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The aim of Art 2 is to improve students’ skills and techniques, knowledge of art history, understanding of theories and functions of art as well as develop a clear sense of intention across individual artworks. Students focus on the art of visual communication as well as visual agency.
The aim of Art 2 is to improve students’ skills and techniques, knowledge of art history, understanding of theories and functions of art as well as develop a clear sense of intention across individual artworks. Students focus on the art of visual communication as well as visual agency.
All units are interdisciplinary. Students will combine their knowledge gained in other subject areas to discover meaningful connections between subjects as well as leverage insights gained by thinking and reflecting critically to problem-solve from multiple perspectives.
All units are interdisciplinary. Students will combine their knowledge gained in other subject areas to discover meaningful connections between subjects as well as leverage insights gained by thinking and reflecting critically to problem-solve from multiple perspectives.
Students complete 3 units throughout the year, one each trimester. The media covered are relief printmaking, realistic portrait drawing, and oil painting. Skills and techniques are developed concurrently with students' knowledge of critical theory developed in both written tasks as well as critique.
Students complete 3 units throughout the year, one each trimester. The media covered are relief printmaking, realistic portrait drawing, and oil painting. Skills and techniques are developed concurrently with students' knowledge of critical theory developed in both written tasks as well as critique.
Lincoln trimester grade breakdown
Investigation assignments - 30%
Planning assignments - 20%
Creating assignments - 30%
Reflecting assignments - 20%
In Art 2, we follow an inquiry cycle that has 5 unique processes:
Each unit starts by Investigating a specific concept for the unit. The investigation will include researching the concept, artists and analyzing artworks of your choice that relate to the unit premise.
The second process is called Experimenting. In this step, you will do multiple workshops to better understand how to use the unit media. These workshops are formative and allow time for experimentation.
The third process is Planning. Here you will write an artistic intention for your artwork and plan multiple visual compositions. You will consult your peers, family or teachers for feedback about which sketches best reflect your written ideas. You will refine your artistic intention and sketches so you are ready to start your artwork. You will also make a calendar to plan the pace at which you will work.
The fourth process is Creating. Here you will follow your plan to create your artwork. You will likely confront important setbacks or experience something unexpected, which is natural for artists. You will record your activity each class and take note of where your plan changed directions.
The fifth process is Reflecting. Here you will verbally critique your work, get feedback from your peers about their interpretation and write about what you learned about visual communication. You will reflect on what you learned about your artistic process, how your work is interpreted and how you intend to approach the next unit inquiry cycle.
Each unit starts by Investigating a specific concept for the unit. The investigation will include researching the concept, artists and analyzing artworks of your choice that relate to the unit premise.
The second process is called Experimenting. In this step, you will do multiple workshops to better understand how to use the unit media. These workshops are formative and allow time for experimentation.
The third process is Planning. Here you will write an artistic intention for your artwork and plan multiple visual compositions. You will consult your peers, family or teachers for feedback about which sketches best reflect your written ideas. You will refine your artistic intention and sketches so you are ready to start your artwork. You will also make a calendar to plan the pace at which you will work.
The fourth process is Creating. Here you will follow your plan to create your artwork. You will likely confront important setbacks or experience something unexpected, which is natural for artists. You will record your activity each class and take note of where your plan changed directions.
The fifth process is Reflecting. Here you will verbally critique your work, get feedback from your peers about their interpretation and write about what you learned about visual communication. You will reflect on what you learned about your artistic process, how your work is interpreted and how you intend to approach the next unit inquiry cycle.
Youchin Oh, Pray for Democracy Relief block print 2018
Art and Protest
Each society must decide what ideas, rules and laws are important to uphold their values. Through history, artists, writers and musicians have challenged the status quo by questioning values they feel are discriminatory, outdated, corrupt, or damaging to people’s happiness and well-being. Artists have the ability to speak truth to power.
This unit is interdisciplinary and will be taught with support from our history and global politics departments.
Students will learn how artists use their work to persuasively communicate their opinions about social issues. They will consider how art functions to strengthen societal values, when discerning when visual commentary goes too far. They will also focus on effectively engaging an audience in order to persuasively change their thinking or behavior. Students will learn the process of relief printmaking while creating a socially subversive artwork. This includes image transfer, drawing, layering inks, and subtractive carving.
Marcella I Licastro, “A Caçula” (The Youngest)Pencil on paper 2019
Art and Status
Our fascination with faces as an art form has bridged every major civilization and culture of the world. Portraiture is one of the oldest genres of art dating back to early Egypt. For 1000s of years of our recorded history, there was no photography so an interaction between an artist and a sitter was the main way to record the physical appearance of someone and their existence at all. Throughout history, the portrait has one thing in common, it can create an entire identity for the subject by glorifying them or vilifying them; demonstrating their wealth, demonstrating their struggle, making them an idol or showing their rank in society. Portraiture is the art that invites us to "know" others from different times and places and narrate their story to the world. Students will learn how artists use their artwork to display their status and identity within their culture through the use of symbolic iconography. They will learn the skills of realistic portrait drawing. This includes facial proportion, shading, foreshortening, drawing the scenery, clothing, and objects.
Julie Firth, 2010
Art and Aesthetics
Students will consider the role mathematics plays in determining our ideals of beauty and aesthetic preference. They will learn how artists apply the theories of visual composition and formal construction, which are derived from mathematical principles.
This unit is interdisciplinary and will be taught with Integrated mathematics 2. Students will learn how artists use math in the ideation and creation of their work. They will learn the skills of mobile-making as well as the history of kinetic art. This includes working with wire, enlarging shapes by altering scale without changing shape, mobile construction methods , and kinetic energy (allowing mobiles to spin).
Art 2 Common core standards
Art 2 Common core standards
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