MARRIOTTS RIDGE HIGH SCHOOL

12100 WOODFORD DR, MARRIOTTSVILLE, MD 21104

HOWARD COUNTY

MISSION STATEMENT:
In a safe and nurturing environment, we, the
students, staff,
families, and community of
Marriotts Ridge High School will act with honor
to achieve
educational excellence and lifelong learning
ADMINISTRATION:
Principal: Dr. Kaufman

Assistant Principals:
Mr. Cameron Rahnama
Ms. Choya Franklin
Mr. Clovis Thomas


DEMOGRAPHICS:
White 64.3%
Asian 21.0%
Hispanic 2.8%
American Indian/Alaskan 0.1%
African American 7.0%
Hawaiian/Pacific Islander 0.4%
Two or more races 4.4%
FAST FACTS:
Facility opened - 2005
School Capacity: 1,615 Total Enrollment: 1,222
Students Receiving Special Services 2011-12
Ltd. English Proficient 0 or <10 students
Free/Reduced Lunch <5%
Special Education <5%
Graduation Rate: 98.1%* *4-year adjusted cohort
PTA members: 757
*Performance on the HSAs, SAT, ACT and
Advanced Placement tests are among the highest
in the state.
MY MENTOR: JAYE AYRES
First undergrad degree in art
history
Masters of Education in art
education from Towson
Professional chef
Currently in 23
rd
year teaching
Taught middle school for 14
years
Honors & Awards:
Formed elected board member
of NAEA
Past president of MAEA

THE ART ROOM- ART I/PHOTO I
7 tables, 3 windows, projector, 3 sinks, storage
cabinets
ADVANCED ART ROOM
Drawing horses, large drying rack, projector, tv,
track lighting, 5 sinks
CONNECTING ROOM
4 tables, two sinks, slab roller, two kilns
ART II/ART GT- MENTOR ARTIST SELF
PORTRAIT
Unit Objective: Using oil pastel and inspiration from two mentor
artists, students will create a well-crafted self-portrait composition
that shows a physical likeness and conveys meaning.
ESSENTIAL QUESTIONS:
Why do humans make art?
Why do humans express themselves
through art?
Why do artists make portraits?
What do portraits say about people?
*Where do artists get their ideas and
how can they express them through
art?
How can art be helpful in other
disciplines?
ESSENTIAL LEARNER OUTCOMES
Outcome 1: Perceiving and Responding:

1.1A. The student will draw to achieve representational accuracy
in describing edges and contours, perspective, light, logic,
proportion, and point of view observed in subject matter.
1.1B. Working from observation, memory and/or experience, the
student will create a work using a mode of representation and
format that serves personal ideas, thoughts, and feelings.
1.2B. The student will describe, analyze, and interpret how artist
select modes of representation and formats to express personal
ideas, thoughts, and feelings.
1.1C. The student will develop unique or special ways to advance
feelings, ideas, or meaning by using specific elements of art and
principles of organization.

Outcome 2: Historical, Cultural, and Social Context
2.1A. The student will determine how works of art provide social
commentary, document historical events, and reflect the values and
beliefs of the society in which they are created.
2.1B. By studying selected art works, the student will examine
information from a variety of sources and propose factors that
influenced artists and inspired artworks.
2.2B. Inspired by diverse cultural values and beliefs, stylistic trends,
and technical innovations that have influenced artistic choices, the
student will create an artwork that connects art history with personal
values or contemporary issues.
2.2C. Inspired by the unique styles and forms of different artists the
student will create expressive works of art based on the same subject
or theme.

Outcome 3: Creative Expression and Production
3.2A. In reflecting on the completed work, the student will
describe, analyze, interpret the meaning created and
evaluate the choice and use of media, skills, and knowledge
in solving the art problem.
3.2 B. The students will describe sources of ideas for a
personal work and discuss how ideas were generated, how
representational problems were solved, what visual
references or information was used, and how the work
changed from beginning to completion, and what was
thought about in the process of making the work.

Outcome 4: Aesthetics and Criticism
4.1A. The student will critique artworks, applying different
theories of art to judge personal art work and that of others.

New Standards: RESPONDING









2. Apply appropriate vocabulary when writing and
responding about the visual world.
3. Identify and explain ways artistic intent influences content
and compositional formats.
5. Apply various philosophies of aesthetics (perceptual,
formal, and expressive) to compare works of art to form
critical judgments.



New Standards: CREATING

1. Demonstrate the independent and guided
use of sketchbook/journal to document a
personal engagement with the artistic process.
2. Implement brainstorming strategies to generate ideas and themes
to develop personal direction in a work of art.
3. Investigate relevant historical, contemporary, and material
resources in order to develop new ideas.
5. Select formal qualities and compositional devices to organize
personal solutions and communicate ideas in response to visual art
problems.
7. Persevere in problem solving by evaluating work in progress to
identify areas in need of improvement and possible solutions.
8. Identify, analyze, and manage tasks to complete work in
accordance with assignment criteria.

New Standards: PRESENTING








1. Maintain a portfolio of work to demonstrate artistic growth
over the course of the year
2. Analyze areas of artistic growth as evidenced by specific
personal examples to explain how artwork
4. Develop and share a written artists statement that supports
choices, intended purpose and/or meaning, and the integration
of ideas from mentor artists.
6. Engage in collaborative processes with peers for the purpose
of giving and receiving feedback.

LESSON 1: INTRODUCTION AND
IDEA GENERATION
Objective: Students will discuss identity, portraiture, and various
reasons for creating a self-portrait in order to start researching
mentor artists for inspiration.
ELOS
Outcome 1: Perceiving and Responding:
1 A. The student will draw to achieve representational accuracy
in describing edges and contours, perspective, light, logic,
proportion, and point of view observed in subject matter.
1.2B. The student will describe, analyze, and interpret how artist
select modes of representation and formats to express personal
ideas, thoughts, and feelings.
Outcome 2: Historical, Cultural, and Social Context
2.1A. The student will determine how works of art provide social
commentary, document historical events, and reflect the values
and beliefs of the society in which they are created.


SELF PORTRAITS AS ...
someone else
As the artist
Self-portraits and
aging
Self-portraits and
color
Self-portraits and
the mentor artist:




* GT- must
choose one
pre-1900
mentor and
one post-
1900
MY PROCESS:
HOMEWORK:
Minimum of 3 thumbnails
(4 X 5.5.inches):

-Include depiction of the
self from the mirror.
-Value shows form and
create mood or idea.
-Evidence of influence
from mentor artists in
style and subject matter.

LESSON 2: DRAWING THE SKULL
Objective: Students will use their knowledge about the structure
and form of the human head to draw their skull and half of their
face from observation.
Essential Questions:
Why might artists use their observational skills to record something?
How might artist use other disciplines in their art?

Outcome 1: Perceiving and Responding:
1 A. The student will draw to achieve representational
accuracy in describing edges and contours, perspective,
light, logic, proportion, and point of view observed in subject
matter.

Outcome 2: Historical, Cultural, and Social Context
2.1B. By studying selected art works, the student will
examine information from a variety of sources and propose
factors that influenced artists and inspired artworks.
ELOS
PROPORTION
CONFERENCING
WITH STUDENTS:
* X 2 for GT
LESSON 3 & 4: DRAWING THE FACE
Objective: students will use their
knowledge about the structure of
the human face, value, and form
to continue drawing their half-
skull/half-face self-portraits.
Essential Questions:
Why might artists use their
observational skills to record
something?
How might artist use other
disciplines to help create their
art?

Outcome 1: Perceiving and
Responding:

1 A. The student will draw to achieve
representational accuracy in describing
edges and contours, perspective, light,
logic, proportion, and point of view
observed in subject matter.

Outcome 2: Historical, Cultural, and
Social Context

2.1B. By studying selected art works,
the student will examine information
from a variety of sources and propose
factors that influenced artists and
inspired artworks.

ELOS
DRAWING THE EYE
LESSON 5: PREPARING A SURFACE
Objective: Students will learn
how to stretch and prepare a
paper canvas to create a
surface on which they will draw
their self-portrait.

Essential Questions:
Why do humans express
themselves through art?
Why do artists make portraits?
What do portraits say about
people?
Where do artists get their ideas
and how can they express them
through art?

Outcome 1: Perceiving and Responding:

1.1 A. The student will draw to achieve representational accuracy in
describing edges and contours, perspective, light, logic, proportion, and point
of view observed in subject matter.
1.1B. Working from observation, memory and/or experience, the student will
create a work using a mode of representation and format that serves
personal ideas, thoughts, and feelings.
1.2B. The student will describe, analyze, and interpret how artist select
modes of representation and formats to express personal ideas, thoughts,
and feelings.
1.1C. The student will develop unique or special ways to advance feelings,
ideas, or meaning by using specific elements of art and principles of
organization.
ELOS
Outcome 2: Historical, Cultural, and
Social Context

2.1B. By studying selected art works,
the student will examine information
from a variety of sources and propose
factors that influenced artists and
inspired artworks.
2.2B. Inspired by diverse cultural
values and beliefs, stylistic trends, and
technical innovations that have
influenced artistic choices, the student
will create an artwork that connects art
history with personal values or
contemporary issues.
2.2C. Inspired by the unique styles and
forms of different artists the student will
create expressive
works of art based on the same
subject or theme.
CONFERENCING WITH STUDENTS:
LESSON 6-9 : LAYING OUT PORTRAIT
Objective: Students will continue to
stretch and prepare a paper canvas to
create a surface on which they will
draw their self-portrait.
Students will also learn how to use
straight lines to map out a rough
outline of their self-portrait.
Essential Questions:
Why do humans make art?
Why do humans express themselves
through art?
Why do artists make portraits?

Outcome 1: Perceiving and Responding:
1.1 A. The student will draw to achieve representational accuracy in
describing edges and contours, perspective, light, logic, proportion, and point
of view observed in subject matter.
1.1B. Working from observation, memory and/or experience, the student will
create a work using a mode of representation and format that serves
personal ideas, thoughts, and feelings.
1.2B. The student will describe, analyze, and interpret how artist select
modes of representation and formats to express personal ideas, thoughts,
and feelings.
1.1C. The student will develop unique or special ways to advance feelings,
ideas, or meaning by using specific elements of art and principles of
organization.

ELOS
ELOS
Outcome 2: Historical, Cultural, and
Social Context


2.1B. By studying selected art works, the student will examine
information from a variety of sources and propose factors that
influenced artists and inspired artworks.
2.2B. Inspired by diverse cultural values and beliefs, stylistic trends,
and technical innovations that have influenced artistic choices, the
student will create an artwork that connects art history with personal
values or contemporary issues.
2.2C. Inspired by the unique styles and forms of different artists the
student will create expressive works of art based on the same subject
or theme.

SOME MINOR ADJUSTMENTS
LESSON 10-12: MONOCHROMATIC
UNDER PAINTING
Objective: Students will use their
knowledge about proportion and line
to finishing laying out their self-
portraits.
Students will use their knowledge
about values, tints, shades and
portraiture to create a monochromatic
under painting that models the form of
the face.
Essential Questions:
Why do humans make art?
Why do artists make portraits?

Outcome 1: Perceiving and Responding:
1.1 A. The student will draw to achieve representational accuracy in describing edges
and contours, perspective, light, logic, proportion, and point of view observed in
subject matter.
1.1B. Working from observation, memory and/or experience, the student will create a
work using a mode of representation and format that serves personal ideas,
thoughts, and feelings.

Outcome 2: Historical, Cultural, and Social Context
2.1B. By studying selected art works, the student will examine information from a
variety of sources and propose factors that influenced artists and inspired artworks.
2.2C. Inspired by the unique styles and forms of different artists the student will
create expressive works of art based on the same subject or theme.


ELOS
LESSON 13: OIL PASTEL
Objective: Students will use their
knowledge about color theory and
value to start laying in their skin tones
for their self-portrait.
Essential Questions:
Why do humans express
themselves through art?
Why do artists make portraits?
What do portraits say about
people?
Where do artists get their ideas
and how can they express them
through art?


OTHER UNIT SNAP SHOTS- CLAY VISUAL
PUNS
Other Unit Snap Shots- PhotoShop Phobias