Last updated: 4/24/2025

Studio Art 2

Studio Art Curriculum 2

Duration: 18 weeks, ½ Credit Course

9 weeks, Third MP

9 weeks, Fourth MP

Requirement needed to take and pass this course are Intro to Art, Two level upper art classes such as Ceramic 1 & 2 and Studio Art 1.

*Usually for student who plans on pursuing high art eduction.

Grades: 11 and 12

Semester 2: Refinement, Conceptual Focus, and Final Portfolio Presentation for Art Pathways.

1. Creating a Cohesive Body of Work

*Work from the last two years only, 5 pieces.

*Create a unified narrative across a body of work, focusing on the importance of visual consistency and coherence in a portfolio.

*Developing a visual language, maintaining cohesion, and ensuring consistency while allowing room for experimentation.

2. Written Work

*Artistic Statement

*Title Page

*Table of contents

*Brainstorm ideas/Feedback of your work and Analytical Pieces

*Collection of Artifacts written and images

*Proof of reviews and feedback of artwork

*Reflections of work one page per work

*Works Cited pafe using MLA or APA guidlines

3. Digital Storage of all of the work.

*Use Google Slides or Slide Room

*In this order one slide per item.

*Title Page

*Table of Contents

*Goals/Artistic Statements

*Images of work (on left) and Reflection of that work on the right side

*Overall self Reflection of the portfolio work.

*Works-Cited Page using MLA or APA guidelines

(1)	VA:Cn10.1.HSIIIa	Synthesize knowledge of social, cultural, historical, and personal life with artmaking approaches to create meaningful works of art or design.
(1)	VA:Cn11.1.HSIa	Investigate ways that art and design from one culture or time period can influence artists and designers from a different culture or time period.
(1)	VA:Cr1.2.HSIa	Consider a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design.
(1)	VA:Cr1.2.HSIIa	Choose from a range of materials and methods of traditional and contemporary artistic practices to plan works of art and design that follow or break established artistic conventions.
(1)	VA:Cr1.2.HSIIIa	Choose from a range of materials and methods of traditional and contemporary artistic practices, following or breaking established conventions, to plan the making of multiple works of art and design connected by a theme, idea, or concept.
(1)	VA:Cr2.1.HSIIa	Through experimentation, practice, and persistence, demonstrate acquisition of skills and knowledge in a chosen art form.
(1)	VA:Cr2.1.HSIIIa	Experiment, plan, and make multiple works of art and design that explore a personally meaningful theme, idea, or concept.
(1)	VA:Cr3.1.HSIa	Apply relevant criteria and the feedback of others to revise and refine works of art and design in progress.
(1)	VA:Cr3.1.HSIIa	Engage in constructive critique with peers; then reflect on, re-engage, revise, and refine works of art and design in response to personal artistic vision.
(1)	VA:Cr3.1.HSIIIa	Reflect on, re-engage, revise, and refine works of art or design considering relevant traditional and contemporary criteria as well as personal artistic vision.
(1)	VA:Pr4.1.HSIa	Analyze, select, and curate art and artifacts for presentation or preservation.
(1)	VA:Pr5.1.HSIIIa	Investigate, compare, and contrast methods for preserving and protecting art.
(1)	VA:Re9.1.HSIa	Establish relevant criteria in order to evaluate a work of art or collection of works.
(1)	VA:Re9.1.HSIIa	Determine the relevance of criteria used by others to evaluate a work of art or collection of works.

Focus Questions for Each Piece.

1. What was the guiding question you were trying to answer in your work?

2. How did you use teacher and peer feedback to revise your work?

3. What do you think was the most successful aspect of your project and why?

4. What do you think was the most challenging aspect about your project and why?

5. What skills learned in this project prepare you for college or career?

6. If you were to complete this project/portfolio/research again, what would you change or do differently or why?

Artist Statement/Project Goals

Minimum of 5 Creative works connected to the student’s artistic goals.

Initial Evidence of creative processes/design processes.

*sketchbook work

*Cited Websites

*Mock-ups

*Other artifacts

Additional Artworks and evidence of creative processes/design process.

Finial Artwork with process reflection.

Portfolio

Artistic Statement

Brainstorm

Feedback

Analytical

Artifacts

Reflections

Works Cited

Title Page

Table of Contents

Google Slide

Slide Room

Goal

Reflection

MLA Guidelines

APA Guildlines

HSI Proficient A level of achievement attainable by most students who complete a foundation- level high school course in the arts (or its equivalent).

• Foundational technical and expressive skills and understandings in an art form necessary to solve assigned problems or prepare assigned repertoire for presentation; make appropriate choices with some support; and may be prepared for active engagement in their communities.

• They understand the art form to be an important form of personal realization and well-being, and make connections between the art form, history, culture and other learning.

HSII Accomplished A level of achievement attainable by most students who complete a rigorous sequence of high school- level courses (or the equivalent) beyond the Proficient level.

• Students at the Accomplished level are, with minimal assistance, able to identify or solve arts problems, based on their interests or for a particular purpose; conduct research to inform artistic decisions; and create and refine arts products, performances, or presentations that demonstrate technical proficiency, personal communication, and expression.

• They use the art form for personal realization and wellbeing, and have the necessary skills for and interest in participation in arts activity beyond the school environment.

HSIII Advanced A level and scope of achievement that significantly exceeds the Accomplished Level. Achievement at this level is indisputably rigorous and substantially expands students’ knowledge, skills, and understandings beyond the expectations articulated at the Accomplished level.

• Students at the Advanced level independently identify

• challenging arts problems, based on their interests or for specific purposes, and bring creativity and insight to finding artistic solutions.

• They are facile in using at least one art form as an effective avenue for personal communication, demonstrating a higher level of technical and expressive proficiency characteristic of honors or college-level work.

• They exploit their personal strengths and apply strategies to overcome personal challenges as arts learners. They are capable of taking a leadership role in arts activity within and beyond the school environment. This level is typically accomplished after five units of high school study

New York State Education Department
Office of Standards and Instruction
Room 860, Education Building Annex (EBA)
89 Washington Avenue
Albany, New York

NYS Education Department

Individual Arts Assessment Pathway

(IAAP) Implementation Guide Visual Arts/Media Arts

1. Generate and conceptualize Artistic ideas and work.

2. Organize and develop artistic ideas and work.

3. Refine and Complete artistic work.

4. Select, analyze, and interpret artistic work for presentation.

5. Develop and refine artistic techniques and work for presentation.

6. Convey meaning through the presentation of artistic work.

7. Perceive and analyze artistic work.

8. Interpret meaning in artistic work.

9. Apply Criteria to evaluate artistic work.

10. Relate and synthesize knowledge and personal experiences to inspire and inform artistic work.

11. Investigate ways that artistic work is influenced by societal cultural and historical context, and in turn, how artistic ideas shape cultures past, present, and future.

HS1 Proficient Level

HS 2 Accomplished Level

HS 3 Advanced Level

Assessment Methods

Formative: Sketchbook entries, class participation, technique quizzes, in-progress critiques verbal and written
Summative: Final project evaluation, portfolio review (includes sketchbook, practice pieces, and finished works)