Ages

a. The learner will identify art trends associated with the Middle Ages.

b. The learner will explain the relationship between religion and art in the Middle Ages.

c. The learner will identify the major artists and artworks of the Middle Ages.

d. The learner will explain how the political and social structures of the Middle Ages affected the art of the period.

e. The learner will identify the major architectural trends of the Middle Ages and show how architecture was influenced by religion.

The Renaissance

a. The learner will identify the main artists associated with the Renaissance.

b. The learner will identify the main art trends and developments of the Renaissance.

c. The learner will compare and contrast Renaissance art with that of the Middle Ages.

d. The learner will identify the main trends of architecture in the Renaissance and explain how Renaissance architecture differed from that of the Middle Ages.

e. The learner will explain the relationship between Renaissance art and that of ancient Greece and Rome.

The 17^th Century

a. The learner will identify the main characteristics of the Baroque Period

b. The learner will explain how the political and social events of the 17^th Century affected the art of the period.

c. The learner will identify the main characteristics of architecture in the 17^th Century.

d. The learner will identify the main artists of the 17^th Century

The 18^th Century

a. The learner will identify the characteristics of art in the 18^th Century.

b. The learner will identify the main artists associated with the 18^th Century.

c. The learner will identify the major trends in architecture in the 18^th Century.

d. The learner will relate the social and political events and trends of the 18^th Century to the art and architecture of the period.

The 19^th Century

a. The learner will recognize the various artists of the 19^th Century.

b. The learner will identify the various art movements of the 19^th Century.

c. The learner will identify the various characteristics of each art movement of the 19^th Century.

d. The learner will identify the characteristics of architecture in the 19^th Century.

e. The learner will relate the social and political events and trends of the 19^th Century to the art and architecture of the period.

The 20^th Century

a. The learner will associate the various artists of the 20^th Century with their art style.

b. The learner will identify the various art styles of the 20^th Century.

c. The learner will identify the various architecture styles of the 20^th Century.

d. The learner will relate the social and political events and trends of the 20^th Century to the art and architecture of the period.

Unit II – Drama

Introduction
1. The learner will demonstrate the areas of placement on a stage.
2. The learner will identify the components of the theater.
3. The learner will identify the elements of the plot in drama.
4. The learner will define and differentiate between choral readings, tragedy, comedy, and satire in drama.
The Ancient World
1. The learner will identify major actors and playwrights from ancient Greece and Rome.
2. The learner will trace the origins of drama.
3. The learner will identify and explain various types of scenic devices used during this time period.
4. The learner will define and identify the various parts of the Greek staging area.
Middle Ages
1. The learner will identify how the church assisted in the restart of drama during the Middle Ages.
2. The learner will define and cite examples of miracle and morality plays and explain how they differed.
3. The learner will identify important works of drama from the Middle Ages.
Renaissance
1. The learner will identify the Comedia Dell’ Arte and its characteristics.
2. The learner will identify the famous Elizabethan playwrights.
3. The learner will describe the Globe Theater.
The 17^th Century
1. The learner will identify various playwrights and innovations in drama in the 17^th Century.
2. The learner will define and differentiate between Baroque and Restoration drama and theaters.
The 18^th Century
1. The learner will identify the various parts of an opera.
2. The learner will identify the major drama writers and dramas of the 18^th Century.
The 19^th Century
1. The learner will identify various playwrights and their works from each style of drama of the 19^th Century.
2. The learner will identify the various drama styles of the 19^th Century.
3. The learner will identify the characteristics of the drama styles of the 19^th Century.
The 20^th Century
1. The learner will identify the major trends in drama in the 20^th Century.
2. The learner will identify the major playwrights and works of the 20^th Century.
3. The learner will identify the major parts of a musical.
4. The learner will identify the major components of the theatre of the absurd.
5. The learner will explain how radio, film, and television relate to and developed from drama.

Unit III – Music

Introduction
1. The learner will identify the various elements of music.
The Ancient World
1. The learner will identify contributions the Greeks and Romans made to music history.
2. The learner will identify early musical instruments.
The Middle Ages
1. The learner will describe the development of music in the Middle Ages.
2. The learner will describe the role of troubadours and minstrels in Middle Ages society.
3. The learner will identify the impact of religion on music in the Middle Ages.
The Renaissance
1. The learner will identify the various types of music associated with the Renaissance.
2. The learner will identify the musical instruments of the Renaissance.
The 17^th Century
1. The learner will define compositional forms associated with the Baroque Movement.
2. The learner will identify the characteristics of the Baroque Period.
3. The learner will Identify the major composers of the 17^th Century.
4. The learner will identify the changes in musical instruments in the 17^th Century.
The 18^th Century
1. The learner will identify the various parts of an opera.
2. The learner will identify the major composers of the 18^th Century.
3. The learner will identify the characteristics of music of the 18^th Century.
4. The learner will identify the innovations in musical instruments in the 17^th Century.
The 19^th Century
1. The learner will identify the major composers of the 19^th Century.
2. The learner will identify the various music styles of the 19^th Century.
3. The learner will identify the characteristics of the styles of music developed in the 19^th Century.
4. The learner will identify the innovations in musical instruments in the 19^th Century.
5. The learner will explain the development of modern American music (marches, jazz, ragtime, etc.) in the 19^th Century.
The 20^th Century
1. The learner will identify the development of new styles of music in the US in the 20^th Century.
2. The learner will identify the major composers of the 20^th Century.
3. The learner will identify the major influences on music in the 20^th Century.
4. The learner will explain the impact of radio, television, records, tapes, and CDs on music in the 20^th Century.
5. The learner will correlate types of music in the 20^th Century to political and social movements.

Unit IV – Dance

History of dance
1. The learner will identify the beginnings of formal dance as an art form.
2. The learner will trace the history of dance as an art form.
3. The learner will identify the major components and forms of ballet.
4. The learner will identify composers of major American ballets.

Speech I

The course is designed to introduce the student to the skills of public speaking. The student will acquire knowledge in the areas of research, organization and delivery of a presentation. Emphasis will also be placed on the use of the body language and vocal intonation as elements of successful communication. Presentations will center on speeches designed to inform, persuade, and entertain. Equally important, the student will learn the important role that listening plays in the process of communicating effectively.

Course Organization

The course is organized into two units, knowledge of public speaking and public speaking skills. The two units are not taught as separate entities, but are often combined so that the student learns about the types of speeches, how to construct speeches, and how to properly deliver a speech, then actually researches, writes, and performs the speeches.

Speech I objectives

The learner will be able to trace the development of the rhetorical perspective.

The learner will be able to recognize the influence of classical rhetoric in shaping Western thought.

The learner will be able to explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery.

The learner will be able to analyze how modern public address influences public opinion and policy in a democracy.

The learner will be able to analyze the ethical responsibilities that accompany freedom of speech.

The learner will be able to recognize and analyze speech varied speech forms.

The learner will be able to identify and analyze the traditional elements of speech form, including introduction, body, and conclusion.

The learner will be able to identify and analyze logical patterns of organization for specific speech forms.

The learner will be able to identify and analyze the characteristics of a speech to inform.

The learner will be able to identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy.

The learner will be able to identify and analyze characteristics of speeches for special occasions.

The learner will be able to analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

The learner will be able to develop and use critical, deliberative, evaluative, empathic, and appreciative listening skills to analyze and evaluate speeches.

The learner will be able to apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

The learner will be able to plan speeches.

The learner will be able to identify and analyze the audience and occasion as a basis for choosing speech strategies.

The learner will be able to select and limit topics for speeches considering his/her own interests, timeliness, and importance of the topic.

The learner will be able to research topics using primary and secondary sources, including electronic technology.

The learner will be able to analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

The learner will be able to organize speeches.

The learner will be able to apply knowledge of speech form to organize and design speeches.

The learner will be able to organize speeches effectively for specific topics and purposes, audiences, and occasions.

The learner will be able to choose logical patterns of organization for bodies of speeches.

The learner will be able to prepare outlines reflecting logical organization.

The learner will be able to analyze and evaluate the organization of oral or written speech models.

The learner will be able to use valid proofs and appeals in speeches.

The learner will be able to analyze the implications of the audience occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches.

The learner will be able to choose logical proofs that meet standard tests of evidence.

The learner will be able to use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches.

The learner will be able to choose proofs and appeals that enhance a specific topic, purpose, and tone.

The learner will be able to choose and develop appropriate devices for introductions and conclusions.

The learner will be able to choose or produce effective visual supports.

The learner will be able to analyze and evaluate the proofs and appeals used in oral and written speech models.

The learner will be able to develop skills in using oral language in public speeches.

The learner will be able to distinguish between oral and written language styles.

The learner will be able to write manuscripts to facilitate language choices and enhance oral style.

The learner will be able to use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect.

The learner will be able to use informal, standard, and technical language appropriately.

The learner will be able to employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity.

The learner will be able to evaluate a speaker's style in oral or written speech models.

The learner will be able to use appropriate strategies for rehearsing and presenting speeches.

The learner will be able to employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas.

The learner will be able to rehearse and employ a variety of delivery strategies.

The learner will be able to develop verbal, vocal, and physical skills to enhance presentations.

The learner will be able to use notes, manuscripts, rostrum, microphone, visual aids, and/or electronic devices.

The learner will be able to maintain a lively sense of interaction with an audience.

The learner will be able to analyze and evaluate speeches.

The learner will be able to use critical, deliberative, and appreciative listening skills to evaluate speeches.

The learner will be able to critique speeches using knowledge of rhetorical principles.

Interpersonal Communication

The course focuses on various methods of interpersonal communication. Included in this course is an assessment of the individual's style of communication and suggestions for improvement. One cannot communicate effectively unless he knows as much as he can about himself. Consequently, one of the course objectives is to aid the student in acquiring greater self-knowledge. Role-playing sessions and communication exercises will be utilized so the student will be better prepared to deal with all forms of interpersonal communication.

Communication Knowledge Objectives

The learner will be able to explain the importance of effective communication skills in professional and social contexts.

The learner will be able to identify the components of the communication process and their functions.

The learner will be able to identify standards for making appropriate communication choices for self, listener, occasion, and task.

The learner will be able to identify the characteristics of oral language and analyze standards for using informal, standard, and technical language appropriately.

The learner will be able to identify types of nonverbal communication and their effects.

The learner will be able to recognize the importance of nonverbal strategies such as a firm handshake, direct eye contact, and appropriate use of space and distance.

The learner will be able to identify the components of the listening process.

The learner will be able to identify specific kinds of listening such as critical, deliberative, and empathic.

The learner will be able to recognize the importance of gathering and using accurate and complete information as a basis for making communication decisions.

The learner will be able to identify and analyze ethical and social responsibilities of communicators.

The learner will be able to recognize and analyze appropriate channels of communication in organizations.

The learner will be able to identify types of professional and social relationships, their importance, and the purposes they serve.

The learner will be able to use professional etiquette and protocol in situations such as making introductions, speaking on the telephone, and offering and receiving criticism.

The learner will be able to identify and use appropriate strategies for dealing with differences, including gender, ethnicity, and age.

The learner will be able to analyze and evaluate the effectiveness of own and other’s communication.

The learner will be able to identify kinds of groups, their importance, and the purposes they serve.

The learner will be able to analyze group dynamics and processes for participating effectively in groups, committees, or teams.

The learner will be able to identify and analyze the roles of group members and their influence on group dynamics.

The learner will be able to identify and analyze leadership styles.

The learner will be able to analyze the participation and contributions of group members and evaluate group effectiveness.

The learner will be able to analyze the audience, occasion, and purpose when designing presentations.

The learner will be able to determine specific topics and purposes for presentations.

The learner will be able to evaluate the effectiveness of his/her own presentations.

Skills Objectives

The learner will be able to use the various communication processes in professional and social contexts.

The learner will be able to employ appropriate verbal, nonverbal, and listening skills to enhance interpersonal relationships.

The learner will be able to use appropriate interpersonal-communication strategies in professional and social contexts.

The learner will be able to use communication-management skills to build confidence and develop appropriate assertiveness, tact, and courtesy.

The learner will be able to make clear appropriate requests, give clear and accurate directions, ask appropriate and purposeful questions, and respond appropriately to the requests, directions, and questions of others.

The learner will be able to participate appropriately in conversations.

The learner will be able to communicate effectively in interviews.

The learner will be able to communicate effectively in groups in professional and social contexts.

The learner will be able to demonstrate skills for assuming productive roles in groups.

The learner will be able to use appropriate verbal, nonverbal, and listening strategies to promote group effectiveness.

The learner will be able to use effective communication strategies in leadership roles.

The learner will be able to use effective communication strategies for solving problems, managing conflicts, and building consensus in groups.

The learner will be able to make and evaluate formal and informal professional presentations.

The learner will be able to research topics using primary and secondary sources, including electronic technology.

The learner will be able to use effective strategies to organize and outline presentations.

The learner will be able to use information effectively to support and clarify points in presentations.

The learner will be able to prepare scripts or notes for presentations.

The learner will be able to prepare and use visual or auditory aids, including technology, to enhance presentations.

The learner will be able to use appropriate techniques to manage communication apprehension, build self-confidence, and gain command of the information.

The learner will be able to use effective verbal and nonverbal strategies in presentations.

The learner will be able to prepare, organize, and participate in an informative or persuasive group discussion for an audience.

The learner will be able to make individual presentations to inform, persuade, or motivate an audience.

The learner will be able to participate in question and answer sessions following presentations.

The learner will be able to apply critical-listening strategies to evaluate presentations.

Public Speaking

Course Goals and Description

Course Objectives

The course objectives are divided into two sections, knowledge of public speaking and public speaking (actually preparing, delivering, and evaluating speeches).

Knowledge of Public Speaking

Rhetoric

The learner will trace the development of the rhetorical perspective.

Influence of rhetoric

The learner will recognize the influence of classical rhetoric in shaping Western thought.

Classical rhetorical cannons

The learner will explain and use the classical rhetorical canons of invention, organization, style, memory, and delivery.

Modern public address

The learner will analyze how modern public address influences public opinion and policy in a democracy.

Ethical responsibility

The learner will analyze the ethical responsibilities that accompany freedom of speech.

Speech forms

The learner will recognize and analyze speech varied speech forms.

Traditional elements

The learner will identify and analyze the traditional elements of speech form, including introduction, body, and conclusion.

Logical patterns

The learner will identify and analyze logical patterns of organization for specific speech forms.

Informative speeches

The learner will identify and analyze the characteristics of a speech to inform.

Persuade

The learner will identify and analyze the characteristics of a speech to persuade, including propositions of fact, value, problem, and/or policy.

Special occasions

The learner will identify and analyze characteristics of speeches for special occasions.

Rhetorical elements

The learner will analyze and evaluate the rhetorical elements in models of speeches that inform, persuade, or inspire.

Public Speaking Skills

Listening skills

The learner will develop and use critical, deliberative, evaluative, empathic, and appreciative listening skills to analyze and evaluate speeches.

Apply and analyze

The learner will apply knowledge and understanding of rhetoric to analyze and evaluate oral or written speeches.

Invention

The learner will plan speeches.

Audience

The learner will identify and analyze the audience and occasion as a basis for choosing speech strategies.

Purpose

The learner will select and limit topics for speeches considering his/her own interests, timeliness, and importance of the topic.

Research

The learner will research topics using primary and secondary sources, including electronic technology.

Evaluate

The learner will analyze oral and written speech models to evaluate the topic, purpose, audience, and occasion.

Organization

The learner will organize speeches.

Organize and design speeches

The learner will apply knowledge of speech form to organize and design speeches.

Effective speeches

The learner will organize speeches effectively for specific topics and purposes, audiences, and occasions.

Logical patterns

The learner will choose logical patterns of organization for bodies of speeches.

Outlines

The learner will prepare outlines reflecting logical organization.

Analyze and evaluate

The learner will analyze and evaluate the organization of oral or written speech models.

Proofs

The learner will use valid proofs and appeals in speeches.

Implications

The learner will analyze the implications of the audience occasion, topic, and purpose as a basis for choosing proofs and appeals for speeches.

Logical proofs

The learner will choose logical proofs that meet standard tests of evidence.

Support and clarify claims

The learner will use logical, ethical, and emotional proofs and appeals to support and clarify claims in speeches.

Enhance

The learner will choose proofs and appeals that enhance a specific topic, purpose, and tone.

Introductions and conclusions

The learner will choose and develop appropriate devices for introductions and conclusions.

Visual supports

The learner will choose and/or produce effective visual supports.

Analyze and evaluate

The learner will analyze and evaluate the proofs and appeals used in oral and written speech models.

Style

The learner will develop skills in using oral language in public speeches.

Distinguish

The learner will distinguish between oral and written language styles.

Write manuscripts

The learner will write manuscripts to facilitate language choices and enhance oral style.

Effect

The learner will use rhetorical and stylistic devices to achieve clarity, force, and aesthetic effect.

Language

The learner will use informal, standard, and technical language appropriately.

Clarity

The learner will employ previews, transitions, summaries, signposts, and other appropriate rhetorical strategies to enhance clarity.

Evaluate

The learner will evaluate a speaker's style in oral or written speech models.

Delivery

The learner will use appropriate strategies for rehearsing and presenting speeches.

Techniques and strategies

The learner will employ techniques and strategies to reduce communication apprehension, develop self-confidence, and facilitate command of information and ideas.

Delivery strategies

The learner will rehearse and employ a variety of delivery strategies.

Enhance presentations

The learner will develop verbal, vocal, and physical skills to enhance presentations.

Visual aids

The learner will use notes, manuscripts, rostrum, microphone, visual aids, and/or electronic devices.

Interaction

The learner will maintain a lively sense of interaction with an audience.

Evaluation

The learner will analyze and evaluate speeches.

Listening skills

The learner will use critical, deliberative, and appreciative listening skills to evaluate speeches.